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Grade Five Model Curriculum Overview

View unit yearlong overview here

Unit 1: Properties of Matter

Instructional Days: 15

In this unit of study, students describe that matter is made of particles too small to be seen by developing a model. The crosscutting concept of scale, proportion, and quantity is called out as an organizing concept for these disciplinary core ideas. Students demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, and use these practices to demonstrate understanding of the core ideas.

This unit is based on 5-PS1-3 and 5-PS1-1.

Unit 2: Changes to Matter

Instructional Days: 15

In this unit of study, students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. The crosscutting concepts of cause and effect and scale, proportion, and quantity are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in planning and carrying out investigations and using mathematics and computational thinking. Students are expected to use these practices to demonstrate understanding of the core ideas.

This unit is based on 5-PS1-4 and 5-PS1-2.

Unit 3: Energy and Matter in Ecosystems

Instructional Days:15

In this unit of study, students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment, and they can explain that energy in animals' food was once energy from the sun. The crosscutting concepts of energy and matter and systems and system models are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in developing and using models and engaging in argument from evidence.  Students are also expected to use these practices to demonstrate understanding of the core ideas.

This unit is based on 5-LS1-1, 5-LS2-1, and 5-PS3-1.

Unit 4: Water on the Earth

Instructional Days: 15

In this unit of study, students describe and graph data to provide evidence about the distribution of water on Earth. The crosscutting concepts of scale, proportion, quantity and systems, and systems models are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in using mathematics and computational thinking and in obtaining, evaluating, and communicating information. Students are also expected to use these practices to demonstrate understanding of the core ideas.

This unit is based on 5-ESS2-2 and 5-ESS3-1.

Unit 5: Earth Systems

Instructional Days: 20

In this unit of study, students are able to describe ways in which the geosphere, biosphere, hydrosphere, and atmosphere interact. The crosscutting concept of systems and system models is called out as an organizing concept for this disciplinary core idea. Students are expected to demonstrate grade-appropriate proficiency in developing and using models, obtaining, evaluating, and communicating information. Students are also expected to use these practices to demonstrate understanding of the core ideas.

This unit is based on 5-ESS2-1 and 5-ESS3-1.

Unit 6: Interactions Within the Earth, Sun, and Moon System

Instructional Days: 20

In this unit of study, students develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. The crosscutting concepts of patterns, cause and effect, and scale, proportion, and quantity are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in analyzing and interpreting data and engaging in argument from evidence. Students are also expected to use these practices to demonstrate an understanding of the core ideas.

This unit is based on 5-PS2-1, 5-ESS1-1, and5-ESS1-2.

Note: The number of instructional days is an estimate based on the information available at this time. 1 day equals approximately 42 minutes of seat time. Teachers are strongly encouraged to review the entire unit of study carefully and collaboratively to determine whether adjustments to this estimate need to be made.