Curriculum Map: Fifth Grade September/October
Fifth Grade
September/October
Math
Place Value
Adding and Subtracting Decimals
Multiplying Whole Numbers
Dividing by 1-Digit Divisors
Key Words in Word Problems
ELA
Researching to Build Knowledge and Teaching Others
Biodiversity in Rainforests in Western Hemisphere
Close Reading
A Case Study
Field Journal Style Writing
Considering Perspectives and Supporting Opinions
Social Studies
Early Peoples of the Americas
Complex Societies and Civilizations
Science
The basic unit of life is the cell.
All cells have basic needs, as well as all living things have basic needs of water, food, gas exchange, and waste disposal.
All cells have internal structures.
All living things can be classified into gruops based on similarities and differences.
Multicellular organisms employ division of labor or cell specialization to survive.
Multicellular organisms have specialized systems with structures and functions that contribute to the organism.
Early Peoples of the Americas
What are the various theories of migration routes by which the first humans may have arrived, including the Beringia Land Bridge?
How have human populations made use of the resources and environment around them in developing distinct ways of life?
How have early peoples living together developed shared cultures with customs, beliefs, values, and languages?
Complex Societies and Civilizations
Where are the civilizations of the Mayas, Aztecs, and Incas on a map?
What are the characteristics of the Mayas, Aztecs, and Incas noting similarities and differences?
How did the Aztecs, Incas, and Mayas adapt to their physical environment to meet their needs?
Science
Living Systems
Investigation 1 - Classification
- How do we classify living things?
- What are the 5 kingdoms of living things?
Investigation 2- the cell
- What is a cell?
- What is cell theory?
- What are the structures found inside a cell and what is their function?
Investigation 3- Body systems
- How do human cells get oxygen and get rid of carbon dioxide?
- How do human cells get nutrients and get rid of waste products?
- What are the relationships between the structures and functions of the human circulatory, respiratory, digestive, and excretory systems?
Investigation 4- Plants
- What structures do vascular plants have to transport water and sugar to all parts of the plant?
- How can we classify plants based on leaf veining?
Module 2A
How do you scientists learn about the natural world and communicate what they learn?
- Scientists observe closely and record those observations in various ways.
- Authors organize organize informational text in specific ways to convery specific ideas and concepts.
.
Topic 1: Place Value
How are whole numbers and decimals written, compared, and ordered?
- Reading and Writing large numbers Whole Numbers (billions) – Expanded, Standard, Word Form
- Comparing and Ordering Whole Numbers (Bridging the Gap)
- Reading and Writing Decimals
- Tenths/Hundredths
- Thousandths
- Equivalent Decimals
- Comparing and Ordering Decimals
- Patterns and Decimals
- Topic 1 Test Assessment
Topic 2- Adding and Subtracting Decimals
What are the standard procedures for adding and subtracting whole numbers and decimals?
- Mental Math
- Rounding Whole Numbers and Decimals
- Estimating Sums and Differences
- Modeling Addition and Subtraction of Decimals
- Problem Solving: Draw Picture/Equation
- Adding Decimals
- Subtracting Decimals
- Problem Solving: Multi-Step Problems
- Problem Solving: KEY WORDS
- Topic 2 Test Assessment
Topic 3- Multiplying Whole Numbers
What are the standard procedures for estimating and multiplying whole numbers?
- Multiplication Properties
- Mental Math- Multiply
- Estimating Products
- Exponents
- Distributive Property
- Multiplying by 1 Digit
- Multiplying by 2 Digit by 2 digit
- Multiplying Greater #’s
- Multiplying 3 Digit by 3 digit
- Problem Solving: Draw Picture/Equation
- Topic 3 Test Assessment
Topic 4- Dividing by 1 Digit Divisors
What is the standard procedure for division and why does it work?
- Dividing Multiples of 10 and 100
- Estimating Quotients
- Problem Solving Reasonableness
- Connecting Models and Symbols
- Dividing by 1 Digit Divisors
- Zero in the Quotient
- Problem Solving: Draw Picture/Equation
- Topic 4 Test Assessment
| SS.5.1 EARLY PEOPLES OF THE AMERICAS: The first humans in the Western Hemisphere modified their physical environment as well as adapted to their environment. Their interactions with their environment led to various innovations and to the development of unique cultures. |
| SS.5.1.a Various forms of scientific evidence suggest that humans came to North America approximately 25,000 to 14,000 years ago and spread southward to South America. |
| SS.5.1.a.1 Students will examine the various theories of the migration routes by which the first humans may have arrived, including the Beringia land bridge, using maps and archaeological evidence. |
| SS.5.1.b Human populations that settled along rivers, in rainforests, along oceans, in deserts, on plains, in mountains, and in cold climates adapted to and made use of the resources and environment around them in developing distinct ways of life. |
| SS.5.1.c Early peoples living together in settlements developed shared cultures with customs, beliefs, values, and languages that give identity to the group. These early peoples also developed patterns of organization and governance to manage their society. |
| SS.5.1.c.1 Students will examine maps that show the variety of different Native American groups located in the Western Hemisphere, noting there are many different culture groups in many different types of physical, climate, and vegetative regions. |
| SS.5.1.c.2 Students will select one Native American culture group from the United States, one from Canada, and one from the Caribbean region and compare and contrast them by examining how each of these groups adapted to and used the environment and its resources to meet their basic needs, and by examining elements of their culture, including customs, beliefs, values, languages, and patterns of organization and governance. |
| SS.5.2 COMPLEX SOCIETIES AND CIVILIZATIONS: Between 1100 B.C.E. and 1500 C.E, complex societies and civilizations developed in the Western Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. |
| SS.5.2.a Civilizations share certain common characteristics of religion, job specialization, cities, government, language and writing systems, technology, and social hierarchy. |
| SS.5.2.a.1 Students will locate the complex societies and civilizations of the Mayas, Aztecs, and Incas on a map and when they occurred. |
| SS.5.2.a.2 Students will investigate the characteristics of the Mayas, Aztecs, and Incas noting similarities and differences. |
| SS.5.2.b Complex societies and civilizations adapted to and modified their environment to meet the needs of their people. |
| SS.5.2.b.1 Students will compare how the Mayas, Aztecs, and Incas adapted to and modified their environment to meet the needs of the people, examining the clothing, farming, shelter, and transportation systems for each. |
| SS.5.2.c Political states can take different forms such as city-states and empires. A city-state is comprised of a city with a government that controls the surrounding territory, while an empire is a political organization developed when a single supreme authority takes control over other geographic and/or cultural regions beyond its initial settlements. |
| SS.5.2.c.1 Students will compare and contrast political states of the Maya and the Aztec noting the territories they controlled, the type of rule each had, and how the ruler attempted to unify the people. |
| MST1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. |
| MST2 Students will access, generate, process, and transfer information using appropriate technologies. |
| MST6 Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. |
| MST7 Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. |
| RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |
| RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. |
| RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |
| RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. |
| RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. |
| RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). |
| W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| W.5.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. |
| W.5.1.b Provide logically ordered reasons that are supported by facts and details. |
| W.5.1.c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). |
| W.5.1.d Provide a concluding statement or section related to the opinion presented. |
| W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.) |
| W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences |
| SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. |
| SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. |
| L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). |
There are no standards currently aligned to this resource.
| 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
| 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 * (8 + 7). Recognize that 3 * (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. |
| 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. |
| 5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. |
| 5.NBT.3 Read, write, and compare decimals to thousandths. |
| 5.NBT.3.a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 * 100 + 4 * 10 + 7 * 1 + 3 * (1/10) + 9 * (1/100) + 2 * (1/1000). |
| 5.NBT.3.b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. |
| 5.NBT.4 Use place value understanding to round decimals to any place. |
| 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Vocabulary
Lesson 1-
Reading: The Dinner Party
- Spirited
- Contract
- Impulse
- Arresting
- Composure
- Infer
- Perceptive
- Refute
Lesson 2-
Reading: I'm a Manatee
- Undulate
- Modest
- Immune
- Stately
- Encumbered
- Placid
- Whimsical
- Endearing
Lesson 3-
Reading: Journal of a Teenage Genius
- Sufficient
- Mishap
- Defer
- Wrath
- Hilarious
- Likeness
- Dabble
- Ordeal
Lesson 4-
Elephants Can Mimic Traffic
- Capable
- Emanate
- Distinguish
- Tendency
- Detect
- Mundane
- Revelation
- Elicit
REVIEW LESSONS 1-4
Lesson 5-
Summer Days
- Hoist
- Jubilee
- Unremitting
- Scruples
- Nudge
- Tranquil
- Rejuvenate
- Eccentric
Lesson 6-
A Concert to Remember
- Acclaim
- Curt
- Imply
- Furor
- Endow
- Hamper
- Qualm
- Enthralled
Lesson 7-
Tom Paints the Fence
- Melancholy
- Insignificant
- Absorbed
- Dilapidated
- Manipulate
- Pompous
- Precocious
- Scheme
STARS
Math Benchmark
Math Chapter 1 Assessment
Math Chapter 2 Assessment
Math Chapter 3 Assessment
Math Chapter 4 Assessment
STARS
Writing Benchmark
Fountas and Pinell Fall Assessment
Module 2 Unit 2 Mid-Unit Assessment
Module 2 Unit 2 End of Unit Assessment
Module 2 Unit 3 Mid-Unit Assessment
Module 2 Unit 3 End of Unit Assessment
SCIENCE
Embedded Assessments -
notebook entry
Response to Focus Question
Investigation 1: quiz
Investigation 2: cell model, cell, test
Investigation 3: body systems test, group project
Investigation 4: plant test
Embedded Assessment -
notebook entry
Response to Focus Question
Vocabulary Assessment
Lesson 1 Assessment
Lesson 2 Assessment
Lesson 3 Assessment
Lesson 4 Assessment
Review Lesson Assessment
Lesson 5 Assessment
Lesson 6 Assessment
Lesson 7 Assessment
IXL
Envisions
LZ Place Value Shift (left)
LZ PlaceValue Shift (right)
NYLearns.org - Branches of Government by St. Lawrence-Lewis BOCES
NYLearns.org - Branches of National Government by ECSDM
NYLearns.org - DocsTeach: The Constitution at Work by NARA
NYLearns.org - Government by Pappas
NYLearns.org - Tour of the Federal Government
Science:
ELA
Various Informational Articles from Module 2 Unit 1
The Most Beautiful Roof in the World, by Kathryn Lasky
Rainforest Research Journal, by Paul Mason
All science readings are found in the Foss Science Resources text books
