grade 5 GSE Science curriculum
AUG/SEP: Unit 1 - CLASSIFICATION of Plants and Animals
Develop a model that demonstrates how animals are sorted into groups
Vertebrates and invertebrates
Develop a model that demonstrates how vertebrates are sorted into groups
Fish
Amphibian
Reptile
Bird
Mammal
(Models should be developed using data from multiple sources)
Develop a model that demonstrates how plants are sorted into groups
Seed producers
Non-seed producers
Cross-cutting concepts:
Patterns
Systems and System Model
Structure and Function
SEP/OCT: Unit 2 - CELLS
Support claim with technological evidence that plants and animals are comprised of cells too small to be seen without magnification
Develop a model to identify and label parts of a plant cell
Membrane
Wall
Cytoplasm
Nucleus
Chloroplasts
Develop a model to identify and label parts of an animal cell
Membrane
Cytoplasm
Nucleus
Construct an explanation that differentiates between the structure of a plant cell and the structure of an animal cell
Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial
Construct an argument using scientific evidence to support a claim that some microorganisms are harmful
Cross-cutting concepts:
Patterns
Systems and System Model
Structure and Function
OCT: Unit 3- HEREDITY
Ask questions to compare and contrast instincts and learned behaviors
Ask questions to compare and contrast inherited and acquired physical traits
Cross-cutting concepts:
Patterns
Structure and Function
NOV: Unit 4 - PHYSICAL and CHEMICAL CHANGES
Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials
Construct and argument based on observations to support a claim that:
the physical changes in the state of water are due to temperature changes, and
this causes small particles too small to be seen to move differently
Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence:
color, gas, temperature change, odor, or new substance produced
Cross-cutting concepts:
Patterns
Cause and Effect
Scale, Proportion, and Quantity
Energy and Matter
Stability and Change
DEC/JAN: Unit 5 - EARTH PROCESSES
Construct an argument supported by scientific evidence to identify surface features as being caused by constructive and/or destructive processes
Examples of surface features include deltas, sand dunes, mountains, volcanoes
Examples of constructive processes include deposition and impact of organisms
Examples of destructive forces include weathering, erosion, and impact of organisms
Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by
constructive and/or destructive processes
Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and
destructive processes
Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods
and materials, and infrared/satellite imagery
Cross-cutting concepts:
Patterns
Cause and Effect
Systems and System Models
Scale, Proportion, and Quantity
Energy and Matter
Stability and Change
FEB/MAR: Unit 6 - ELECTRICITY and MAGNETISM
Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity
(static) and human-harnessed electricity
Design a complete, simple electric circuit, and explain all necessary components
Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity
Construct an argument based on experimental evidence to communicate the differences in function and purpose of an
electromagnet and a magnet
Plan and carry out an investigation to observe the interaction between a magnetic field and a magnetic object
Interaction includes placing materials of various types (wood, paper, glass, metal, and rocks) and thickness between
the magnet and the magnetic object
Cross-cutting concepts:
Energy and Matter
Structure and Function
Stability and Change
APR: Review, Milestones
MAY - MAP Testing and Enrichment
Develop a model that demonstrates how animals are sorted into groups
Vertebrates and invertebrates
Develop a model that demonstrates how vertebrates are sorted into groups
Fish
Amphibian
Reptile
Bird
Mammal
(Models should be developed using data from multiple sources)
Develop a model that demonstrates how plants are sorted into groups
Seed producers
Non-seed producers
Cross-cutting concepts:
Patterns
Systems and System Model
Structure and Function
SEP/OCT: Unit 2 - CELLS
Support claim with technological evidence that plants and animals are comprised of cells too small to be seen without magnification
Develop a model to identify and label parts of a plant cell
Membrane
Wall
Cytoplasm
Nucleus
Chloroplasts
Develop a model to identify and label parts of an animal cell
Membrane
Cytoplasm
Nucleus
Construct an explanation that differentiates between the structure of a plant cell and the structure of an animal cell
Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial
Construct an argument using scientific evidence to support a claim that some microorganisms are harmful
Cross-cutting concepts:
Patterns
Systems and System Model
Structure and Function
OCT: Unit 3- HEREDITY
Ask questions to compare and contrast instincts and learned behaviors
Ask questions to compare and contrast inherited and acquired physical traits
Cross-cutting concepts:
Patterns
Structure and Function
NOV: Unit 4 - PHYSICAL and CHEMICAL CHANGES
Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials
Construct and argument based on observations to support a claim that:
the physical changes in the state of water are due to temperature changes, and
this causes small particles too small to be seen to move differently
Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence:
color, gas, temperature change, odor, or new substance produced
Cross-cutting concepts:
Patterns
Cause and Effect
Scale, Proportion, and Quantity
Energy and Matter
Stability and Change
DEC/JAN: Unit 5 - EARTH PROCESSES
Construct an argument supported by scientific evidence to identify surface features as being caused by constructive and/or destructive processes
Examples of surface features include deltas, sand dunes, mountains, volcanoes
Examples of constructive processes include deposition and impact of organisms
Examples of destructive forces include weathering, erosion, and impact of organisms
Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by
constructive and/or destructive processes
Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and
destructive processes
Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods
and materials, and infrared/satellite imagery
Cross-cutting concepts:
Patterns
Cause and Effect
Systems and System Models
Scale, Proportion, and Quantity
Energy and Matter
Stability and Change
FEB/MAR: Unit 6 - ELECTRICITY and MAGNETISM
Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity
(static) and human-harnessed electricity
Design a complete, simple electric circuit, and explain all necessary components
Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity
Construct an argument based on experimental evidence to communicate the differences in function and purpose of an
electromagnet and a magnet
Plan and carry out an investigation to observe the interaction between a magnetic field and a magnetic object
Interaction includes placing materials of various types (wood, paper, glass, metal, and rocks) and thickness between
the magnet and the magnetic object
Cross-cutting concepts:
Energy and Matter
Structure and Function
Stability and Change
APR: Review, Milestones
MAY - MAP Testing and Enrichment
grade 4 GSE science curriculum
AUG/SEP: Unit 1 - Ecosystems
Develop a model to describe the roles of producers, consumers, and decomposers in a community
Develop simple models to illustrate the flow of energy through a
food web/food chain beginning with sunlight and including
producers, consumers, and decomposers
Design a scenario to demonstrate the effect of a change on an ecosystem,
including living and non-living factors
Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an
ecosystem when plants or animals become scarce, extinct or overabundant
Cross-cutting concepts:
Patterns
Cause and Effect
Systems and System Models
Scale, Proportion, and Quantity
Energy and Matter
Stability and Change
OCT/NOV: Unit 2 - Weather and Water
Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid
(water) to gas (water vapor) and changes from gas to liquid to solid
Develop models to illustrate multiple pathways water may take during the water cycle
(evaporation, condensation, and precipitation)
Construct an explanation of how weather instruments (thermometer, rain gauge, barometer, wind vane, and
anemometer) are used in gathering weather data and making forecasts
Interpret data from weather maps, including fronts (warm, cold, and stationary), temperature, pressure, and
precipitation to make an informed prediction about tomorrow’s weather
Ask questions and use observations of cloud types (cirrus, stratus, and cumulus) and data of weather conditions to
predict weather events
Construct an explanation based on research to communicate the difference between weather and climate
Cross-cutting concepts:
Patterns
Cause and Effect
Systems and System Models
Scale, Proportion, and Quantity
Energy and Matter
Stability and Change
DEC/JAN: Unit 3 - Solar System
Ask questions to compare and contrast technological advances that have changed the amount and type of information
on distant objects in the sky
Construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others
(differences refer to distance and size only)
Construct an explanation of the differences between stars and planets
Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and
composition of planets and the sun (composition refers to rocky vs. gaseous only)
Develop a model to support an explanation of why the length of day and night change throughout the year
Develop a model based on observations to describe the repeating pattern of the phases of the moon
(new, crescent, quarter, gibbous, and full)
Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes
Cross-cutting concepts:
Patterns
Cause and Effect
Systems and System Models
Scale, Proportion, and Quantity
Energy and Matter
Stability and Change
JAN/FEB: Unit 4 - Light and Sound
Plan and carry out investigations to observe and record how light interacts with various materials to classify them as
opaque, transparent, or translucent
Plan and carry out investigations to describe the path light travels from a light source to a mirror and how it is reflected
by the mirror using different angles
Plan and carry out an investigation utilizing everyday materials to explore examples of when light is refracted
(i.e. prisms, eyeglasses, and a glass of water)
Plan and carry out an investigation utilizing everyday objects to produce sound and predict the effects of changing the strength or speed of vibrations
Design and construct a device to communicate across a distance using light and/or sound
Cross-cutting concepts:
Patterns
Cause and Effect
Systems and System Models
Scale, Proportion, and Quantity
Stability and Change
MAR/APR: Unit 5 - Forces and Motion
Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results
Construct an argument to support the claim that gravitational force affects the motion of an object
Ask questions to identify and explain the uses of simple machines and how forces are changed when simple machines
are used to complete tasks
(lever, pulley, wedge, inclined plane, wheel and axle, and screw)
Cross-cutting concepts:
Patterns
Cause and Effect
Systems and System Models
Scale, Proportion, and Quantity
Stability and Change
MAY: MAP Testing and Enrichment