INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science

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1 Exemplar Lesson 01: Comparing Weather and Climate Exemplar Lesson 02: Sun, Ocean, and the Water Cycle State Resources: Connecting to Unifying Concepts through Earth Science Change Over Time RATIONALE: This unit bundles SEs that address the differentiation between weather and climate with expectations concerning the interaction between the Sun and the oceans in the water cycle. Prior to this unit, in the two previous grade levels, students observed, measured, recorded, and compared day-to-day weather changes. They also made predictions using weather maps, weather symbols, and a map key. In this unit, climate will be addressed for the first time and will not be seen again until Grade 8. While the water cycle is addressed in the previous two grades, this unit focuses on the role of the Sun as the source of energy that drives this cycle. In this grade, students will study how the oceans and the Sun interact in the water cycle. The standards addressed in this unit are Supporting Standards in Grade 5; however, this topic will not be revisited until Grade 8. It is critical for students to understand these concepts at this point in time. After this unit, students in Grade 8 will recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents. According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061) [online version], by the end of grade 5, students should know that weather is always changing and can be described by measurable quantities such as temperature, wind direction and speed, and precipitation. Large masses of air with certain properties move across the surface of the earth. The movement and interaction of these air masses is used to forecast the weather. American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved December 27, 2009, from: MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: Students may think that water only evaporates from oceans or lakes. Students may think climate never changes, but weather does. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Create a collage showing the type of weather experienced in the local area. Include a summary paragraph that describes how the climate of the area compares to its weather. (5.2D; 5.8A) 1A; 5B, 5G Systems Earth, Energy Patterns Cycles, Events Change Cycles Nature of Science Communicating Data Weather and climate are not the same thing. 2012, TESCCC 10/24/12 page 1 of 5

2 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Write a scenario in which the energy from the Sun has changed drastically. Explain how the change in energy will affect the ocean and its role in the water cycle. (5.2D; 5.8B) 1C; 5B, 5G Patterns Cycles, Events Change Cycles Nature of Science Critical Thinking The Sun is the driving force of all weather and oceanic circulation on Earth. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Weather the daily atmospheric conditions of an area Climate an average of atmospheric conditions over many years TEKS# SE# TEKS 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: 5.2C Collect information by detailed observations and accurate measuring. Collect SPECIFICITY Detailed observations Accurate measuring (using the metric system) 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. Analyze, Interpret Construct reasonable explanations. Direct (observable) evidence Indirect (inferred) evidence 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. Construct, Organize, Examine, Evaluate 2012, TESCCC 10/24/12 page 2 of 5

3 Use TECHNOLOGY 5.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 5.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices including clocks and stopwatches, and materials to support observations of habitats or organisms such as terrariums and aquariums. 5.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: 5.8A Differentiate between weather and climate. Supporting Standard Maps Weather maps Climate maps Collect, Record, Analyze USING TOOLS Use lab equipment appropriately. Notebooks Differentiate BETWEEN WEATHER AND CLIMATE Weather Climate 5.8B Explain how the Sun and the ocean interact in the water cycle. Supporting Standard 2061 Note: By the end of 5th grade, students should know that: The weather is always changing and can be described by measurable quantities such as temperature, wind direction and speed, and precipitation. Large masses of air with certain properties move across the surface of the earth. The movement and interaction of these air masses is used to forecast the weather. 4B/E5** (NSES) Explain HOW THE SUN AND THE OCEAN INTERACT In the water cycle 2012, TESCCC 10/24/12 page 3 of 5

4 TEKS# SE# Scientific Process TEKS: Choose appropriate scientific processes to support your instruction. 5.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: 5.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations. 5.1B Make informed choices in the conservation, disposal, and recycling of materials. 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: 5.2A Describe, plan, and implement simple experimental investigations testing one variable. 5.2B Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology. 5.2C Collect information by detailed observations and accurate measuring. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 5.2E Demonstrate that repeated investigations may increase the reliability of results. 5.2F Communicate valid conclusions in both written and verbal forms. 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 5.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 5.3B Evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels. 5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. 5.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 5.4 The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 5.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums. 5.4B Use safety equipment, including safety goggles and gloves. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills. 2012, TESCCC 10/24/12 page 4 of 5

5 C(1) 1A C(5) 5B 5C 5G Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use prior knowledge and experiences to understand meanings in English. Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: Write using newly acquired basic vocabulary and content-based grade-level vocabulary. Spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired. Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. 2012, TESCCC 10/24/12 page 5 of 5