performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2) Science Pacing Guide Time Frame: February April Fifth Grade – Unit Systems 3: Earth’s Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards RI.5.1 Quote accurately from a text MP.2 Reason abstractly and Developing and Using Models Scale, Proportion, and Quantity Modeling in 3–5 builds on K–2 Standard units are used to measure when explaining what the text says quantitatively. experiences and progresses to building and describe physical quantities such explicitly and when drawing and revising simple models and using as weight and volume. (5-ESS2-2) inferences from the text. (5-ESS3-1) models to represent events and design MP.4 Model with mathematics. solutions. Systems and System Models RI.5.7 Draw on information from Develop a model using an A system can be described in terms of multiple print or digital sources, example to describe a scientific its components and their interactions. demonstrating the ability to locate an 5.G.A.2 principle. (5-ESS2-1) (5-ESS2-1),(5-ESS3-1) answer to a question quickly or to solve a problem efficiently. Using Mathematics and Connections to Nature of Science Computational Thinking Mathematical and computational RI.5.9 Integrate information from Science Addresses Questions About thinking in 3–5 builds on K–2 the Natural and Material World several texts on the same topic in experiences and progresses to Science findings are limited to order to write or speak about the
performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2) Science Pacing Guide Time Frame: February – April Fifth Grade Unit 3: Earth’s Systems Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop a model using an example to describe a scientific principle. (5-ESS2-1) Using Mathematics and Computational Thinking Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to Scale, Proportion, and Quantity Standard units are used to measure and describe physical quantities such as weight and volume. (5-ESS2-2) Systems and System Models A system can be described in terms of its components and their interactions. (5-ESS2-1),(5-ESS3-1) Connections to Nature of Science Science Addresses Questions About the Natural and Material World Science findings are limited to RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1) 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.5.9 Integrate information from several texts on the same topic in order to write or speak about the MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. 5.G.A.2