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2020 Grade 5 Unit Progression Home Page

Page history last edited by Heather Johnston 1 month, 1 week ago

Welcome to the Sample Unit Progressions and corresponding resources for Grade 5. These resources were developed and identified by Oklahoma educators to support instruction aligned to the Oklahoma Academic Standards for Science (OAS-S) and are connected to the Grade 5 Bundled Standards Analyses. Recommendations are not intended to be an exhaustive listing of instructional possibilities

 

Check out this Guide to the Sample Unit Progressions for more details about each component in the unit.

 

Click on the unit name to access the instructional resources for that unit.

 

Unit Information

Driving Question 

Essential Questions 

Standards 

Unit 1: Properties of Matter

(Instructional Resources)


Suggested Timeline: 3-5 weeks

 


Properties of Matter Bundle Analysis

 

How can we make sense of matter around us?

How do we know matter exists if it is too small to be seen?

 

How are physical properties used to identify materials?

5.PS1.1 Develop a model to describe that matter is made of particles too small to be seen.

 

5.PS1.3 Make observations and measurements to identify materials based on their properties.

Unit Information

Driving Question 

Essential Questions 

Standards 

Unit 2: Changes to Matter

(Instructional Resources)


Suggested Timeline: 3-5 weeks

 


Changes to Matter Bundle Analysis

 

How are scientists able to change matter?

How do physical changes of substances affect the amount of matter?

 

How can investigations help identify if changes to matter occur?

5.PS1.2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. 

 

5.PS1.4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Unit Information

Driving Question 

Essential Questions 

Standards 

Unit 3: Matter and Energy Flow in Organisms and Ecosystems

(Instructional Resources)


Suggested Timeline: 6-8 weeks 

 


Matter and Energy Flow in Organisms and Ecosystems Bundle Analysis 

How are the parts of an ecosystem connected to one another? 

How do organisms obtain and use the matter and energy they need to live and grow?

 

How does matter cycle through ecosystems?

 

How does food provide energy and for what is it used? 

5.LS1.1 Support an argument that plants get the materials they need for growth chiefly from air and water. 

 

5.LS2.1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

 

5.PS3.1 Use models to describe that energy in animals’ food (use for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

Unit Information

Driving Question 

Essential Questions 

Standards 

Unit 4: Earth Materials and Systems

(Instructional Resources)


Suggested Timeline: 3-5 weeks

 


Earth Materials and Systems Bundle Analysis

 

  

How do Earth's systems interact and affect each other? 

How can we represent systems and their interactions as complicated as the entire planet?

 

How can we use mathematical thinking to illustrate the different types and amounts of water on Earth? 

5.ESS2.1 Develop a model to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 

 

5.ESS2.2 Describe and graph the amounts of saltwater and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Unit Information

Driving Question 

Essential Questions 

Standards 

Unit 5: Earth and the Solar System

(Instructional Resources)


Suggested Timeline: 6-8 weeks

 


Earth and the Solar System Bundle Analysis

 

  

 

How do the way objects look from Earth change? 

How can we use evidence to support a claim about the Sun's apparent brightness and size compared to other stars?

 

How can we use observable patterns as evidence to describe Earth's movement in the solar system?

 

How can we support with evidence the cause of objects falling "down"? 

5.ESS1.1 Support an argument with evidence that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. 

 

5.ESS1.2 Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, in addition to different positions of the sun, moon, and stars at different times of the day, month, and year.

 

5.PS2.1 Support an argument, with evidence, that Earth’s gravitational force pulls objects downward towards the center of the earth.

Unit Information

Driving Question 

Essential Questions 

Standards 

Unit 6: Effects of Human Interactions on Earth's Systems

(Instructional Resources)


Suggested Timeline: 3-5 weeks

 


Effects of Human Interactions on Earth's Systems Bundle Analysis 

How can changes in an ecosystem affect other part of an ecosystem?

How can external factors affect the stability of an ecosystem?

 

How can science ideas be used to protect the Earth's environment and its resources? 

5.LS2.2 Use models to explain factors that upset the stability of local ecosystems.

 

5.ESS3.1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

 

 

 

Navigation Links

Back to Grade 5 Homepage

3D Science Vertical Learning Progressions

OKScience Frameworks Introduction

 

 

 

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