Heather Schryver 1

TWS 2: Long Range Plan

Months
Units
January
Mid-February
Landforms
and Oceans

Standard

5-3.1 Explain how natural processes (including weathering, erosion,

deposition, landslides, volcanic eruptions, earthquakes, and floods) affect
Earths oceans and land in constructive and destructive ways.
5-3.2 Illustrate the geologic landforms of the ocean floor (including the
continental shelf and slope, the mid-ocean ridge, rift zone, trench, and the
ocean basin.)
5-3.3 Compare continental and oceanic landforms.
5-3.4 Explain how waves, currents, tides, and storms affect the geologic
features of the ocean shore zone (including beaches, barrier islands,
estuaries, and inlets).
5-3.5 Compare the movement of water by waves, currents, and tides.
5-3.6 Explain how human activity (Including conservation efforts and
pollution) has affected the land and the oceans of Earth.

# of
lesso
ns
3

Resources

FOSS Landforms
AIMS Earth Science

FOSS Landforms
AIMS Earth Science

FOSS Landforms
AIMS Earth Science
FOSS Landforms
AIMS Earth Science

FOSS Landforms
AIMS Earth Science
FOSS Landforms
AIMS Earth Science

Heather Schryver 2

Months
Units
Mid-February
March
Mid-April
Properties
of Matter

Standard

5-4.1 Recall the matter is made up of particles too small to be seen.

5-4.2 Compare the physical properties of the states of matter (including

volume, shape, and the movement of spacing of particles).

# of
Less
ons
2-3

5-6

5-4.3 Summarize the characteristics of a mixture, recognizing a solution as a

kind of mixture.

5-4.4 Use the processes of filtration, sifting, magnetic attraction, evaporation,

chromatography, and floatation to separate mixtures.

2-3

5-4.5 Explain how the solute and the solvent in a solution determine the
concentration.
5-4.6 Explain how the temperature change, particle size, and stirring affect
the rate of dissolving.

3-4

5-5.7 Illustrate the fact that when some substances are mixed together, they
chemically combine to form a new substance that cannot easily be separated.

5-5.8 Explain how the mixing and dissolving of foreign substances is related
to the pollution of the water, air, and soil.

Resources

FOSS Mixtures and

Solutions
AIMS Physical Science
FOSS Mixtures and
Solutions
AIMS Physical Science
FOSS Mixtures and
Solutions
AIMS Physical Science
FOSS Mixtures and
Solutions
AIMS Physical Science
FOSS Mixtures and
Solutions
AIMS Physical Science
FOSS Mixtures and
Solutions
AIMS Physical Science
FOSS Mixtures and
Solutions
AIMS Physical Science
FOSS Mixtures and
Solutions
AIMS Physical Science

Heather Schryver 3

Months
Units

Standard

Mid-April
May

5-5.1 Illustrate the effects of force (including magnetism, gravity, and friction)
on motion.

Forces and
Motion

# of
Less
ons
2

5-5.2 Summarize the motion of an object in terms of position, direction, and

speed.

5-5.3 Explain how unbalanced forces affect the rate and direction of motion in
objects.

5-5.4 Explain ways to change the effect that friction has on the motion of
objects (including changing texture of the surfaces, changing the amount of
surface area involved, and adding lubrication).
5-5.5 Use a graph to illustrate the motion of an object.

5-5.6 Explain how a change of force or a change in mass affects the motion of
an object.

Resources

FOSS Models and

Designs
AIMS Physical Science
FOSS Models and
Designs
AIMS Physical Science
FOSS Models and
Designs
AIMS Physical Science
FOSS Models and
Designs
AIMS Physical Science
FOSS Models and
Designs
AIMS Physical Science
FOSS Models and
Designs
AIMS Physical Science

Heather Schryver 4

Because of the academic level and learning ability of the fifth grade students as a whole at this school, the dates of the
district pacing guide were modified and adjusted. In the first and second nine weeks, the students learned scientific inquiry.
They learned how to generate hypothesises, identify independent/dependent variables, etc. They also learned about
ecosystems (terrestrial and aquatic.) So now, beginning third nine weeks, I decided that it is important for them to learn
landforms and oceans. This fits in well with the ecosystems, because they are now broadening their understanding of where
these ecosystems may be located. They are also learning why and how landforms are created. They are learning about
oceans (continental slope, mid-ocean ridges, etc). This is beneficial for them to learn now (rather than earlier) because they
are taking a field trip called Expedition Seawee in April. They will be able to physically see many of the things that they learn
throughout this unit (as well as the previous unit). Following landforms and oceans, they learn about properties of matter. This
unit is a transformation unit placed between landforms and oceans and forces and motion. It eases the transition between the
two. This unit connects to the previous unit (landforms and oceans) because we talk about matter, and we learn filtration and
separating mixtures, as well as chromatography. They will also experience much of this on the field trip in April. The last
major science unit is Forces and Motion. In this unit, students learn about the effects of force on motion, friction, and
unbalanced forces. The field trip will take place before the last unit, so we will be able to look back and talk about where we
saw forces and motion throughout the field trip. It is more imperative to get through the other units before the field trip to be
able to discuss them on the field trip.