Yeshiva Ketana of Los Angeles-Science Scope and Sequence

Course / Grade Title: Science Grade 5

Course / Grade Content: Student Activities Assessment(s) Differentiation

What will students be expected to know and do? Provide the core What will students What common How will the
knowledge and skills (standards) that will be taught and assessed. do to demonstrate assessments curriculum,
Organize the essential content standards by unit their learning? (formative and/or instruction, and
summative) will be assessments be
What cross-content used to measure accommodated to
integration is there student progress meet the needs of
with literacy? and achievement? each student?
(Include CCSS for
History, Science, (These may remain (These may remain
and the Technical the same or require the same or require
Subjects where minimal changes minimal changes for
applicable) for subsequent subsequent units)
units)

Unit Name / Big Ideas / Topics Essential Standards

Number of Days or / Key Concepts
Weeks / Time
Period
When matter changes,  5-PS1-1- Natural objects Activity 1- States of For Activity 1-  Engage students with
Unit 1: Structure does its weight change? exist from the very small Matter: Students will create a variety of Science
to the immensely large https://betterlesson.co Matter Unit lapbooks to and Engineering
and Properties of practices to provide
Does the state of matter m/lesson/642121/states show observations and
Matter impact its weight?  Matter is made of students with
-of-matter-part-1? research. multiple .entry points
particles too small to be
 September- seen
from=cc_lesson and multiple ways to
Does the mixing of two or
more substances result in a demonstrate their
November
new substance?  Matter of any type can be  Students will understandings.
subdivided into particles observe
that are too small to see, properties of the  Provide opportunities
but even then the matter three basic for students to
connect with people
still exists and can be states of matter
detected by means other of similar
 Students will be backgrounds (e.g.
than seeing
able to answer conversations . via
the question: digital tool such as
Yeshiva Ketana of Los Angeles-Science Scope and Sequence
Does air take up
 A model showing that space? SKYPE, experts from
gases are made from the community
matter particles that are
Activity 2- Physical For Activity 2- helping with a
too small to see and are project, journal
Changes vs. Chemical Students will create
moving freely around in articles, and
space can explain many Changes: foldables biographies).
observations, including https://betterlesson.co
m/lesson/630451/physi For whole unit-
the inflation and shape of  Provide students with
cal-changes-versus- Students will take
a balloon and the effects multiple choices for
chemical-changes?
of air on larger particles summative assessment how they can
or objects from=cc_lesson of all standards: represent their
https://betterlesson.com understandings (e.g. .
 5-PS1-2- The amount multisensory
 Students will be /lesson/631039/unit-2-
(weight) of matter is techniques-
able to assessment?
conserved when it auditory/visual aids;
changes form, even in determine if from=cc_lesson pictures, illustrations,
transitions in which it changes in graphs, charts, data
seems to vanish matter create tables,
something new multimedia,
 No matter what reaction or not modeling).
or change in properties
occurs, the total weight of
the substances does not
change. (Note: Mass and
weight are not
distinguished at this grade
level.)

 Standard units are used to

measure and describe
physical quantities such
as weight, time,
temperature, and volume

 5-PS1-3- Measurements
of a variety of properties
can be used to identify
materials.

 5-PS1-4- When two or

more different substances
are mixed, a new
substance with different
 Yeshiva Ketana of Los Angeles-Science Scope and Sequence
properties may be formed

 Cause-and-effect
relationships are routinely
identified, tested, and
used to explain change

5-PS3-1-Use models to describe http://www.franklintwp Food webs  Engage students with

Unit 2: Matter and that energy in animals’ food (used schools.org/UserFiles/S a variety of Science
How do organisms for body repair, growth, motion, ervers/Server_69234/Fil “Meeting the Animal’s and Engineering
Energy in and to maintain body warmth) was practices to provide
Organisms and obtain and use the once energy from the sun.
e/Curriculum/2016- Needs” game
students with
matter and energy they 2017%20Revisions/Sci multiple .entry points
Ecosystems need to live and grow? 5-LS1-1-Support an argument that ence%20-%20Grade Unit test and multiple ways to
 December-
plants get the materials they need %206%20-%20Unit demonstrate their
Mid February How are matter and for growth chiefly from air and %203.pdf understandings.
energy water.
moved/transferred Activity 1: Habitable  Provide opportunities
through an ecosystem? 5-LS2-1-Develop a model to Planet Population for students to
describe the movement of matter Simulator: connect with people
among plants, animals, of similar
How do organisms https://ngss.nsta.org/Re
decomposers, and the backgrounds (e.g.
interact with their environment.
source.aspx? conversations . via
environment? ResourceID=298 digital tool such as
SKYPE, experts from
Activity 2: Modeling the community
Marine Food webs helping with a
and Human Impact: project, journal
https://ngss.nsta.org/Re articles, and
biographies).
source.aspx?
ResourceID=516
 Provide students with
multiple choices for
Activity 3: Interactive how they can
Interdependence: represent their
https://ngss.nsta.org/Re understandings (e.g. .
source.aspx? multisensory
Yeshiva Ketana of Los Angeles-Science Scope and Sequence
ResourceID=21
techniques-
auditory/visual aids;
Activity 4: Florida’s pictures, illustrations,
graphs, charts, data
Everglades: A River
tables,
of Grass: multimedia,
https://ca.pbslearningm modeling).
edia.org/resource/midlit
10.sci.splglades/floridas
-everglades-the-river-
of-grass/

Other resources:
Build a food web
activity:
http://cloud.rpsar.net/ed
ocs/Science/Grade
%205/ARSS_Unit_2/B
uildaFoodWebActivity.
pdf
Course / Grade Content: Student Activities Assessment(s) Differentiation

What effect does Earth’s 5-PS2-1 Support an argument that Activity 1: Gravity Group project  Provide multiple
Unit 3: Space and Falling Objects: Quiz
gravitational force have on the gravitational force exerted by grouping
objects? Earth on objects is directed down.
https://ca.pbslearningm Presentation opportunities for
Systems: Stars and students to share
the Solar System edia.org/resource/phy03 Unit Test
What effect does the 5-ESS1-1 Support an argument their ideas and to
.sci.phys.mfe.lp_gravity encourage work .
relative distance from that differences in the apparent
 Mid February- Earth have on the apparent brightness of the sun compared to /gravity-and-falling- among various
brightness of the sun and . other stars is due to their relative objects/ backgrounds and
Mid April cultures (e.g. multiple
other stars? distances from Earth.
Activity 2: Our Super representation and
What patterns do we 5-ESS1-2 Represent data in Star: multimodal
notice when observing the graphical displays to reveal https://ca.pbslearningm experiences).
sky? patterns of daily changes in length edia.org/resource/ess05.
and direction of shadows, day and  Provide ELL students
sci.ess.eiu.lp_superstar/
night, and the seasonal with multiple literacy
appearance of some stars in the
our-super- strategies.
night sky. star/#.XpPZdS3MzOQ
 Provide students with
5.5-PS2-1.PS2.B.1 The Activity 3: Plaid Pete multiple choices for
is Finding Earth’s
gravitational force of Earth acting how they can
on an object near Earth’s surface Place in the Universe: represent their
pulls that object toward the https://betterlesson.com understandings (e.g. .
planet’s center. /browse/master_teacher multisensory
techniques-
/409509/68237/169921/
5.5-ESS1-1.ESS1.A.1 The sun is a auditory/visual aids;
amy-miller/curriculum pictures, illustrations,
star that appears larger and
brighter than other stars because
(Lessons 8-13) graphs, charts, data
it is closer. Stars range greatly in tables,
their distance from Earth. Activity 4: The Sun multimedia,
and Earth’s Patterns: modeling).
5-ESS1-2.ESS1.B.1 The orbits of https://betterlesson.com
Earth around the sun and of the /browse/master_teacher  Structure lessons
moon around Earth, together with /323329/68233/162689/ around questions
the rotation of Earth about an axis kara-nelson/curriculum that are authentic,
between its North and South relate to students’
poles, cause observable patterns. interests,
These include day and night; daily
Activity 5: Weight, social/family .
Mass and Gravity:
 https://betterlesson.com
changes in the length and direction /lesson/626414/weight- background and
of shadows; and different positions mass-gravity knowledge of their
of the sun, moon, and stars at community.
different times of the day, month,
and year.

In what ways do the 5-ESS2-1 Develop a model using an Activity 1: What-a- 3-D Model  Use project-based
Unit 4: Earth geosphere, biosphere, example to describe ways the Cycle: Unit Test science learning to
hydrosphere, and/or geosphere, biosphere, https://www.weather.go connect science with
Systems atmosphere interact? hydrosphere, and/or atmosphere observable
 May- June interact.
v/jetstream/ll_whatacyc
phenomena. .
le
How do individual
communities use science 5-ESS3-1 Obtain and combine  Engage students with
ideas to protect Earth’s information about ways individual Activity 2: Shower a variety of Science
resources and communities use science ideas to Curtain Watershed: and Engineering
environment? . protect the . Earth’s resources and https://www.sailorsfort practices to provide
environment. hesea.org/sites/default/f students with
iles/Shower_Curtain_W multiple .entry points
atershed.pdf and multiple ways to
demonstrate their
understandings.
Activity 3: The Rain
Shadow Effect:  Provide opportunities
https://betterlesson.com for students to
/lesson/634353/research connect with people
ing-the-rain-shadow- of similar
effect backgrounds (e.g.
conversations . via
digital tool such as
SKYPE, experts from
the community
helping with a
project, journal
articles, and
biographies).

 Provide students with

multiple choices for
how they can
represent their
understandings (e.g. .
multisensory
techniques-
auditory/visual aids;
pictures, illustrations,
graphs, charts, data
tables,
multimedia,
modeling).
Course / Grade Content: Student Activities Assessment(s) Differentiation

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12
Course / Grade Content: Student Activities Assessment(s) Differentiation

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