• # General Course Information

We will continue following the Florida Standards.

## Duration: Aug. 24th – Sept. 10th (14 Days)

MAFS.5.NBT.1.1- 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. (DOK 1)

MAFS.5.NBT.1.2 - 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. (DOK 2)

MAFS.5.NBT.1.3 - Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. (DOK 2)

MAFS.5.NBT.1.4 - Use place value understanding to round decimals to any place. (DOK 1) Standards for Mathematical Practice Academic Vocabulary:

Unit 3: Focus of the Unit/Lesson:  Multiply and Divide Whole Numbers (Until Oct 20th)

Standards:

MAFS.5.NBT.2.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

MAFS.5.NBT.2.6 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.

## Inquiry Mondays Focus Standards  (Every Monday we will work on Nature of Science concepts.)

SC.5.N.1.1 (DOK 3) - Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.5.N.1.2 (DOK 2) - Explain the difference between an experiment and other types of scientific investigation.

SC.5.N.1.3 (DOK 2) - Recognize and explain the need for repeated experimental trials SC.5.N.1.4 (DOK 2) - Identify a control group and explain its importance in an experiment.

SC.5.N.1.5 (DOK 2) - Recognize and explain that authentic scientific investigation frequently does not parallel the steps of "the scientific method."

SC.5.N.1.6 (DOK 2) - Recognize and explain the difference between personal opinion/interpretation and verified observation.

SC.5.N.2.1 (DOK 2) - Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

SC.5.N.2.2 (DOK 2) - Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.

## Unit 1: Nature of Science Focus Standards (First Week)

SC.5.N.1.1 (DOK 3) - Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.5.N.1.2 (DOK 2) - Explain the difference between an experiment and other types of scientific investigation.

SC.5.N.1.3 (DOK 2) - Recognize and explain the need for repeated experimental trials

SC.5.N.1.4 (DOK 2) - Identify a control group and explain its importance in an experiment.

SC.5.N.1.5 (DOK 2) - Recognize and explain that authentic scientific investigation frequently does not parallel the steps of "the scientific method."

SC.5.N.1.6 (DOK 2) - Recognize and explain the difference between personal opinion/interpretation and verified observation.

SC.5.N.2.1 (DOK 2) - Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

SC.5.N.2.2 (DOK 2) - Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.

# Unit 2: Matter (Tested Mid Sept)

Focus of the Unit/Lesson:  Matter can be described (classified) by physical and chemical properties and is susceptible to

change.

Unit Essential Question: How can matter and changes to matter be described?

Standards:

Essential

SC 5.P.8.1 – Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture and

Temperature.

SC 5.P.8.3 – Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts

Such as particle size, shape, color, and magnetic attraction.

Important:

SC 5.P.9.1 – Investigate and describe that many physical and chemical changes are affected by temperature.

# Unit 3: Force and Motion (tested Mid Oct)

Focus of the Unit/Lesson:  Force directly affects the motion of an object.

Unit Essential Question:  How do forces directly affect the motion of an object?

Standards:

SC 5.P.13.1 – Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling

objects.

SC 5.P.13.2 – Investigate and describe that the greater the force applied to it, the greater the change in motion of a given

Object.

SC 5.P.13.3 – Investigate and describe that the more the mass an object has, the less effect a force will have on the objects’

Motion.

SC 5.P.13.4 – Investigate and explain that when a force is applied to an object, but it does not move, it is because another

Opposing force is being applied by something in the environment so that the forces are balanced.

Focus of the Unit/Lesson:  Energy exists in many forms and has the ability to cause motion or create change.

Unit Essential Question:  How do the different forms of energy cause motion and create change?

# Unit 3: Energy (tested Nov)

Standards:

SC 5.P.10.1 – Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical and

Mechanical.

SC 5.P.10.2 – Investigate and explain that energy has the ability to cause motion or create change.

SC 5.P.10.4 – Investigate and explain that electrical energy can be transformed into heat, light, and sound energy as well as

The energy of motion.

## Language Arts

### Focus Standard for Reading Comprehension

LAFS.5.RI.1.1- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (DOK 2)

LAFS.5.RI.1.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (DOK 2)

LAFS.5.RI.1.3- 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.

### Focus Standard for Language Arts

LAFS.5.L.1.1e - Recognize and correct inappropriate shifts in verb tense. (DOK 2)

LAFS.5.L.1.2a - Use punctuation to separate items in a series. (DOK 1)

LAFS.5.L.2.3a - Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (DOK 3)

LAFS.5.L.2.3b - Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. (DOK 3)

LAFS.5.L.3.4b - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (DOK 2)

LAFS.5.L.3.4c - Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (DOK 2)

## Social Studies

Unit 1: The World in Spatial Terms

Duration: 9/7-9/18 (9 days)

Standards:

SS.5.G.1.1 – Interpret current and historical information using a variety of geographic tools.

SS.5.G.1.2 – Use latitude and longitude to locate places.

SS.5.G.1.3 – Identify major United States physical features on a map of North America.

SS.5.G.1.4 – Construct maps, charts, and graphs to display geographic information.

SS.5.G.1.6 – Locate and identify states, capitals, and United States Territories on a map.

Unit 2:

 Focus of the Unit/Lesson: Geographic features influenced cultural aspects of Native American life. Essential Question: How did geographic features influence cultural aspects of Native American life? Standards: SS 5.A.2.1 – Compare cultural aspects of ancient American civilizations. (Aztecs/Mayas; Mound Builders/Anasazi/Inuit) SS 5.A.2.2 – Identify Native American tribes from different geographical regions of North America (cliff dwellers and Pueblo People of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland Tribes east of the Mississippi River. major SS 5A.2.3 – Compare cultural aspects of Native American tribes from different geographic regions of North America including But not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.

Unit 3:

Focus of the Unit/Lesson:  European explorers have contributed to the development of Florida

Essential Question: How did European exploration impact the development of Florida?

Standards:

SS 4.A.3.1 – Identify explorers who came to Florida and the motivations for their expeditions

SS 4.A.3.2 – Describe causes and effects of European colonization on the Native American tribes of Florida

SS 4.A.3.3 – Identify the significance of St. Augustine as the oldest permanent European settlement in the United States.

SS 4.A.3.4 – Explain the purpose of and daily life on missions (San Luis de Tailmail in present day Tallahassee)

SS 4.A.3.5 – Identify the significance of Fort Mose as the first free African community in the United States.

SS 4.A.3.6 – Identify the effects of Spanish rule in Florida.

SS 4.A.3.7 – Identify nations (Spain, France, England), that controlled Florida before it became a United States territory.

SS 4.A.6.3 – Describe the contributions of significant individuals to Florida