CONCISE CURRICULUM GEORGIA

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1 CONCISE CURRICULUM COMMON CORE INTEGRATION: Science, Language Arts, and Reading GEORGIA 5th GRADE: SCIENCE Student Workbook (not reproducible) Copyright 2012 by Concise Curriculum (All Rights Reserved)

2 Table of Contents UNIT I: EARTH SCIENCE CONSTRUCTIVE & DESTRUCTIVE FORCES: PAGES 4-49 I. Students will identify surface features of the Earth caused by constructive and destructive processes. (S5E1) a. Identify surface features caused by constructive processes. b. Identify and find examples of surface features caused by destructive processes. c. Relate the role of technology and human intervention in the control of constructive and destructive processes. UNIT II: PHYSICAL SCIENCE PHYSICAL & CHEMICAL CHANGES: MASS PAGES II. Students will verify that an object is the sum of its parts. (S5P1) III. Students will explain the difference between a physical change and a chemical change. (S5P2)

3 UNIT II: PHYSICAL SCIENCE ELECTRICITY AND MAGNETISM PAGES IV. Students will investigate the electricity, magnetism, and their relationship. (S5P3) UNIT III: LIFE SCIENCE PLANTS, ANIMALS, & MICROORGANISMS: PAGES V. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classifications. (S5L1) VI. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors. (S5L2) VII. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled). (S5L3) VIII. Students will relate how microorganisms benefit or harm larger organisms. (S5L4)

4 Unit 1 Earth Science: Constructive & Destructive Forces

5

6 S5E1.a Identify surface features caused by constructive processes. CONTEXT CLUES: (ELACCGPS5L4a) Earthquakes are the sudden and violent shaking of Earth s crust. Sudden means: A) expected B) unexpected C) shook VOCABULARY: (ELACCGPS5L4c) landforms/constructive/destructive/surface (A) The surface of Earth is covered by many different landforms. These landforms are the result of both constructive and destructive forces. Constructive forces are those that affect Earth s surface by building it up. Mountains and islands are two examples of landforms that are formed by constructive forces. Destructive forces affect the surface of Earth by breaking down landforms to form new ones. 1. What are constructive forces? Deposition (deltas, sand dunes, etc.) is the process by which sediment is eroded by either wind or water and then transported to another location where it gradually builds up. Earthquakes are the sudden and violent shaking of Earth s crust. Volcanoes are openings in Earth s surface or crust, which allows hot molten rock, ash, and gases to escape from deep below the surface. The molten rock hardens and forms new land. Faults are fractures in Earth s crust. 2. Name and describe the four constructive forces.

7 PARTS OF SPEECH: (ELACCGPS5L1a) Underline the nouns in each sentence. (Nouns are people, places, things or ideas) Circle the prepositions. (at, by, for, to, in, before, after, over, of, under, until, with, since, etc.) Draw a box around the conjunctions. (Conjunctions are joining words such as and, but, and or) Draw a line between the complete subject and the complete predicate. 1. The molten rock hardens and forms new land. (2 nouns) (1 conjunction) *What does the molten rock do? and (compound verb) *What word modifies/describes land? (adjective) 2. Earthquakes shake the crust of Earth. (3 nouns) (1 preposition) *What do earthquakes do? (verb) USAGE AND MECHANICS: (ELACCGPS5L2) Correct all errors in capitalization, punctuation, spelling, and usage. The number in ( ) tells how many errors are in each sentence. 1. the surface of earth are covered buy many different landforms (5) 2. mountains and islands is too examples of landforms that is formed buy constructive forces (6) CONVENTIONS OF STANDARD ENGLISH: PERFECT VERB ASPECTS (ELACCGPS5L1b) Form the perfect verb aspects of each verb. (Past Perfect = had + ed form of verb, Present Perfect = have or has + ed form of verb, Future Perfect = will have + ed form of verb) 1. Gases (escape) through the Earth s surface. / / 2. Landforms (cover) the Earth s surface. / / VOCABULARY SKILLS PRACTICE: Synonyms and Antonyms (ELACCGPS5L5c/5L4c) A synonym is a word that means the same. An antonym is a word that has the opposite meaning. * Use a thesaurus and look up other synonyms and antonyms for the word surface. Give synonyms for: surface / / Give antonyms for: surface / /

8 CONTEXT CLUES: (ELACCGPS5L4a) S5E1.a Identify surface features caused by constructive processes. Volcanoes erupt with such force that they, in many cases, destroy themselves. Destroy means: A) build B) devastate C) process VOCABULARY SKILLS: (ELACCGPS5L4c) erosion/weathering/impact/process (A) Destructive forces affect the surface of Earth by breaking down landforms to form new ones. Erosion, weathering, impact of organisms, earthquakes, and volcanoes are all examples of destructive forces. 1. What are destructive forces? Erosion is the moving of land or soil by the action of wind, water, or ice. Weathering is the process of breaking down rocks, soils, and their minerals through direct contact with wind, water, or ice. Impact of Organisms refers to the role played by living things in the shaping of landforms. Earthquakes not only build up new landforms, but tear down existing ones. Volcanoes erupt with such force that they, in many cases, destroy themselves. 2. What is weathering? 3. Describe how weathering destructs (tears down) Earth s surface.

9 PARTS OF SPEECH: (ELACCGPS5L1a) Underline the nouns in each sentence. (Nouns are people, places, things or ideas) Circle the prepositions. (at, by, for, to, in, before, after, over, of, under, until, with, since, etc.) Draw a box around the conjunctions. (Conjunctions are joining words such as and, but, and or) Draw a line between the complete subject and the complete predicate. 1. Earthquakes build new landforms. (2 nouns) *What do earthquakes do? (verb) *What word modifies landforms? (adjective) 2. Earthquakes shake Earth s crust. (2 nouns) *What do earthquakes do? (verb) SENTENCE SKILLS PRACTICE: Combining Sentences (ELACCGPS5L3a) Expand, combine, and reduce sentences for meaning, reader interest, and style. Combine the following sentences correctly, Erosion is an example of a destructive force. Weathering is an example of a destructive force. Impact of organisms is an example of a destructive force. Earthquakes are an example of a destructive force. Volcanoes are an example of a destructive force. READING SKILLS PRACTICE: CAUSE AND EFFECT (ELACCGPS5RI5) The cause is why something happened and the effect is what happened as a result. Volcanoes sometimes destroy themselves because they erupt with such force. CAUSE: EFFECT: Volcanoes sometimes destroy themselves.

10 S5E1.a Identify surface features caused by constructive processes. CONTEXT CLUES: (ELACCGPS5L4a) Deposition is the process by which sediment, made up of dirt and rocks, is moved from one place and deposited in another. Process means: A) place B) movement C) method VOCABULARY SKILLS: (ELACCGPS5L4c) responsible/sediment/settle/erode/encounters/obstacle/protect (A) Some landforms are created very quickly, almost in the blink of an eye, but most take many years to form. Landforms such as deltas and sand dunes are formed over hundreds or thousands of years. The force responsible for creating these particular landforms is known as deposition. Deposition is the process by which sediment, made up of dirt and rocks, is moved from one place and deposited in another. 1. Why do you think landforms take so long to form? (B) Water and wind are forces that move sediment from one place to another. Moving water carries with it bits of gravel, sand, and clay. As the water slows down, the larger bits of sediment can no longer be carried by the water, so they sink to the bottom. The smaller bits are carried further down stream, but will eventually settle as well. In the case of river deltas, we see fast moving rivers flowing into the ocean. As the water enters the ocean it slows down. A muddy river flowing into the ocean will dump most of the larger pieces of sediment near the coast. Deltas are the result of thousands of years of gravel, sand, and clay settling out of a once fast moving river. 2. How are deltas formed?

11 (C) Another landform created by deposition is the sand dune. Dunes are created anywhere there is sand and wind. Winds blow and erode the sand. When the windblown sand encounters an obstacle, such as a rock or a plant, it drops to the ground. Over time, the sand begins to pile up and form a dune. Sand dunes along beaches help to protect the land on the other side during storms. 3. How are sand dunes created? 4. How do sand dunes help beaches? PARTS OF SPEECH: (ELACCGPS5L1a) Underline the nouns in each sentence. (Nouns are people, places, things or ideas) Circle the prepositions. (at, by, for, to, in, before, after, over, of, under, until, with, since, etc.) Draw a box around the conjunctions. (Conjunctions are joining words such as and, but, and or) Draw a line between the complete subject and the complete predicate. 1. Water and wind move sediment from one place to the other. (5 n) (1 c) (2p) *What do water and wind do? (verb) 2. Moving water carries gravel, sand, and clay. (4 nouns) (1 conjunction) *What does moving water do? (verb) *What word modified water? (adjective) SENTENCE SKILLS PRACTICE: (ELACCGPS5L3a) Sentence Fragments do not express a complete thought. A complete sentence has a subject and a verb and expresses a complete thought. Change all fragments below into complete sentences. 1. carries with it bits of gravel, sand, and clay

12 Experiment Alert! Fill a clear plastic bottle with water. Drop a handful of soil and sand into the bottle. What do you notice? Illustrate what the bottle looks like before and after you drop in the soil and sand. Did all of the pieces of sediment sink at the same speed? The truth is that the water will appear muddy for hours, but if it is left undisturbed, all of the sediment will eventually settle to the bottom of the bottle.

13 Experiment Alert! For this experiment you will need a sheet of newspaper or bulletin board paper and ounces of table salt. Spread the paper out on a table. Pour the salt on to the paper so that it forms a pile. Place your chin just below the edge of the table, and blow once. The breath should be straight towards the salt and strong. Continue to blow so that the salt begins to form a new pile. Notice that some of the salt slides down the sloping sides of the two piles. What happened when you blew toward the salt? Draw a simple sketch of the piles of salt that you created.

14 NOTES

15 ILLUSTRATION/OBSERVATION PAGE

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