Last updated: 6/10/2016
Curriculum Map: Fifth Grade May/June
Subject/Grade Level/Unit Title:
Fifth
Timeframe Needed for Completion/Grading Period:
May/June
Big Idea/Themes/Understandings:
Science
The constant renewal of water on Earth's land surfaces by the activities in the atmosphere is one of the defining characteristics of Earth, the water planet.
A system is a collection of parts that work together to m,ake a whole or produce an action.
Social Studies:
Economics: The peoples of the Western Hemisphere have developed various ways to meet their needs and wants. Many countires trade with each other, as well as with other countries around the world.
Math:
Review of Concepts taught throughout the year
Introduction to Sixth Grade Concepts
ELA:
Considering Perspectives and Supporting Opinions
Informational Texts - graphs, charts, and maps
Point of View
Opinion Editorial Essay
Essential Questions: Social Studies
Economics
What are the characteristics of a traditional economy, market economy, and command economy?
What are the major natural resources of North America and South America and how do the major industries relate to the available resources?
How does supply and demand affect the United States Economy?
Essential Questions: Science
Science
Weather on Earth
Investigation 1- what is weather?
- What is air?
- What is Earth's atmosphere?
- How do meteorologists measure and record weather variables?
Investigation 2- heating Earth
- What happens to earth materials when exposed to sunlight?
- How does energy transfer to the air?
- What happens when a volume of fluid is warmed at the bottom?
- What is the best design for a solar water heater?
Investigation 3- water planet
- What causes condensation to form?
- How does water vapor get into the air?
- What is the water cycle?
Investigation 4- weather and climate
- What causes severe weather?
- What information can you get from a weather map?
- What is the difference between weather and climate?
Essential Questions: Language Arts
Module 3B Unit 1
How do the ideas conveyed through informational texts help us understand complex relationships?
How can I integrate information from a variety of texts and media to build knowledge about a topic?
How can we develop informed opinions about an issue based on our research, analysis, and reflection upon different points of view?
How can we effectively communicate opinions?
Module 4 Unit 1
Building Background Knowledge - The Science Behind Natural Disasters
What is a natural disaster?
How does an narrator's point of view influence how events are described in literature?
How should multinational organizations respond when communities are struck by national disaster?
How do public speakers provide reasons and evidence to support their opinion?
Module 4 Unit 3
All of the essential questions from unit 1 are reinforced
How do public speakers motivate and compel people to act?
Essential Questions: Mathematics
Math
- Benchmark End of 5th Grade
- Guided Groups: Assessed Areas of Weaknesses
Step Up to 6th Grade
- Understanding Ratios
- Understanding Rates and Unit Rates
- Equal Ratios and Proportions
- Using Ratio Tables
- Comparing Rates
- Multiplying the Zeros in the Product
- Greatest Common Factor (2 methods- Organized List and Factor Trees)
- Properties of Operations
- Surface Area
- Step up to 6th Grade Test Assessment
Social Studies:
| SS.5.7 ECONOMICS: The people of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other as well as with other countries around the world. |
| SS.5.7.a Different types of economic systems have developed across time and place within the Western Hemisphere. These economic systems include traditional, market, and command which address the three economic questions: what will be produced, how it will be produced, and who will get what is produced? |
| SS.5.7.a.1 Students will explore the characteristics of a traditional economy used by the Plains Indians, the market economy of the United States or Canada, and the command economy of Cuba, noting similarities and differences. |
| SS.5.7.b Peoples of the Western Hemisphere have engaged in a variety of economic activities to meet their needs and wants. |
| SS.5.7.b.1 Students will identify the major natural resources of the United States, Canada, Mexico, and one Caribbean or one South American country to determine the major industries of those countries in relation to available resources. |
| SS.5.7.b.2 Students will examine why certain products are manufactured in particular places, taking into account the weight, transportation availability, and costs and markets (e.g., soda pop). |
| SS.5.7.c Countries trade with other countries to meet economic needs and wants. They are interdependent. |
| SS.5.7.c.1 Students will examine products that are imported into markets within the United States based on demand for these products, noting how this affects the United States economy. |
| SS.5.7.c.2 Students will examine products that are exported from the United States to other markets in the Western Hemisphere, noting how this affects the United States economy. |
Science:
| MST1.I.MA2.1a Interpolate and extrapolate from data |
| MST1.I.MA3.1a Use appropriate scientific tools to solve problems about the natural world |
| MST1.I.SI1.1b Identify appropriate references to investigate a question |
| MST1.I.SI1.2a Independently formulate a hypothesis |
| MST1.I.SI1.2c Differentiate among observations, inferences, predictions, and explanations |
| MST1.I.SI2.1a Demonstrate appropriate safety techniques |
| MST1.I.SI2.1b Conduct an experiment designed by others |
| MST1.I.SI2.1c Design and conduct an experiment to test a hypothesis |
| MST1.I.SI2.1d Use appropriate tools and conventional techniques to solve problems about the natural world, including:
|
| MST1.I.SI2.3b Conduct a scientific investigation |
| MST1.I.SI2.3c Collect quantitative and qualitative data |
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.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. |
| 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. |
Language Arts: Writing
| W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. |
| W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. |
| W.5.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. |
| W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. |
| W.5.3.e Provide a conclusion that follows from the narrated experiences or events. |
| 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.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. |
Language Arts: Speaking and Listening
| 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.5.1 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.5.6 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). |
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
| 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes." |
| 6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." |
| 6.RP.3.a Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. |
| 6.RP.3.b Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? |
| 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. |
| 6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. |
Mathematics: Number and Operations and Base Ten
| 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. |
| 6.NS.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). |
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:
Lesson 22-
La Bamba
- Yearn
- Limelight
- Flail
- Verge
- Mingle
- Feign
- Incessant
- Miserable
Lesson 23
The Mysterious Mr. Lincoln
- Lean
- Listless
- Animation
- Reticent
- Magnitude
- Conspicuous
- Esteem
- Gregarious
Lesson 24-
The Color of Water
- Quip
- Attire
- Subside
- Intent
- Burden
- Foreboding
- Solace
- Heed
Assessment Tasks:
Math
State Assessments
Benchmark End of 5th Grade Assessment
Step up to 6th Grade Test Assessment
Vocabulary
Lesson 22 Assessment
Lesson 23 Assessment
Lesson 24 Assessment
Science
Embedded Assessments
science notebook entries
response sheet
Investigation 1 I check
Investigation 2 I check
Investigation 3 I check
Benchmark Assessment Posttest
Resources:
