1. 5th
5th Grade Science Curriculum Map
Introduction
This document contains all mandated Arizona state standards for 5th grade science. The standards have been organized into units and clusters. The
units represent the major domain or field of scientific study under which the identified standards fall. The cluster represents the collection of similar
concepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progression
of the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document and
designated by their A or B group.
Organization
Approximate Time
Approximate times are based on a 60-minute instructional session for grades 6-8 and a 30-minute instructional session for grades 4 and 5. All
units and clusters must be taught prior to the spring district assessments.
Essential Questions
Essential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitate
conceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should be
able to answer these on their own by the end of the cluster.
Big Ideas
Big Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carry
with them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are not
always synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacher
use) has been provided in italics.
Common Misconceptions
These are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them during
instruction.
Content and Skill/Process Standards
This document has been organized by content standards and skill or process standard. The content standards are those that represent knowledge
specific to the scientific domain outlined in the unit (strands 4-6). The skill/process standards represent the skills involved in scientific inquiry, scientific
habits of mind and/or scientific advancements and opportunities (strands 1-3). The content and skill/process standards have been paired to represent
possible combinations of performance objectives from strands 1-3 with performance objectives from strands 4-6. As described in the Arizona state
standards, strands 1-3 are not intended to be taught in isolation; thus, the pairing of these performance objectives provides a possible context for
teaching these performance objectives. Each time, the performance objective should be taught to a deeper level of understanding and/or should be
connected to the other performance objectives in the cluster.
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Common Core/Cross Curricular
The standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforced
or taught through the science standards with which they are paired. These standards will be added as the Common Core curriculum is developed for
4th-8th grade.
Priority
With input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-point
scale. Essential standards represent those that are heavily weighted on state/national exams, foundational, and/or applicable in multiple contexts.
Important standards are those that are applicable in many contexts and less heavily weighted on state/national exams. Useful standards are those
with the least weight on state/national exams and are likely only useful in a specific scientific context. This is denoted in the priority column with the
codes E (essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority for
this grade level are highlighted in blue and are expected to be mastered at this grade level.
Key Vocabulary
The key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are coded
as tier one (1), tier two (2) or tier three (3). Tier one words are those that are very common and should not be explicitly taught. Tier two words are
high utility words that can be used across content areas or contexts. Tier three words are content specific words.
Resources
The two types of resources listed are the Lab/Activity resources and the Web/Core Resources. All are suggestions that teachers may use to support
instruction. They are aligned to the performance objectives listed in the same row. The Web Resources are useful Internet links that can be used for
the teacher’s edification prior to instruction or as a tool during instruction. The core resources are suggested pages from the adopted texts. Similarly,
the Lab/Activity resources are possible labs or activities that support the performance objectives with which they are paired.
Unit/Cluster Project
The Unit/Cluster Projects are possible projects that teachers can use to support students in making connections, critical thinking, higher order thinking,
and/or spiraling curriculum. Unit projects support standards from all clusters within a unit while cluster project support the standards in a particular
cluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction and
practice should the teacher choose to implement them.
Assessment
The assessment section of the map has been left blank for teachers to plan the dates that they will give a formative assessment for the cluster. It is
expected that each cluster be assessed using a common formative assessment.
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Other
Performance objectives may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeper
level of knowledge. Underlined segments of a PO indicate an additional piece of the PO that was likely not covered in previous clusters. [Brackets]
will occasionally appear though out the document and indicate clarification of the PO. Bracketed information is not a part of the PO itself.
Unit: Ecology
Cluster: Environmental Impact
Approximate Time: 20 days
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Essential Questions Big Ideas
How do humans impact the environment? Everything humans do impacts the environment in one
way or another. Most significantly, human behavior has
led to global warming.
How does the environment impact humans? The environment impacts all aspects of human life.
Especially when there is a significant environmental
event, people are affected. For example, inclement
weather and limited natural resources all pose regular
challenges to humans by the environment.
What can people do to change or modify the way that the People can reduce, reuse, and recycle as well as limit
environment impacts them? their consumption of natural resources. They can also
prepare their homes with supplies and emergency plans
in case of floods, etc.
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Priority Knowledge/Content Skill/Process Common Key Resources
Core/Cross Vocabulary Lab/Activity Web & Core
Curricular
E S3:C1:PO1 Explain the impacts of (2) impact Unit B: Systems and Interactions in
natural hazards on habitats (e.g., (2) natural Nature
global warming, floods, asteroid or hazard Chapter 4: Lessons 1-4
large meteor impacts) (2) habitat Pg. B88-B115
(2) environment
(2) global http://earthobservatory.nas.gov/
warming naturalhazards
(1) flood
(3) asteroid
(3) meteor
E S3:C1:PO2 Propose a solution, S2:C2:PO5 Describe (2) propose
resource, or product that addresses a qualities of the (2) solution
specific human, animal or habitat scientists’ habits of (2) resource
need AND mind (e.g., openness, (2) skepticism
skepticism, integrity, (2) collaboration
U S3:C2:PO3 Design and construct a tolerance)
technological solution to a common
problem or need using common S2:C2:PO4
materials Compare
collaborative
approaches that
scientists use for
investigations (e.g.,
teams, individual
with peer review)
E S3:C1:PO3 Evaluate the possible (2) strength Unit C: Processes that Change
strengths and weaknesses of a (2) weakness Earth
proposed solution to a specific (2) relevant Chapter 1: Lessons 1-3
problem relevant to human, animal, Pg. C2-C25
or habitat needs
http://epa.gov/climatechange/
kids/version2.html
I S3:C2:PO1 Describe the relationship (2) relationship
between science and technology (2) related
Cluster
Project:
Assessment:
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Unit: Matter
Cluster: Properties and Changes in Matter
Approximate Time: 15 days
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Essential Questions Big Ideas
What is everything in the world made of? Matter!
What is matter? Matter is anything that has mass and takes up space
(volume); no matter how large or small.
Did you know that we eat and drink elements and mixtures all the The difference between a compound and a mixture is
time? What are two examples of elements that we eat or drink two or more things together (it can be separated) but a
and two examples of mixtures that we eat or drink? compound is one substance (it cannot be separated).
We eat many compounds including salt (NaCl) and water
(H2O). We eat mixtures like salad dressing, fruit salad,
Ice melting, paper being torn, cookies baking and gas burning to Kool-Aid, and soups.
make the car run are all changes in matter. Which changes are
similar and which are different. What is the difference between The difference between a chemical and a physical
them? change is that during a chemical change something new
is created but during a physical change the matter is still
the same substance in a new size, shape, or color.
Melting ice and tearing paper are physical changes but
cookies baking and fuel burning are chemical changes.
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Priority Knowledge/Content Skill/Process Cross Key Resources
Curricular Vocabulary Lab/Activity Web & Core
E S5:C1:PO1 Identify that matter is (2) matter Unit E: Building Blocks of
made of smaller units called (3) molecule Matter
molecules (e.g., H20, CO2) (2) atom Chapter 1: Lesson 1
atoms (e.g. H, N, Na) Pg. E12-E27
E S5:C1:PO2 Distinguish between S1:C1:PO1 (2) distinguish Mixture Stations Unit E: Building Blocks of
mixtures and compounds Formulate a relevant (2) mixture Matter
question through (3) compound Chapter 1: Lesson 1 and 2
observations that can (2) scale Pg. E34-E43
be tested by an (2) balance
investigation (2) mass
(2) weight
S1:C2:PO1 (2) metric
Demonstrate safe (2) U.S.
behavior and customary
appropriate
procedures (e.g., use
and care of
technology,
materials, organisms)
in all science inquiry
S1:C2:PO4 Measure
using appropriate
tools (e.g., ruler,
scale, balance) and
units of measure (i.e.,
metric, U.S.
customary)
E S5:C1:PO3 Describe changes of S1:C1:PO2 (2) physical Unit E: Building Blocks of
matter: Formulate change Matter
physical – cutting wood, predictions in the (2) chemical Chapter 1: Lessons 1-3
ripping paper, freezing realm of science change Pg. E12-E27
water based on observed
chemical – burning of cause and effect
wood, rusting of iron, milk relationships
turning sour
S1:C1:PO3 Locate
information (e.g.,
book, article,
website) related to
an investigation
S1:C3:PO1 Analyze
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data obtained in a
scientific
investigation to
identify trends and
form conclusions
Cluster
Project:
Assessment:
Unit: Physics
Cluster: Motion and Forces
Approximate Time: 25 days
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Essential Questions Big Ideas
What is the cause of all motion and the sometimes the cause of Forces change motion.
stopping motion? Forces cause all motion. When the force is great enough,
they can also stop motion.
If a ball rolled down a hill and nothing touched it once it started Friction is a force caused by gravity.
moving, what would eventually happen? What would happen if The ball would roll for a while but eventually stop. Friction
this was occurring on the Moon? between the ball and the ground would cause this to occur.
If this were on the moon, the ball would roll forever because
there is no gravity to cause friction.
Suppose you have to dig a very deep, large hole to plant an Simple machines lessen the force needed to change
enormous tree in your yard. You go to the garage and find two motion.
shovels. Both have the same blade but one has a very long handle The shovel with the long handle is the better choice. The
while the other is short. Which would you choose to use and why? handle is used as a lever to apply force to the dirt that we
need to move. The longer handle gives us a bigger lever
that will make moving the dirt easier.
Teachers often tell students that eating breakfast the morning of a
All variables other than the independent variable must
test will help them get a better grade. In this situation, what would
be controlled in an investigation.
have to be done to make sure that we really understand the
We would have to make sure that the only thing different
relationship between breakfast and grades?
between the students was whether or not they eat
breakfast. They would have to sleep the same number of
hours, have the same teacher, study the same amount, test
in the same room, etc.
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Priority Knowledge/Content Skill/Process Cross Key Resources
Curricular Vocabulary Lab/Activity Web & Core
E S5:C2:PO2 Describe the various (2) force Unit F: Energy and Motion
effects forces can have on an object (2) motion Chapter 2: Lesson 1
(e.g., cause motion, halt motion, (2) halt Pg. F30-F45
change direction of motion, cause (2) deformation
deformation)
E S5:C2:PO1 Describe the following (2) gravity Unit F: Energy and Motion
forces: (2) friction Chapter 1: Lesson 1
gravity Pg. F2-F9
friction
E S5:C2:PO3 Examine forces and S1:C2:PO1 (3) simple Unit F: Energy and Motion
motion through investigations using Demonstrate safe machine Chapter 1: Lesson 3
simple machines (e.g., wedge, plane, behavior and (2) pulley Pg. F16-F23
wheel and axle, pulley, lever) appropriate (2) lever
procedures in all (2) wedge
science inquiry (3) wedge
(2) wheel and
S1:C4:PO1 axle
Communicate (2) investigate
verbally or in writing
the results of an
inquiry
S1:C4:PO3
Communicate with
other groups or
individuals to
compare the results
of a common
investigation
S1:C3:PO4 Develop
new investigations
and predictions
based on questions
that arise from the
findings of an
investigation
E S5:C2:PO4 Demonstrate effects of S1:C2:PO3 Conduct (2) variable Unit F: Energy and Motion
variables on an object’s motion (e.g., simple investigations (3) controls Chapter 2: Lesson 2
incline angle, friction, applied forces) (e.g., related to (3) balance Pg. F38-F45
forces and motion,
Earth processes)
based on student-
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developed questions
in life, physical and
Earth and space
sciences
S1:C3:PO5 Identify
possible relationships
between variables in
simple investigations
(e.g., time and
distance; incline and
mass of object)
S1:C2:PO4 Measure
using appropriate
tools (e.g., ruler,
scale, balance) and
units of measure (i.e.,
metric, U.S.
customary)
S1:C2:PO2 Plan a
simple investigation
that identifies the
variables to be
controlled
S1:C2:PO5 Record
data in an
organized and
appropriate format
(e.g., t-chart, table,
list, written log)
S1:C4:PO2 Choose
an appropriate
graphic
representation for
collected data:
bar graph
line graph
Venn
diagram
model
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U S2:C1:PO1 Identify how diverse (3) Niels Bohr
people and/or cultures, pas and
present, have made important
contributions to scientific innovations;
Niels Bohr
Cluster
Project:
Assessment:
Unit: Life Science
Cluster: Structure and Function in Living Things
Approximate Time: 20 days
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Essential Questions Big Ideas
When people go to a haunted house, they know that scary things Organisms have voluntary and involuntary responses.
are going to be in there. Why do they jump anyway? People jump because this is an involuntary response. Even
though they know something is coming our bodies react this
way automatically. We cannot control it.
What is analogy could we draw for main parts of an organism? The muscular, skeletal and nervous systems have unique
functions. Without any one of the systems, the organism
could not survive.
Analogies might include things like a house, a city or a
school district.
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Priority Knowledge/Content Skill/Process Cross Key Resources
Curricular Vocabulary Lab/Activity Web & Core
E S4:C1:PO1 Identify the functions and (2) structure Unit A: Living Systems
parts of the skeletal system: (2) function Chapter 1: Lessons 2-3
protection – rib cage, (2) protection Pg. A16-A27
cranium (2) rib cage
support – vertebrae (3) cranium
movement – pelvis, femur, (2) support
hip (3) vertebrae
(2) pelvis
(3) femur
(1) hip
E S4:C1:PO2 Identify the following (2) muscles Unit A: Living Systems
types of muscles: (3) cardiac Chapter 1: Lessons 2-3
cardiac – heart muscle Pg. A16-A27
smooth – stomach (3) heart
skeletal – biceps (2) smooth muscle
(2) stomach
(2) skeletal
muscle
(2) biceps
E S4:C1:PO3 Identify the functions and (2) nervous Unit A: Living Systems
parts of the nervous system: system Chapter 1: Lessons 2-3
control center – brain (2) brain Pg. A16-A27
relay mechanism – spinal (2) relay
cord mechanism
transport messages – (2) spinal cord
nerves (2) transport
(2) nerves
E S4:C1:PO4 Distinguish between (2) voluntary
voluntary and involuntary responses (2) involuntary
(2) reflex
U S2:C1:PO1 Identify how diverse (3) Percy Lavon
people an/or cultures, past and Julian
present, have made important
contributions to scientific innovations;
Percy Lavon Julian
Cluster
Project:
Assessment:
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Unit: Earth Science
Cluster: Earth’s Processes
Approximate Time: 10 days
Essential Questions Big Ideas
Why is it important to revisit the things we know? New knowledge leads to new questions and better or
different understandings of things we already know.
It is important to revisit the things we know because as we
learn more and more it sometimes changes our ideas.
Occasionally we find out that what we thought we knew
was incorrect.
What is the Earth always doing even thought it is almost impossible The Earth rotates and revolves.
for us to see? The Earth is always moving; rotating and revolving but it is
hard to see since we are on the Earth and moving at the
same rate and in the same direction.
Why is there daytime and nighttime? What causes the seasons? The Earth rotates and revolves.
On Earth, day and night occur as the Earth rotates around
the Sun. The side of the Earth facing the sun has daytime
while the side facing away has nighttime.
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Priority Knowledge/Content Skill/Process Cross Key Resources
Curricular Vocabulary Lab/Activity Web & Core
E S2:C2:PO3 Describe how scientific S2:C2:PO1 Provide (2) modification
knowledge is subject to modification examples that (2) theory
and/or change as new support the premise (2) ongoing
information/technology challenges that science is an (2) revisit
prevailing theories [the Earth is a ongoing process that
sphere v. flat] changes in response
to new information
and discoveries (e.g.,
space exploration,
medical advances)
E S6:C2:PO3 Distinguish between (2) rotate
revolution and rotation (2) rotation
(2) revolve
(2) revolution
E S6:C2:PO2 Describe how Earth’s S1:C3:PO2 Analyze (2) consistent Day/Night Flashlight Unit D: The Solar System and
rotation results in day and night at whether data is (2) inconsistent demo Beyond
any particular location consistent with the (2) reasonable Chapter 2: Lesson 2
proposed (2) unreasonable Pg. D44-D51
explanation that (2) outcome
motivated the
investigation
S1:C3:PO3 Evaluate
the reasonableness
of the outcome of an
investigation
I S6:C2:PO1 Describe how the Moon’s (3) lunar cycle Unit D: The Solar System and
appearance changes during a four- Beyond
week lunar cycle Chapter 1: Lesson 1
Pg. D2-D11
I S6:C2:PO4 Describe the role of (2) gravity
gravity as an attractive force (3) attractive
between celestial objects force
(3) celestial
Cluster
Project:
Assessment:
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Unit: Earth Science
Cluster: The Solar System
Approximate Time: 15 days
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Essential Questions Big Ideas
If we haven’t visited each planet how do we tell them apart? Scientists classify information to make connections.
Each planet is unique and although we haven’t visited each
of them there are defining characteristics about them that
we do know including the number of moons, the distance
from the Earth and the Sun, the presence or absence of
rings, the presence or absence of gravity and the estimated
temperature.
On a car ride, if you look out the window, the trees appear to be Real motion causes apparent motion when the observer
moving past you. We know they are not. Why does it look this is moving at the same speed and in the same direction
way? as the moving object.
The trees look like they are moving because you are moving
at the same speed as the car. When we move at the same
speed it appears as though the car is stationary but the trees
move.
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Priority Knowledge/Content Skill/Process Cross Key Resources
Curricular Vocabulary Lab/Activity Web & Core
I S6:C3:PO1 Identify the known (2) planet Unit D: The Solar System and
planets in our solar system (3) solar system Beyond
(3) Mercury Chapter 1: Lesson 2
(3) Venus Pg. D12-D19
(3) Earth
(3) Mars http://nineplanets.org/
(3) Jupiter
(3) Saturn
(3) Uranus
(3) Neptune
I S6:C3:PO2 Describe the S2:C2:PO5 Describe (1) moons Unit D: The Solar System and
distinguishing characteristics of the qualities of the (1) rings Beyond
known planets in the solar system scientists’ habits of (2) gravity Chapter 1: Lesson 2
mind (e.g., openness, (1) temperature Pg. D12-D19
skepticism, integrity,
tolerance)
E S6:C3:PO3 Describe various objects (3) asteroid
in the sky (e.g., asteroids, comets, (3) comet
stars, meteors/shooting stars) (3) meteor/
shooting star
(3) satellite
(3) space station
U S6:C3:PO5 Explain the apparent (3) apparent
motion of the Sun and stars motion
E S6:C3:PO4 Describe the change in (2) position
position and motion of the following
objects in the sky over time:
real motion – Moon, planets
apparent motion (due to
the motion of the Earth) –
Sun, Moon, stars
U S2:C1:PO1 Identify how diverse S2:C2:PO2 Explain (3) Edwin Hubble
people and/or cultures, past and the cycle by which
present, have made important new scientific
contributions to scientific innovations; knowledge
Edwin Hubble generates new
scientific inquiry
U S6:C3:PO6 Describe efforts to S3:C2:PO2 Explain (3) Apollo space
explore space (e.g., Apollo missions, how scientific mission
space shuttles, Hubble space knowledge, skills, (3) Hubble space
telescope, space probes) and technological telescope
capabilities are (3) space probe
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integral to a variety (3) lunar landing
of careers
Cluster
Project:
Assessment:
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