Last updated: 6/10/2016
Curriculum Map: Fifth Grade - November/December
Subject/Grade Level/Unit Title:
Fifth Grade
Timeframe Needed for Completion/Grading Period:
November/December
Big Idea/Themes/Understandings:
Math
Dividing by 2- Digit Divisors
Multiplying Decimals
Dividing Decimals
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
Stories of Human Rights: What are human rights?
Social Studies
Various European powers explored and eventually colonized the Western Hemisphere.
This had a profound effect on Native Americans and led to the transatlantic slave trade.
Science
Multicellular organisms have specialized systems.
Chlorophyll is the green pigment that absorbs sunlight in cells of producer organisms.
Green plant cells make sugar (nutrients) from carbon dioxide and water in the presence of sunlight, and release oxygen.
A nutrient is a substance, such as sugar or starch, that is used by a cell to produce the energy needed to perform the functions of life.
Plants make their own food by photosynthesis. Animals obtain nutrients by eating other organisms.
Essential Questions: Social Studies
European Exploration
- What were the Europeans in search of? What did they hope to gain?
- What was the Europeans interaction like with the Native Americans?
- How did the Native Americans view the newcomers?
- What were the conditions experienced by enslaved Americans in the middle passage?
Essential Questions: Science
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?
Essential Questions: Language Arts
Module 2a Unit 2 & 3
What is unique about living things in the Rainforest?
How do scientists learn about the natural world and communicate what they learn?
- scientists observe closely and record those observations in various ways.
- Authors organize informational text in specific ways to convey scientific ideas and concepts.
Module 1:
What are human rights?
- A close look at a primary source document to discover what human rights are afforded to all humans.
Essential Questions: Mathematics
Topic 5: Dividing by 2 Digit Divisors
What is the standard procedure for dividing the two-digit divisor?
- Using Patterns to Divide
- Estimating Quotients with 2 digit Divisors
- Connecting Models and Symbols
- Dividing by Multiples of 10
- 1 Digit Quotients
- 2 Digit Quotients
- Estimating and Dividing w/ Greater Numbers
- Problem Solving: Missing or Extra Info
- Topic 5 Test Assessment
Topic 6: Multiplying Decimals
What are the standard procedures for estimating and finding prodcuts involving decimals?
- Multiplying Decimals by 10, 100, 1000
- Estimating the Product of a Decimal and Whole Number
- Number Sense: Decimal Multiplication
- Models: Multiplying Decimals
- Multiplying Decimal by Whole Number
- Multiplying Two Decimals
- Problem Solving: Multi-Step Problems
- Topic 6 Test Assessment
Topic 7: Dividing Decimals
What are the standard procedures for estimating and finding quotients involving decimals?
- Dividing Decimals by 10, 100, 1000
- Estimating Decimal Quotients
- Number Sense: Decimal Division
- Dividing by a Whole Number
- Dividing a Whole Number by a Decimal
- Dividing a Decimal by a Decimal
- Problem Solving: Multi-Step Problems
- Topic 7 Test Assessment
Social Studies:
| SS.5.3 EUROPEAN EXPLORATION AND ITS EFFECTS: Various European powers explored and eventually colonized the Western Hemisphere. This had a profound impact on Native Americans and led to the transatlantic slave trade. |
| SS.5.3.a Europeans traveled to the Americas in search of new trade routes, including a northwest passage, and resources. They hoped to gain wealth, power, and glory. |
| SS.5.3.a.1 Students will investigate explorers from different European countries and map the areas of the Western Hemisphere where they explored including Christopher Columbus, John Cabot, Jacques Cartier, Pedro Cabral, and Vasco Nunez de Balboa. |
| SS.5.3.a.2 Students will map the key areas of the Western Hemisphere colonized by the English, Dutch, French, Portuguese, and Spanish comparing the location, relative size, and key resources of these regions. |
| SS.5.3.b Europeans encountered and interacted with Native Americans in a variety of ways. |
| SS.5.3.b.1 Students will examine the how Native Americans viewed the newcomers. |
| SS.5.3.b.2 Students will examine the European interactions with Native Americans using these examples: * Conquests by Cortez and Pizarro and the resulting demographic change * French in Canada and the fur trade |
| SS.5.3.c The transatlantic trade of goods, movement of people, and spread of ideas and diseases resulted in cultural diffusion. This cultural diffusion became known as the Columbian Exchange and reshaped the lives and beliefs of people. |
| SS.5.3.c.1 Students will map the movement of people, plants, animals, and disease between Europe, the Americas, and Africa. |
| SS.5.3.d Africans were captured, brought to the Americas, and sold as slaves. Their transport across the Atlantic was known as the Middle Passage. |
Science:
| 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. |
| MST4 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. |
| 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. |
Language Arts: Reading
| 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). |
| RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. |
| RF.5.4 Read with sufficient accuracy and fluency to support comprehension. |
Language Arts: Writing
| W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| 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.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. |
| W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. |
| W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| 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 |
Language Arts: Speaking and Listening
| 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. |
| SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
| SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. |
Language Arts: Language
| L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 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. |
Mathematics: Counting and Cardinality
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Mathematics: Operations and Algebraic Thinking
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Mathematics: Number and Operations and Base Ten
| 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.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. |
Mathematics: Measurement and Data
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Mathematics: Geometry
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Essential Skills and Vocabulary:
Vocabulary
Lesson 8-
Geoffrey Pyke's Cool Idea
- Ease
- Propose
- Portable
- Undertaking
- Penetrate
- Durable
- Indebted
- Ingenious
Review Lesson
Lesson 9-
The Wisdom of Goats
- Nuzzle
- Trepidation
- Refuge
- Grapple
- Ridicule
- Tempest
- Countermand
- Luminous
Lesson 10-
The Walrus and the Carpenter
- Weep
- Beseech
- Convenient
- Sympathize
- Hoax
- Respite
- Just
- Prodigious
Lesson 11-
Summer Plans
- Gritty
- Ailment
- Spur
- Vie
- Jostle
- Traverse
- Mediocre
- Precarious
Lesson 12-
The Duke
- Notion
- Flair
- Exclusive
- Swanky
- Improvise
- Forte
- Melodious
- Lucrative
Assessment Tasks:
Math:
Topic 5 Test Assessment
Topic 6 Test Assessment
Topic 7 Test Assessment
Vocabulary:
Lesson 8 Assessment
Review- Assessment
Lesson 9 Assessment
Lesson 10 Assessment
Lesson 11 Assessment
Lesson 12 Assessment
Science
Embedded Assessments investigations 3 and 4
Science Notebook entry
Investigation 3: body systems test, group project
Investigation 4: plant test
ELA
Module 1 Unit 1 Mid-Unit Assessment
Module 1 Unit 1 End of Unit Assessment
Module 2 Unit 3 Mid-Unit Assessment
Module 2 Unit 3 End of Unit Assessment
Resources:
ELA
Rainforest Research Journal, Paul Mason
Universal Declaration of Human Rights
