Math & Science Curriculum Map

Weeks 4th Grade Curriculum Map 5th Grade Curriculum Map

(Paste Standard Abbrev.) (Paste Standard Abbrev.)

Part A. Math Science Math Science

1 4.NBT.1 4.ESS.1 5.NBT.1 5.ESS.1 and

5.ESS.2

2 cont. 4.ESS.1 5.NBT.2 5.ESS.1

3 4.NBT.2 4.ESS.1 5.NBT.4 5.ESS.1

4 4.OA.1 4.ESS.1 5.NBT.3 5.ESS.1

5 4.OA.2 4.ESS.1 cont. 5.ESS.2

6 4.NBT.3 4.ESS.2 5.NBT.5 5.ESS.3

7 4.NBT.4 4.ESS.2 5.NBT.6 5.ESS.3

8 4.NBT.5 4.ESS.2 cont. 5.PS.1

9 4.OA.4 4.ESS.2 ​5.NBT.7a 5.PS.1

10 4.NBT.6 4.ESS.3 5.OA.1 5.PS.1

11 4.OA.5 4.PS.1 5.OA.2 5.PS.1

4.ESS.2

12 4.OA.3 4.PS.1 5.MD.1 5.PS.1

13 4.MD.1 4.PS.1 5.MD.3ab 5.PS.1

(Thanksgiving
Break)

14 4.MD.3 4.PS.1 5.MD.4 5.PS.2

15 4.NF.1 4.PS.1 5.MD.5a 5.PS.2

16 4.NF.1 4.ESS.3 5.OA.3 5.PS.2

4.NF.2

17 4.NF.2 4.ESS.3 5.NF.1 5.PS.2

18 4.MD.4 4.ESS.3 cont. 5.PS.2

 19 4.MD.5ab 4.PS.2 5.NF.2 5.LS.1

20 (Christmas 4.G.2 4.PS.2 5.NF.3 5.LS.1

Break)

21 4.MD.6 4.PS.2 5.NF.4a 5.LS.1

22 4.MD.7 4.PS.2 5.NF.5a 5.LS.1

23 4.NF.3a 4.PS.2 5.NF.6 5.LS.1

4.NF.3b

24 4.NF.3c 4.LS.1 cont. 5.LS.2

4.NF.3d

25 4.NF.4a 4.LS.1 5.NF.7a 5.LS.2

4.NF.4b

26 4.NF.4b 4.LS.1 cont. 5.LS.2

4.NF.4c 4.LS.2

27​ (Spring 4.NF.4c 4.LS.2 5.MD.2 5.LS.2

Break)

28 4.NF.5 4.LS.2 5.G.1 5.PS.1

29 4.NF.6 4.LS.2 5.G.2 5.PS.2

30 (Science 4.NF.7 4.LS.2 5.G.3 Review for state

test -->5th test
grade)

31 4.MD.2A 4.LS.2 5.G.4 5.LS.1

4.MD.2b 5.LS.2
4.MD.2C

32 (Math Review for 4.ESS.3 Fun day 5.ESS.1

Testing) test 5.LS.1

33 4.MD.2A 4.ESS.3 6.G.3 5.ESS.3

4.MD.2b 5.PS.2

34 4.NF.3c 4.ESS.3 5.MD.1 5.PS.1

4.NF.3d

35 5.ESS.1 5.MD.5 6.ESS.1

4.NF.4a
4.NF.4b
 4.NF.7

36 5.NBT.1 5.ESS.1 5.MD.2 6.ESS.2

Part Color Blocking:

B. ● The school year is broken down by color by the 9 weeks. I felt
this was important to note since material should be wrapped up
for the grading period and would generally indicate that a new
chapter or unit be started. I also have included when holidays,
breaks, and testing might occur. Again, this was important to
note because breaks in learning impact the students. Students
may forget important information over a scheduled time off and
so it would be important to review following a break. All material
should be covered prior to state testing so that students are
best equipped for the test. The highlighted standards are an
indication of a sample assessment described at the end of this
section.

Sequencing Rationale:
● I generally began the year with the OA and NBT standards for
both 4th and 5th grade, as I felt that these strands laid the
foundation for the future mathematics being learned in the year.
From there, I determined which skills should be grouped
together like the multiplication or the division and started with
the simpler skills then moved to the word problems or started
with singular skills and then moved into the standards that used
multiple skills at once. Following the completion of those two
strands, I wanted to break up the heavier context strands with
an “easier” topic such as units of measure. I did the same within
the NF strand because I felt that it was necessary to provide the
students with a mental break from fractions so they do not
become overwhelmed. I also planned to wrap up content or
work with the MD standards before perceived breaks so as to
not teach a critical focus area before break and then have
students forget when they return. Length of time it took to cover
a standard was typically a week, though extra time was planned
for concepts that I believe would take longer to attain such as
place value (important for understanding of future
computations), long division, and fractions. The goal is for all
standards to be taught before testing so that students feel
prepared. After testing I chose 4 standards to review and/or
enrich upon with a project.
● When planning for science for both 4th and 5th grade, I kept in
mind the seasons. I think this is best to allow for more discovery
projects. For example, I wanted to do the solar system unit in
 the fall since the sky is most visible for students at night and
sunny during the day vs. in the winter/spring when it is mostly
cloudy and grey. This might allow for a study project where
students track the moon cycle, which would be optimal in the
fall. In the 4th grade, I planned for PS.1 to be taught following
the Earth science standards talking about erosion and
weathering because it talks about objects breaking into small
pieces, dissolving, etc. and could be related to the changes in
Earth’s surface. I tried to make it so that the topics flowed into
one another so students would be able to see how everything’s
connected. I followed this same concept when planning the 5th
grade science standards as well. The only difference was that
the 4th grade does not have science testing, which allowed me
to pretty evenly space out the learning segments. In the 5th
grade, I tried to fit in all standards prior to testing so students
would be knowledgeable about the material for the test and
then wrapped-up with standards that I wanted to revisit for
projects.

Part Integrated Assessment

C. ​ NE​ Performance Assessment that could be used
(Select, or Create, O
at some point during your 4th o​ r​ 5th grade curriculum map that would
require students to combine the current math and science areas of
study to complete the task. Create a modified version for students who
may struggle to access the task. Make sure to indicate where this
would be located in your curriculum map.)

Standard:​ 5.PS.1: The amount of change in movement of an object is

based on the mass of the object and the amount of force exerted.
5.MD.1: Know relative sizes of these U.S. customary measurement
units: pounds, ounces, miles, yards, feet, inches, gallons, quarts, pints,
cups, fluid ounces, hours, minutes, and seconds. Convert between
pounds and ounces; miles and feet; yards, feet, and inches; gallons,
quarts, pints, cups, and fluid ounces; hours, inutes, and seconds in
solving multi-step, real world problems.

In this activity, students will be using force on various sports balls to

observe the amount of change in movement based on the mass of the
object and the force exerted. Students will have various sports balls
(wiffle ball, tennis ball, baseball, soccer ball, beach ball) 1. Set up a
ramp so that it is about 30 cm high in an open, flat area. Place the ball
at the top of the ramp and let go of the ball. Record the distance
traveled (students will use feet, convert to inches later). Repeat
through until all have been tested. Then repeat the process, choosing
3 ball and pushing each ball from the top of the ramp (exerting force)
record each one’s distance traveled. Discuss what was observed. Did
the amount of force matter? Did the mass of the ball matter? Was it
easier to measure distance in feet or inches? How does information
transfer to the sport when played?
Modified version includes a tutorial at the beginning of the experiment
so that students are able to see the process modeled for them.
Struggling students would also use 3 balls instead of 5 (size of ball
kept in mind based on need). Limiting the number of tasks the
students must complete can ensure success and that students
experience the full benefits of a completed experiment. If accessibility
is a barrier, it can be moved to the tabletop surface. Students will
record answers in feet and convert to inches with the teacher. This
gives them the opportunity to still record both while gaining a better
understanding of the relationship between feet and inches. The
modified assignment is designed so that students can still acess the
same content, while receiving a little more support.

- Highlighted on map in green