K-6 Science Program The science program is built on three levels of inquiry: directed, guided and full inquiry. All three engage students in activities that build a strong science foundation. The ultimate goal is to have students conducting science investigations independently engaging in full inquiry. The program is designed so that when you teach science, you are also teaching reading. Each chapter has built in visual literacy to reach all students. Content Readers are available for every chapter for every grade level book. These readers teach the same content at three different reading levels so that all students have access. All Teacher and Student Editions are available online for teachers, students, and parents. www.pearsonsuccessnet.com and at http://www.macmillanmh.com/. The Macmillan McGraw-Hill (Kindergarten Sixth Grade), Scott Foresman Science program (Kindergarten Fifth Grade) and Houghton Mifflin (Sixth Grade) were selected from the approved textbook matrix adopted by the California State Board of Education and by the TRUSD in the summer of 2008. 5 th Grade Program Description: Science I. Content and Coverage: Students in grade five will learn about chemical reactions and discover the special (and shared) properties of metallic elements. They will clearly distinguish between molecules and atoms and chemical compounds and mixtures and learn about the organization of atoms on the periodic table of the elements. They can then be shown how particular chemical reactions (e.g., photosynthesis and respiration) drive the physiological processes of living cells. They will add to what they have learned in previous grade levels about the external characteristics and adaptations of plants and animals and learn about some of the fundamental principles of physiology. They will learn about blood circulation and respiration in humans; digestion of food and collection and excretion of wastes in animals; the movement of water and minerals from the roots of plants to the leaves; and the transport of sugar generated during photosynthesis from the leaves to the other parts of the plant. Students in grade five also study the hydrologic cycle (water cycle), the process by which water moves between the land and the oceans. They will learn how the hydrologic cycle influences the distribution of weather-related precipitation and, as a consequence, the types and rates of erosion. They will also study the solar system and learn that it contains asteroids and comets in addition to the Sun, nine planets,* and moons. They will learn the composition of the Sun and the relationship between gravity and planetary orbits. The Science Content Standards and English Language Arts Content Standards are complementary so that the writing strategies will lay a foundation for good writing on science reports and informative oral science presentations. 3 The Science Content Standards and the Mathematics Content Standards also reinforce each other as students analyze, strategize, and solve problems, finding solutions to apply to new
II. circumstances. Students in grade five will also develop testable questions and learn to plan their own investigations, selecting appropriate tools to make quantitative observations. Science Framework for California Public Schools. Materials: The Macmillan McGraw-Hill (Kindergarten Sixth Grade), Scott Foresman Science program (Kindergarten Fifth Grade) and Houghton Mifflin (Sixth Grade) were selected from the approved textbook matrix adopted by the California State Board of Education and by the TRUSD in the summer of 2008. Materials may be accessed online using the following access codes. Pearson Scott Foresman www.pearsonsuccessnet.com 5 th Grade Access Code SFSCCL08CAEN5B Macmillan McGraw-Hill www.macmillanmh.com/ III. Content Scheduling: This pacing guide is based on completing the labs, lessons, chapter reviews, and chapter tests. Pearson Scott Foresman Macmillan McGraw-Hill Physical Science Chapter # Lessons Physical Science Chapter # Lessons Tri 1 Building Blocks of Matter 1 4 Types of Matter 7 5 Changes in Matter 2 4 Changes in Matter 8 3 Tri 2 Tri 3 Earth Science Earth Science Water on Earth 5 5 Earth's Water 4 4 Weather 6 4 Earth's Weather 5 5 The Solar System 7 4 The Solar System 6 3 Life Science Life Science Basic Structures of Organisms 3 3 Structure of Living Things 1 3 Human Body Systems 4 3 Plant Structure and Functions 2 3 Human Body Systems 3 5
Adjust as needed for STAR testing. IV. Teaching Strategies: A. The science program is built on three levels of inquiry: directed, guided and full inquiry. All three engage students in activities that build a strong science foundation. The ultimate goal is to have students conducting science investigations independently engaging in full inquiry. The program is designed so that when you teach science, you are also teaching reading. Each chapter has built in visual literacy to reach all students. Content Readers are available for every chapter for every grade level book. These readers teach the same content at three different reading levels so that all students have access. All Teacher and Student Editions are available online www.pearsonsuccessnet.com and at http://www.macmillanmh.com/. B. Community resources are used when available and appropriate. These may include resource personnel, Discovery Museum, and field trips that directly relate to grade level curriculum and standards. V. Pupil Evaluation: Assessment should be ongoing. A. The Scott Foresman and McGraw-Hill assessments portion of each chapter ensures that there multiple, ongoing and embedded assessments throughout the program that prepare students for test success. Informal, (Reading Checks, Inquiry activities, questions) formal, (Lesson Wrap-Ups, Chapter Reviews, Chapter Benchmark Tests) and performance assessments (with scoring rubrics) are provided. B. Fifth grade students are tested each year on the fourth and fifth grade Science standards on the California Standards Test (STAR). VI. Selection Process (Time line): The Scott Foresman science program was implemented during the 2008 school year. The Macmillan McGraw-Hill program was implemented during the 2007 school year.
Elementary Grading Philosophy The Twin Rivers Unified School District believes that communication between home and school is critical to the success of students. The report card is a formal communication between the school and families that reports how a child is progressing towards meeting grade level standards. Grading helps the teacher: Communicate progress towards meeting California Standards to the student and parent Evaluate strengths and needs of each student Set instructional goals and plan teaching strategies and interventions Grading helps the student: See personal progress towards grade level standards Recognize how work may be improved Set personal goals for future learning Grading helps the parent/guardian: Be knowledgeable about the child s progress towards grade level standards Guide and assist the student in making academic and social progress Encourage their child to work towards goals
Elementary Grading Rubric A Advanced Consistently demonstrates high use of advanced thinking, skill and understanding of grade-level standards. Test scores consistently indicate a high level of understanding of grade level concepts and skills The student intuitively makes connections and applications to other areas. The student consistently uses appropriate academic language. Student work is complete and well organized- demonstrating a high level of commitment. B Proficient Consistently meets and understands grade-level standards. Test scores indicate a concrete understanding of grade level concepts and skills The student uses a variety of skills to demonstrate their understanding. The student may need prompting to utilize particular processes/strategies. Student work is complete and organized. C D F Basic Below Basic Far Below Basic Approaching grade-level standards. The student demonstrates some basic foundational levels. The student may have gaps in understanding and test scores may be inconsistent The student relies on familiar strategies and requires scaffolding and prompting to access grade level standards. Student work is generally complete but quality, thoroughness and organization varies. Consistently performing below grade-level standards Test scores indicate little or very weak understanding and acquisition of grade level concepts and skills. Student work varies widely in quality, thoroughness and completion. The student lacks basic foundational skills to access gradelevel standards. Test scores indicate little or no understanding of grade level concepts and skills. Student work demonstrates little or no understanding or may be frequently incomplete.