5th Grade Science
Benchmark 1: Science Inquiry
Lafayette Parish School System
2014-2015
LPSS Science Teacher Leader Cadre
Dayna Davis – J Wallace James
Serigne Fall – Evangeline
Amy Meagher – LJ Alleman
Hope Olivier – Plantation
Jacque Toliver – JW Faulk
Tara Venetis - Milton
Bridget Trahan – LPSS Science Lead Teacher
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5TH Science Benchmark 1: Science Inquiry
Time Frame: August 12 – August 29
(2 ½ Weeks)
Unit Description and Student Understandings: Take the first two and half weeks to teach science safety and inquiry skills. Make sure to reference
throughout the year! Science Inquiry is 20% of the iLEAP test!
Guiding Questions:
There are NO guiding questions for Science Inquiry.
Key Concepts:
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Select appropriate tools, equipment, and technology to use in an investigation; Identify appropriate safety tools and procedures
Identify testable questions, questions that guide investigations/experiments, and questions to consider during an investigation; Use multiple sources to
answer questions; Identify the components of an investigation
Identify the independent variable, dependent variable, and-or variables that should be controlled or constant in an investigation
Select appropriate experimental design or setup; Identify correct procedure in an investigation; Identify problems in an investigation; Identify correct setup
between varying investigations; Identify mistakes in procedures; Identify alternate methods for investigation using same tools
Use metric system of measure using appropriate or accurate units; Understand and be able to identify the difference between an observation and an
inference
Recognize that there is an acceptable range of variation in collected data; Identify mean, median, mode, and range from a given set of data
Recognize there are multiple ways to interpret data that may result in alternate explanations; Identify statements not supported by data or identify faulty
reasoning; Predict trends supported by data; Identify statements that explain data
Understand and be able to identify the difference between a description and an explanation; Develop an explanation of experimental results; Use models to
explain natural phenomena or conclusions from investigations; Communicate results of investigation; Verify experiments through multiple
investigation/trials; Identify problems in models or experiment design
Identify the components of an investigation; Identify problems in an investigation, Identify alternate methods for investigation using same tools;
Understand and be able to identify the difference between a description and an explanation; Develop an explanation of experimental results; Predict trends
supported by data; Use models to explain natural phenomena or conclusions from investigations; Recognize there are multiple ways to interpret data that
may result in alternate explanations; Identify statements not supported by data or identify faulty reasoning; Communicate results of investigations; Identify
statements that explain data; Verify experiments through multiple investigation/trials; Identify problems in models, experiment design
GLEs
5TH GRADE PRETEST
Safety Equipment
E- SI-23
Use relevant safety procedures and
equipment to conduct scientific
investigations.
CCSS Literacy
Standards
NGSS Practices
Instructional Strategies
AUGUST 14-15
Safety Contract
Make safety posters, booklet… illustrating each guideline
*Safety Practice handout
*Equipment foldable
Sponge Bob Lab safety
5th Grade Science 2014-2015
Differentiation
(Enrichment/Remediation Strategies)
Excellence Resource: McDonald
Publishing: Mastering the Scientific Method
ISBN-13: 978-1-55708-950-2
Science Vocabulary: Short Daily Warmups
for the Classroom,
ISBN-978-1-58037-489-7
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5TH Science Benchmark 1: Science Inquiry
Time Frame: August 12 – August 29
(2 ½ Weeks)
http://sciencespot.net/Media/scimthdsafety.pdf
Mastering the Scientific Method p. 9
Testable Questions
E-SI-1 Generate testable questions about
objects, organisms, and events that can be
answered through scientific investigation
E-SI-1 Use a variety of sources to answer
questions
I-SI-26 Use and describe alternate methods
for investigating different types of testable
questions
I-SI-30 Describe why all questions cannot
be answered with present technologies
Brain Pop on Scientific Method: http://glencoe.mcgrawhill.com/sites/dl/free/0078778026/164155/00044686.html
Mastering the Scientific Method, testable questions p. 1-2
Variables
I-SI-5 Identify independent variables,
dependent variables, and variables that
should be controlled in designing an
experiment
Mastering the Scientific Method p. 3-4
Predicting the Outcome/Hypothesis
E-SI-4 Design, predict outcomes, and
conduct experiments to answer guiding
questions
Mastering the Scientific Method, Hypothesis p. 5-8
Procedures
I-SI-20 Write clear, step-by-step instructions
that others can follow to carry out
procedures or conduct investigations
Quantitative/Qualitative Observations
I-SI-6 Select and use appropriate
equipment, technology, tools, and metric
system units of measurement to make
observations
E-SI-7 Record observations using methods
that complement investigations (e.g.,
journals, tables, charts)
I-SI-21 Distinguish between observations
and inferences
I-SI-16 Use evidence to make inferences and
predict trends
Mastering the Scientific Method, Quantitative &
Qualitative Observations, p. 10
Mastering the Scientific Method. Inference & Observation,
p. 11
Sewer Lice/Dancing Raisins (Inference)
http://www.flinnsci.com/Documents/demoPDFs/Biology/
BF10054.pdf
“Blind Men and the Elephant” poem (inference)
http://wordinfo.info/unit/1?letter=B&spage=3
Mystery Boxes Mastering the Scientific Method, p. 18
Inference
Data Collection
I-SI-11 Construct, use, and interpret
5th Grade Science 2014-2015
Create a graph
Science Buddies web site
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5TH Science Benchmark 1: Science Inquiry
Time Frame: August 12 – August 29
(2 ½ Weeks)
appropriate graphical representations to
collect, record, and report data (e.g., tables,
charts, circle graphs, bar and line graphs,
diagrams, scatter plots, symbols)
E-SI-8 Use consistency and precision in data
collection, analysis, and reporting
E-SI-9 Use computers and/or calculators to
analyze and interpret quantitative data
http://nces.ed.gov/nceskids/createagraph
Analyze Results
E-SI-12 Use data and information gathered
to develop an explanation of experimental
results
E-SI-31 Recognize that there is an
acceptable range of variation in collected
data
Mastering the Scientific Method, Observe, Record, &
Analyze Data, p. 12
Conclusion/Communicate your findings
I-SI-10 Identify the difference between
description and explanation
E-SI-14 Develop models to illustrate or
explain conclusions reached through
investigation
I-SI-17 Recognize that there may be more
than one way to interpret a given set of data,
which can result in alternative scientific
explanations and predictions
I-SI-18 Identify faulty reasoning and
statements that misinterpret or are not
supported by the evidence
E-SI-19 Communicate ideas in a variety of
ways (e.g., symbols, illustrations, graphs,
charts, spreadsheets, concept maps, oral and
written reports, equations)
I-SI-22 Use evidence and observations to
explain and communicate the results of
investigations
E-SI-33 Evaluate models, identify problems
in design, and make recommendations for
improvement
E-SI-34 Recognize the importance of
communication among scientists about
investigations in progress and the work of
others
5th Grade Science 2014-2015
Mastering the Scientific Method, Draw Conclusions. P. 1314
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5TH Science Benchmark 1: Science Inquiry
Time Frame: August 12 – August 29
(2 ½ Weeks)
E-SI-36 Explain why an experiment must be
verified through multiple investigations and
yield consistent results before the findings
are accepted
E-SI-37 Critique and analyze their own
inquiries and the inquiries of other
Technology and the Work of Scientists
I-SI-22 Explain how skepticism about
accepted scientific explanations (i.e.,
hypotheses and theories) leads to new
understanding
E-SI-38 Explain that, through the use of
scientific processes and knowledge, people
can solve problems, make decisions, and
form new ideas
E-SI-39 Identify areas in which technology
has changed human lives (e.g.,
transportation, communication, geographic
information systems, DNA fingerprinting)
I-SI-40 Evaluate the impact of research on
scientific thought, society, and the
environment
Literacy Connection and Resources
The Blind Men and the Elephant Retold by Karen Backstein Illustrated by Annie Mitra
June 29, 1999 by David Wiesner
Scientist Biographies:
Carver – a life in poems by Marilyn Nelson
Girls Who Looked Under Rocks – the Lives of Six Pioneering Naturalists by Jeannine Atkins Illustrated by Paula Conner
Mathematicians Are People, Too Stories from the Lives of Great Mathematicians by Luetta Reimer and Wilbert Reimer
Janice VanCleave’s Scientists Through the Ages by Janice Vancleave
SCIENCE INQUIRY BENCHMARK ASSESSMENT
5th Grade Science 2014-2015
AUGUST 29