2012-13 SY Curriculum Documents - Marion County Public Schools

2012-13 SY 

Curriculum Documents

� Report Card Guidelines 

o Reading 

o Language Arts 

o Math 

o Science 

o Social Studies 

o Special Areas 

� Focus Calendars 

� Year at a Glance Documents 

o Reading 

o Math 

o Science 


o PE 

� Fast Fact Information 

� Helpful Documents 

o Assessed Benchmarks 

o FCAT 2.0 Design 

o Portfolio Sheet 

o Cognitive Complexity 

o Story Map 

o Higher Order Question Grid 

o Fry Words 

� Curriculum Maps 

o Reading 

o Math 

o Science 


o PE 

� Writing Documents 

� Next Generation Sunshine State 

Standards 

o Reading/Language Arts 

o Math 

o Science 


o Other 

2012-13 Curriculum Documents 

Table of Contents

Elementary 

Report Card 

Guidelines 

2012 – 2013 

�� An Equal Opportunity School District ��

5/17/2012 

MCPS Premise of Grading: 

Third, Fourth, and Fifth 

� Grades should be based on the mastery of the Next Generation Sunshine State Standards 

(NGSSS) Benchmarks, for the standards are our required curriculum of instruction. 

� Instructional Publications, like Treasures, Go Math, and other adopted and non‐adopted 

resources, are instructional tools to be used to assist in the instruction of the NGSSS 

Benchmarks. This means that “every” page and/or lesson from these publications does not 

have to be utilized. 

� Grades should reflect/document a student's ability to master skills that have been 

instructed in class. Grades are also a valuable way to communicate how the student has 

performed. 

� Not all students are "A‐B" students; most students can "Satisfactorily" demonstrate mastery 

therefore are “average” (C), while others still "Need Improvement" (D‐F) in some areas. 

� When assessing mastery of a particular Benchmark or Skill, it may be necessary to utilize a 

variety of resources including teacher generated assessments. If this is the case, teachers 

must "standardize" this resource across the school's grade level team so that all agree the 

assessment created properly evaluates mastery. 

� It is recommended that teachers do NOT stack assessments and evaluations on one 

particular day of the week. It is important to spread out assessments and evaluations 

throughout a given week so that instruction can occur every day of the week, especially 

during the 90 minute reading block. Please note that assessments and evaluations are NOT 

required every week in every subject. 

� Student performance on class work, tasks and/or skills does not always have to be "Paper‐ 

Pencil" based; sometimes Individual Interviews or observation when directly asked to 

perform a task can be used to demonstrate mastery. 

� Students should be provided practice opportunities; since practice opportunities are 

"instructional" situations class work and/or practice work grades may be recorded in the 

grade book in the class work category. 

� In the area of math, practice opportunities reinforce the deeper understanding of 

mathematical concepts. Using the CRA model of practice is an integral part of building 

concept knowledge. Teachers should focus on hands‐on activities prior to moving to the 

more abstract versions of the concepts to build a strong foundation for future success of 

each student. Homework is considered a "practice" opportunity and may be placed in this 

category as well.

Category: 

Clarification 

Examples: 

Weight: 

Qualifying Entries: 

The resources listed are 

OPTIONS that can be used to 

acquire grades in this 

category. Teachers do NOT 

have to use all of these 

resources to acquire grades, 

unless stated otherwise. 

Reading Process Class Work Reading Comprehension‐Analysis 

Phonics / Fluency / Vocab Development 

"mechanics" of reading 

word analysis | phonic components 

spelling words based in spelling patterns 

common abbreviations 

* REQUIRED: FCAs & remediation (vocabulary 

benchmarks) 

* Spelling Tests 

* Fry Word Assessments (oral or written) 

* Evaluations of Mastery on NGSSS 

Benchmarks that have been taught 

* Appropriate sections of the Selection, Unit, 

Show What You Know, or FCAT Weekly Tests 

from Treasures (or other approved Reading 

Instructional Programs / Texts) 

* FCRR Resources: http://www.fcrr.org/fair/index.shtm 

Reading: Third, Fourth, and Fifth Grades 

** ALL teachers should read the "MCPS Premise of Grading 3‐5" document in conjunction with this document. ** 

In addition, see grade level NGSSS list for more specific examples for the various category clarifications. 

Students should be provided practice 

opportunities; since practice opportunities are 

"instructional" situations class work and/or 

practice work grades may be recorded in the 

grade book in this category. Homework is 

considered a "practice" opportunity and may be 

placed in this category as well. 

"understanding" of reading 

meanings of passages, articles, and poems 

recalling details |sequencing events | topic 

author's purpose |plot elements | context clues 

text features | text structures | cause‐effect 

compare‐contrast | theme | author's language 

All passages should include: fiction, non‐fiction, 

and informational text. 

30% 10% 60% 

* Content Area Projects or Resources 

* Quizzes 

* Time for Kids 

* Projects (Individual and/or Group) 

* Treasures or other resource Practice 

* Activities from other approved Instructional 

Reading Programs and/or Texts 

* Homework 

* REQUIRED: FCAs & Remediation (non‐vocabulary 

benchmarks) 

* FCRR Resources: http://www.fcrr.org/fair/index.shtm 

* Treasures Anthology Activities 

* Appropriate sections of the Selection, Unit, 

Show What You Know, or FCAT Weekly Tests 

from Treasures (or other approved Instructional 

Reading Program / Texts) 

* Treasures Vocabulary Assessments (if 

appropriate to word meaning) 

Grade Entry Guidelines: Additional Notes on Fluency 

* An assessment may evaluate mastery on more than one subject/benchmark/skill and could generate multiple 

assessment grades for different categories and/or subjects. When this occurs, the teacher should calculate the 

different grades on the specific criteria for each benchmark/skill being assessed. 

* For accuracy, percents should be used in the MCPS computer based grade books instead of letter grades. 

* It is required that at LEAST four grades be recorded in the Classwork category during a 9‐week grading period. 

* It is required that all entries be recorded within FIVE working days of the collection of student performance data. 

* FCAs are REQUIRED entries in the appropriate category. Initial Assessments and Remediation Assessments 

must be entered separately with the categories. When taking grades from initial FCAs, each benchmark 

assessed should be entered as a separate grade. The breakdowns of the grades can be found in Performance 

Matters. In addition, teachers may see the question alignments on the answer keys provided for each FCA. 

* All readings must be COLD readings for fluency 

checks and assessments. 

* Choose appropriate grade‐level texts of about 80 to 

120 words in length that is on or above grade level 

(see Oral Reading Fluency and Accuracy Page). 

* Accuracy scores should also be recorded as a 

separate grade in this category (see Chart). 

7/17/2012

7/7/12 

Oral Reading Fluency and Accuracy Rates 

UGrading Fluency: 

Formula: number of words read correctly in 1 minute ÷ target (see chart) = fluency grade (enter as a %) 

Source of Passage: Passages must be a COLD read (never read before) and should be ON or ABOVE grade 

level text. See the recommended Sources for Passages list. 

Target Numbers by Quarter for Each Grade Level 

Qtr. Kdg. 1P 

1P 

2P 

3P 

4P 

st 

P Grade 

2P 

nd 

P Grade 

3P 

rd 

UGrading Accuracy: 

Formula: number of words read correctly ÷ number of words read = percent of accuracy grade 

Source of Passage: Passages must be a COLD read (never read before) and should be ON or ABOVE grade 

level text. See the recommended Sources for Passages list. 

P Grade 

4P 

th 

P Grade 

5P 

Recommended Sources: 

Passages: 

* Read Naturally / Great Leaps 

* Social Studies Leveled Readers 

* Social Studies FCAT Prep Book 

* Science Leveled Readers 

* Science FCAT Prep Book 

* Treasures On Grade Level Readers 

* Treasures Practice “O” Book (use 

Approaching and Beyond levels) 

* Treasures Fluency Assessment 

Resource Package / Assessment 

Book / Fluency Handbook 

* DIBELS Released Passage Probes 

Word Reading: Sight Word Lists 

(Treasures / Fry) 

Letter Naming: DIBELS Letter Probes, 

Cool Tools Resources 

USample: 

The passage in the box was a one minute timed reading by a Usecond gradeU student in the Ufirst quarterU. The errors are marked. 

UStatistics: 

* How many words did she read in one minute? 53 

Hi! I’m John Sand. This is a story about a boat that 12 

* How many errors did she make? 4 

* How many words were correct per minute? 49 

I made all by myself. I named it The Wave Runner. 23 

UCalculations: 

One Sunday morning, I woke up and saw that it was 34 

* Fluency: 

nd 

st 

Correct words per minute ÷ Target (2P 

P grade / 1P 

P quarter) 

bright and sunny outside. Hurray! I could go with 43 

49 ÷ 65 = 75 / 75% entered for fluency in the grade book my cousin to the lake and sail my new boat. 53 

* Accuracy: 

Number of words read correctly ÷ Total number of words read 

49 ÷ 53 = 92 / 92% entered for accuracy in the grade book 

th 

P Grade 

st 12 lpm 12 wpm 65 wpm 97 wpm 98 wpm 109 wpm 

nd 24 lpm 24 wpm 81 wpm 105 wpm 106 wpm 116 wpm 

rd 52 lpm 43 wpm 95 wpm 116 wpm 119 wpm 122 wpm 

th 10 wpm 65 wpm 109 wpm 129 wpm 134 wpm 139 wpm 

lpm – letters per minute on Letter Naming Fluency Checks 

wpm – words per minute on Oral Reading Fluency Checks

Category: 

Clarification 

Examples: 

Weight: 



OPTIONS that can be 

used to acquire grades in 

this category. Teachers 

do NOT have to use all of 

these resources to 

acquire grades, unless 

stated otherwise. 

Writing Process Writing Application Communication 

"mechanics" of writing 

Individual evaluations of the "pieces and 

parts" to writing includes: prewriting, 

drafting, revising, editing, conventions, 

and publishing (Analytical Rubric 

components) 

spelling within a writing piece (not 

individual words/lists) 

grammar | conventions | capitals | 

verb‐subject agreement | punctuation | 

graphic organizers or planning sheets | 

research/notes ‐ planning for presentation 

* Grammar tests 

* Appropriate selected components from: 

‐ Analytical Rubric Components (UoS) 

‐ Treasures Selection / Unit Assessments 

‐ Other approved Reading/Writing 

Instructional Programs / Texts 

‐ Writing compositions from content area 

projects 

‐ Demand Writings 

‐ Writer's Responses 

Language Arts: Third, Fourth, and Fifth Grades 

** ALL teachers should read the "MCPS Premise of Grading 3‐5" document in conjunction with this document. ** 

In addition, see grade level NGSSS list for more specific examples for the various category clarifications. 

"use" of writing to express thoughts / meaning 

Holistic scores of complete writing sample 

creative: journal entries, demand writings on 

given prompts ‐ class, school, district, free 

informative: creating maps, letters, lists, 

labels, summaries, tables, charts, research 

papers, articles, book reports 

persuasive: create advertisements, articles, 

debate points, call to action passages 

"use" of language 

oral & written ‐ listening, speaking & presenting 

penmanship: handwriting and spacing, cursive 

listening & speaking: perform directions or tasks 

when given directions, focus on speakers, 

note‐taking from presentations on a topic, 

converse / communicate effectively with others 

presentations: recite pieces, communicate 

ideas or thoughts on a specific topic, use 

appropriate technology 

30% 40% 30% 

* Holistic Scores from: 

‐ Writing from content area projects 

‐ Demand Writings (class, school, district) 

‐ Writer's Responses 

‐ Treasures Unit Projects 

‐ Projects from other approved Reading/Writing 

Instructional Programs/Texts 

‐ Book / Research Reports 

‐ Journaling samples (any subject) 

Grade Entry Guidelines: 





* It is required that at LEAST four grades be recorded in each category during a 9‐week grading period. 


* Analytical Rubric Components 

* Penmanship / Handwriting Samples 

* Listening Tasks 

* Author's Chair / Writer's Response Presentations 

* Project Presentations (small group or individual) 

* Dramatizations / Reader's Theater 

* Oral Reports and Recitations 

* Technology usage to communicate 

* Note taking from a presentation 

* Conversational skills / etiquette (if given 

instruction on proper techniques) 


Category: 

Notes: 

Weight: 



OPTIONS that can be 

used to acquire grades in 

this category. Teachers 

do NOT have to use all of 

these resources to 

acquire grades, unless 

stated otherwise. 

District Assessments Fast Facts Class Work / Practice 

Refer to the MCPS Curriculum Map documents for Focus on Fluency of the math facts 

targeted skills and objectives for each benchmark. is required at each grade level. 

FCAs are district assessments. In grades 3 ‐ 5, each (See Fast Fact Focus Breakdown 

is written to FCAT 2.0 Test Item Specifications on the for the focus at each grade level.) 

assessed NGSSS Benchmarks for the grade level. 

Practice opportunities to reinforce the deeper understanding of 

each mathematical concept. Using the CRA model of practice is an 

integral part of building concept knowledge. Teachers should focus 

on hands‐on activities prior to moving to the more abstract versions 

of the concepts to build a strong foundation for future success of 

each student. 

50% 20% 30% 

* REQUIRED: FCAs 

* REQUIRED: Remediations (based on individual student 

performance) 

* REQUIRED: Fast Fact Assessments 

(two‐minute timings of math facts) 

* Go Math Resources (Chapter / Unit Assessments or Projects, 

Checkpoints, Benchmark Practice Book, Think Central 

activities) 

* AIMS activities 

* Performance Tasks 

* Practice Activities (pages / worksheets) 

* Technology 

* Math Journal entries 

* Other resources: projects, homework, technology 


* An assessment may evaluate mastery on more than one subject/benchmark/skill and could generate multiple assessment grades for different categories 

and/or subjects. When this occurs, the teacher should calculate the different grades on the specific criteria for each benchmark/skill being assessed. 


* It is required that at LEAST four grades be recorded in the Class Work / Practice category during a 9‐week grading period. 


* FCAs are REQUIRED entries in the appropriate category. Initial Assessments and Remediation Assessments must be entered separately with the categories. 

When taking grades from initial FCAs, each benchmark assessed should be entered as a separate grade. The breakdowns of the grades can be found in 

Performance Matters (3‐5). In addition, teachers may see the question alignments on the answer keys provided for each FCA. 


Math: Third, Fourth, and Fifth Grades 

** ALL teachers should read the "MCPS Premise of Grading" document in conjunction with this document. ** 

In addition, see grade level NGSSS list for more specific examples for the various category clarifications.

Weight: 

Category: 

Notes: 

Assessments Science Notebook Class Work / Participation 

It is important that EVERY grade level focus on 

the NGSSS Benchmarks for Science. The new 

Elementary FCAT 2.0 requires knowledge from 

ALL grade levels, not just 5th grade 

benchmarks. 

It is recommended that teachers take a grade Participation in hands‐on inquiry activities 

from student science notebooks at LEAST once is critical for students to understand 

every two weeks. Grades can be on an individual concepts at a deeper level. Daily activities, 

assignments or a comprehensive grade based on projects, and experiments help build 

multiple entries. 

concept knowledge. 

Kindergarten 30% 30% 40% 

1st & 2nd 40% 30% 30% 

3rd, 4th & 5th 40% 40% 20% 

Qualifying Entries: * REQUIRED 3rd, 4th, & 5th: FCAs on Units 

The resources listed are OPTIONS 

* Assessments from various textbooks or 

that can be used to acquire 

other resources (AIMS, etc.) 

grades in this category. Teachers 

* Performance Task Assessments (rubrics 

do NOT have to use all of these 

should be used in this scoring) 


* Science Projects (individual or group) 


(rubrics should be used in this scoring) 

* Presentations on specific topics 

* Teacher designed assessments based on 

the NGSSS focused on the target skills 

* Content components of Analytical Rubrics 

(Units of Study/Research Units) 

* Inquiry / Lab Write‐Ups 

* Observations 

* Diagrams / Illustrations 

* Data Records 

* Vocabulary 

* Writing Projects 

* Labeled Drawings 

* Write to Learn Activities 

* Picture Perfect Science Activities 






* It is required that at LEAST two grades be recorded in each category during a 9‐week grading period. 


* FCAs in grades 3, 4, and 5 will only generate ONE comprehensive grade for the unit. This is different than reading 

and math. 


Science: Elementary Kdg. Through 5th Grade 


* Projects from other content areas 

* Quizzes 

* Lab Participation 

* Research activities for presentations 

* Projects (individual components) 

* Daily Assignments 

More Information on Science Notebooks 

* It is understood that in the primary 

grades science notebooks may be a 

cooperative activity. This is acceptable. 

* In the upper grades, science notebooks 

are an individual record of the science 

experience, there may not always be the 

same exact answer. Refer to guidelines 

in the National Geographic Teacher 

Editions for more information.

Weight: 

Category: 

Notes: 

Assessments Class Work / Participation 

Every grade has Social Studies NGSSS Benchmarks. These can be found in 

each grade level Curriculum Documents. Social Studies can and should be 

embedded in the various other subjects in the primary grades. In 3rd 

through 5th a dedicated Social Studies time should be allocated to teaching 

Social Studies, especially for the Geography Unit (3rd), Florida Unit (4th), 

and American History Unit (5th). 

Participation in dramatizations, projects, and discussions is critical for 

students to understand concepts at a deeper level. Daily activities, 

projects, and discussions help build concept knowledge. 

Kindergarten 40% 60% 

1st & 2nd 55% 45% 

3rd, 4th & 5th 60% 40% 

Qualifying Entries: * Assessments from various textbooks or other resources 


* Performance Task Assessments (rubrics should be used in this 

that can be used to acquire 

scoring) 

grades in this category. Teachers 

* Social Studies Projects (individual or group) (rubrics should be 

do NOT have to use all of these 

used in this scoring) 


* Presentations on specific topics 


* Content components of Analytical Rubrics (Units of Study/Research Units) 

* Teacher designed assessments based on the NGSSS for the 

specific grade level 


* An assessment may evaluate mastery on more than one subject/benchmark/skill and could 

generate multiple assessment grades for different categories and/or subjects. When this 

occurs, the teacher should calculate the different grades on the specific criteria for each 

benchmark/skill being assessed. 


* It is required that at LEAST two grades be recorded in each category during a 9‐week grading period. 

* It is required that all entries be recorded within FIVE working days of the collection of student 

performance data. 


Social Studies: Elementary Kdg. Through 5th Grade 


* Projects from other content areas (see cross‐curricular links on 

the new Social Studies maps) 

* Quizzes 

* Dramatizations 

* Research activities for presentations 

* Projects (individual components) 

* Daily assignments 

* Activities (several suggested on the new Social Studies maps) 

More Information on Social Studies Grades 

* It is understood that in all of the grade levels activities in this 

subject will incorporate cooperative activities. This is acceptable 

even for grading.

Category: 

Notes: 

Weight: 



that can be used to acquire grades in 

this category. Teachers do NOT have 

to use all of these resources to 

acquire grades, unless stated 

otherwise. 

Cognitive Abilities / 

Movement Competency 

* Demonstrate understanding of movement concepts, principles, 

strategies, and tactics as they apply to the learning and 

performance of activities. 

* Demonstrate competency in motor skills and movement needed 

to perform a variety of physical activities. 


* Each assessed assignment (entry) should appear under one of the categories. 

* An assessment may evaluate mastery on more than one benchmark/skill and could 

generate multiple assessment grades for different categories. When this occurs, 

the teacher should calculate the different grades on the specific criteria for each 


* For accuracy, percents should be used in the MCPS computer based grade books instead of 

letter grades. 

* It is required that at LEAST two grades be recorded in each category during a 9‐week grading 

period. 




Physical Education: Elementary Kdg. Through 5th Grade 

Responsible Behavior & Values / 

Lifetime Fitness 

* Exhibits responsible personal & social behavior that respects 

self and others in physical settings. 

* Establishment of regular participation in meaningful physical 

activity. 

60% 40% 

All entries should reflect developmentally appropriate performance based activities, themes, units, or concepts. 

All assessments should be "authentic" and based upon the NGSSS Benchmarks. 

* Observation Checklists * Written Tests 

* Anecdotal Record Sheets * Performance Projects 

* Student Logs / Journals 

Scoring and Grading Rubric 

E = 90% to 100% = 4 points = Level 1 = Excellent 

S = 80% to 89% = 3 points = Level 2 = Satisfactory 

N = 70% to 79% = 2 points = Level 3 = Needs Improvement 

U = 60% to 69% = 1 point = Level 4 = Unsatisfactory

Category: 

Weight: 







otherwise. 

Art: Elementary Kdg. Through 5th Grade 

Assessments / 

Art Projects 

All assessments should be "authentic" and based upon the NGSSS 

Benchmarks. 

* Student made projects 

* Teacher observations / checklists / written assessments 

* Scores based on teacher developed rubric for evaluation 












Student Work / 

Participation 

50% 50% 

* Participation and effort 

* Growth in abilities to complete tasks 

* Discussion 

* Cooperative projects / learning activities 


E = 90% to 100% = Above Developmental Level = Excellent 

S = 80% to 89% = At Developmental Level = Satisfactory 

N = 70% to 79% = Below Developmental Level = Needs Improvement 

U = 60% to 69% = Substantially Below Developmental Level = Unsatisfactory

Category: 

Weight: 







otherwise. 

Assessments / 

Final Performance 

All assessments should be "authentic" and based upon the NGSSS 

Benchmarks. 

* Student Culminating Performance 

* Teacher observations / checklists / written assessments 

* Scores based on teacher developed rubric for evaluation 












Music: Elementary Kdg. Through 5th Grade 

Student Work / 

Participation 

50% 50% 

* Participation and effort 

* Practice activities 

* Growth in abilities to complete tasks 

* Discussion 

* Cooperative projects / learning activities 


E = 90% to 100% = Above Developmental Level = Excellent 

S = 80% to 89% = At Developmental Level = Satisfactory 

N = 70% to 79% = Below Developmental Level = Needs Improvement 

U = 60% to 69% = Substantially Below Developmental Level = Unsatisfactory


Instructional Focus Calendars

August 5 th Grade 

5 

12 

Fast Fact Focus: 

Review X 0, 1, 2, 5, 

10 & 11 

Fast Fact 

Pre-Tests 

(3 tests) 

FAIR 1 

Begins 

Sun Mon Tue Wed Thu Fri Sat 

1 2 3 4 

6 

13 

All Teachers 

Report 

19 20 

Students 

Report 

26 27 

Physical Education: 

Intro to P.E. 

Updated: 07/24/2012 

Marion County Public Schools 

7 8 9 

New Teachers 

Report 

14 

School 

Inservice – 

Elem 

LA: Story Elements 5212 

15 

District 

Inservice – 

Elem 

10 11 

16 17 18 

21 22 23 24 25 

MA: 5A11 – Relating Division to Multiplication 

28 29 30 31 

Acaletics Pre/Post Assessments-Placement (3 tests – selected schools) 

LA: Story Elements 5212 

MA: 5A11 – Relating Division to Multiplication 

August 

Vocab 

Base Words / Affixes (5167) / 

Greek & Latin 

Social 

Studies 

Geography: Maps 

Science 

Intro to Science 

2012

September 5 th Grade 


Cooperation & 

Teamwork / Fitness & 

Technology 

2 

LA: FCA # 1 

5212 

Fast Fact # 1 

X 0, 1, 2, 5, 10, 11 

9 

MA: FCA # 1 

5A11 

16 

LA: FCA # 2 

5611 / 5221 / 5622 

Fast Fact # 2 

X 3, 6, 9 (past) 

SCI: FCA # 1 

23/30 





Review X 3, 6, & 9 

3 

Labor Day – 

No School 

4 5 6 

Demand 

Writing #1 

LA: Info Text / Text Features / Validity-Reliability 

MA: 5A12 - Quotients 

10 11 12 13 

Science District Benchmark (required by all) 

Math District Benchmark (required by all) 

LA: Info Text (5611) / Text Features (5221) / Validity-Reliability (5622) 

MA: 5A13 – Interpreting Remainders 

17 18 19 

Early Release 

LA: Main Idea-Inference (5173) [Text Structure-Sequence (5175)] 

MA: 5A13 – Interpreting Remainders / 5A14 – Division: Multi-Digit 

20 

24 25 26 27 

LA: Main Idea-Inference (5173) [Text Structure-Sequence (5175)] 

MA: 5A14 – Division: Multi-Digit 

Acaletics NGS3 Comprehensive Pre/Post 

(any week) 

1 

7 8 

14 15 

21 22 

28 29 

Vocab 

Base Words / Affixes (5167) / 

Greek & Latin 

Context Clues (5163) 

September 

Social 

Studies 


Timelines 

Science 

Matter 


October 5 th Grade 


Fitness & Technology 

/ Movement 

MA: FCA # 2 

5A12 / 5A13 / 5A14 

7 

LA: FCA # 3 

5173 / 5167 

14 

MA: FCA # 3 

5A62 

SCI: FCA # 2 

LA: FCA # 4 

5217 / 5163 

21 

MA: FCA # 4 

5A24 / 5A61 

28 

Fast Fact # 3 

X 4, 7, 8, 12 (past) 




1 2 3 

Early Release 

LA: Author’s Language (5217) 

MA: 5A62 – Order of Operations 

4 5 6 

8 9 10 11 12 13 


MA: 5A61 / 5A24 – Factors and Multiples 

15 16 17 18 19 20 


MA: 5A61 / 5A24 – Factors and Multiples 

22 

End of 9wks 

23 24 25 26 

Teacher 

Workday 

LA: Author’s Purpose & Perspective (5172) 

MA: 5A21 – Representing Decimal and Fraction Problems 

29 30 31 


MA: 5A21 – Represent Decimal & Fraction 


Review X 4, 7, 8, 

& 12 

27 

FAIR 1 Ends 

Acaletics NGS3 Pre/Post Assessment 

(Computation – optional - any week) 


Multiple Meanings (5169) / 

Shades of Meaning 

October 

Vocab 

Social 

Studies 

Early North America 

European Exploration 

Science 

Forces and Changes in Motion 

Weather 


November 5 th Grade 

Fast Fact # 3 

X 4, 7, 8, 12 (past) 

Fast Fact # 4 

All X Facts 

LA: FCA # 5 

5172 / 5169 

4 

MA: FCA # 5 

5A21 


Daylight 

Savings Time 

Ends - Fall 

Back 

11 

SCI: FCA # 3 

(either week) 

18 

These can be given either week. 

MA: 

FCA #6 

5A22 / 

5A23 

FAIR 2 

Begins 

Fast Fact 

# 5 

÷ 1, 2, 5, 25 10, 11 




Movement / Throwing 

& Catching 


Review ÷ 1, 2, 5, 10, & 11 

5 6 7 


1 2 3 

8 9 10 

12 13 14 15 16 17 

19 20 21 

No School – 


MA: 5A21 – Representing Decimal & Fraction 

MA: 5A21 – Representing Decimal and Fraction Problems 

LA: Cause & Effect (5174) [Text Structure-Cause/Effect (5175)] 

MA: 5A22 / 5A23 – Adding & Subtracting Fractions & Decimals 

LA: continue 

MA: continue 

Weather 

Make Up Day 

26 27 28 29 

22 

Thanksgiving 

– No School 

Dem Wrtg #2 

Reading District Benchmark (required) 

LA: Cause & Effect [Text Structure-Cause/Effect] 

MA: 5A63 / 5A64 – Positive and Negative Numbers 

23 

No School 

30 

24 

Vocab 



Antonyms / Synonyms / 

Homophones / Homographs 

(5168) 

November 

Social 

Studies 

European 

Exploration 

Colonial North America 

Science 

Weather 

Food Chain 

(Mini-Unit) 

Plants 

(Mini-Unit) 


December 5 th Grade 


Throwing & Catching 

2 

LA: FCA # 6 

5174 / 5168 

(either week) 

9 

Fast Fact # 6 

÷ 3, 6, 9 (past) 

(either week) 

16 

23/30 




3 4 5 

6 7 8 

10 11 12 13 14 

Last Day of 

Classes 

17 


Review ÷ 3, 6, & 9 

Acaletics NGS3 Comprehensive Midterm (selected schools-any week) 

Science District Benchmark Assessment (required) 

Math District Benchmark Assessment (required) 





18 19 20 21 22 

Winter Break 

24/31 25 26 27 28 29 

Winter Break 

1 

15 

Vocab 

Antonyms / Synonyms / Homophones / Homographs (5168) 

December 

Social 

Studies 

American Revolution 

Science 

Plants & Animals 

(Mini-Units) 

Life Cycles 

(Mini-Unit) 


January 5 th Grade 


Striking & Kicking 

MA: FCA # 7 

5A63 / 5A64 

6 

Fast Fact 

Mid-Year Checks 

(3 tests) 

SCI: FCA # 4 

Either week 

LA: FCA # 7 

5176 / 5167 

Either week 

13 

MA: FCA # 8 

5A41 

Either week 

2022 

27 

Fast Fact # 7 

÷ 4, 7, 8, 12 (past) 


1 

2 

Classes Resume 

3 4 5 

7 8 9 10 11 

14 




Review ÷ 4, 7, 8, & 12 

LA: Author’s Theme (5176) 

MA: 5A41 - Equality 

15 16 

End of 9 wks / 

Semester 

LA: Compare & Contrast / Text Structures 


21 

Martin 

Luther King 

Jr. Day – No 

School 

LA: Author’s Theme (5176) 


17 

District 

Inservice 

18 

Teacher 

Workday 

22 23 24 25 26 

LA: Compare & Contrast (5177) / Text Structures (5175) 

MA: 5G54 - Area 

28 29 30 31 

LA: Compare & Contrast (5177) / Text Structures (5175) 


12 

19 

FAIR 2 Ends 

Acaletics NGS3 

Comprehensive Pre/Post 

(any week) 

January 

Vocab 

Base Words / Affixes (5167) / Greek & Latin 



Social 

Studies 


Development of the 

U.S. Government 

Science 

Interdependence 

Human Body and 

Living Organisms 

2013

February 5 th Grade 


Sequences 

Fast Fact # 7 

÷ 4, 7, 8, 12 (past) 

3 

LA: FCA # 8 

5177 / 5175 

Fast Fact # 8 

All Division Facts 

10 

MA: FCA # 9 

5G54 / 5G31 

SCI: FCA # 5 

17 

LA: FCA # 9 

5217 / 5176 / 5169 

Fast Fact # 9 

Mixed Facts 

24 

MA: FCA # 10 

5G32 

SCI: FCA # 6 




Acaletics NGS3 Comp. Pre/Post (optional-any week) 


Review All Mixed 

Mult / Div Facts 

4 5 6 

Early Release 

MA: 5G31 – 2-D Figures & 3-D Solids 

1 

100 th Day of 

School 

7 8 9 

11 12 13 14 15 16 

18 President’s 

Day – No 

School 

25 26 

Demand 

Writing #3 

LA: Compare & Contrast / Text Structures 


LA: Author’s Language (5217) / Author’s Theme (5176) 


MA: 5G32 – Surface Area / Volume of Prisms 

19 20 21 22 23 


MA: 5G32 – Surface Area / Volume of Prisms 

27 28 

Reading District Benchmark (school option) 

LA: Text Structures / A Purpose & Perspective 

MA: 5G52 / 5G53 – Analysis of Measure / Process 

2 

FAIR 2 Ends 

Vocab 

Multiple Meanings (5169) / Shades of Meaning 


Homophones / Homographs 

(5168) 

February 

Social 

Studies 

Development of the 

U.S. Government 

Westward Expansion 

Science 

Human Body and 

Living Organisms 

Basic Forms of Energy & Electrical Energy 


March 5 th Grade 


Sequences / 

Wellness & Lifestyle 

Behaviors 

3 

LA: FCA # 10 

5175 / 5172 / 

5168 

MA: FCA # 11 

5G52 / 5G53 

SCI: FCA # 7 


10 Daylight 

17 

24/31 

Savings 

Time 

Begins – 

Spring 

Ahead 




Review All Mixed Mult / Div Facts 

Acaletics NGS3 Comprehensive Pre/Post (optional-any week) 

4 5 6 

11 

Math District Benchmark (school option) 

1 2 

7 8 9 

LA: Text Structures – all 3 (5175) / Author’s Purpose & Perspective (5172) 

MA: 5G52 / 5G53 – Analysis of Measurement / Measurement Process 

12 13 14 15 16 

LA: Text Structures – all 3 (5175) / Author’s Purpose & Perspective (5172) 

MA: 5G52 / 5G53 – Analysis of Measurement / Measurement Process 

18 19 20 21 22 

End of 9 wks 


MA: 5G51/5S71/5S72/5A42 – Ordered Pairs / Graphs & Data 

25 26 27 28 29 

Spring Break 

23 

30 

March 

Vocab 

Antonyms / Synonyms / Homophones / 

Homographs (5168) 

Context Clues 

(5163) 

Social 

Studies 

Continued 

Economics: Trade 

Science 

Continued 

Earth and Space in Time 

Moon and Stars (mini-unit) 


FAIR 3 

Begins 

1 

Fast Fact # 10 

Mixed Facts 

7 

MA: FCA # 12 

5G51 / 5S71 / 5S72 

14 

21 

Fast Fact # 11 

Mixed Facts 

28 

LA: FCA # 11 

5611 / 5221 / 

5622 / 5163 

MA: FCA # 13 

5A65 

April 5 th Grade 




1 

Teacher 

Workday 

2 3 4 5 

8 9 10 11 12 13 

15 16 17 18 19 20 

22 23 24 25 26 27 

29 30 

LA: Info Text (5611) / Text Features (5221) / Validity-Reliability 

MA: 5G51/5S71/5S72/5A42 – Ordered Pairs / Graphs & Data 


MA: 5A65 – Problem Solving 


FCAT 2.0 

LA: Novel Study / Trade Book Units – Focus on NGSSS Benchmarks 


FCAT 2.0 

LA: Novel Study / Trade Book Units – Focus on NGSSS Benchmarks 

LA: see next month 

MA: see next month 


Wellness & Lifestyle 

Behaviors / 

Creative Games 

7 




April 

Vocab 


Social 

Studies 

Current U.S. Government 

Citizenship 

Science 

Rocks & Minerals & 

Resources 

FCAT Review 

Mini-Board Labs 


LA: FCA # 11 

5611 / 5221 / 

5622 / 5163 

MA: FCA # 13 

5A65 

5 

Fast Fact 

Finals 

#12, #13, #14 

12 

19 

LA: FCA # 12 

5212 / 5173 

MA: FCA # 14 

5A21 / 5A22 / 5A23 

May 5 th Grade 

26 







Review All Mixed Mult / Div Facts 

Acaletics Pre/Post Assessments- 

Placement (3 tests – any week) 

1 

Early Release 

2 

Demand 

Writing #4 

3 4 

6 7 8 9 10 11 

MA: Rvw: 5A21 / Enrich: 5A21 / 5A22 / 5A23 

13 14 15 16 17 18 

20 21 22 23 24 

27 

Memorial 

Day – No 

School 

LA: Story Elements / Main Idea-Inference 

MA: Rvw: 5A21 / Enrich: 5A21 / 5A22 / 5A23 

LA: Story Elements (5212) / Main Idea-Inference (5173) 

Reading and Science District Benchmark Assessment (either week) 

LA: Story Elements (5212) / Main Idea-Inference (5173) 

MA: Rvw: 5A22 / 5A23 Enrich: Getting Ready 

Math District Benchmark Assessment (either week) 

LA: Cause & Effect (5174) / Compare & Contrast (5177) 

MA: Rvw: 5A22 / 5A23 Enrich: Getting Ready 

28 29 30 31 

MA: Rvw: Needs Enrich: Getting Ready 

No School – 

Weather 

Make Up Day 

LA: Cause & Effect (5174) / Compare & Contrast (5177) 

25 

FAIR 3 

Ends 

May 

Social 

Studies 

Citizenship 

Current Events 

Science 



June 5 th Grade 

2 

9 

16 

23/30 


1 






3 4 5 

LA: Cause & Effect / Compare-Contrast 

MA: Rvw: Needs Enrich: Getting Ready 

6 

Last Day of 

School 

7 

Teacher 

Workday 

(Weather 

Make Up 

Day) 

10 11 12 13 14 15 

17 18 19 20 21 22 

24 25 26 27 28 29 

8 

June 

Social 

Studies 


Science 




Year at a Glance 

Documents

5th Grade READING - Instruction - 2012-13 Year at a Glance 

with Treasures 

Qtr 

1st Date of 

Week 

Focus Benchmark(s) 

Suggested Story 

20-Aug 

Story Elements (LA5212) 

U1W1-Miss Alaineus 

27-Aug 

Story Elements (LA5212) 

U1W2-Davie Crockett Saves the World 

3-Sep 

Informational Text (LA5611) Text Features (LA5221) Validity-Reliability (LA5622) 

U1W3-Forests of the World 

10-Sep 


U1W4-Ultimate Field Trip 

17-Sep 

Main Idea-Inference (LA5173) [Text Structure-Sequence-LA5175] 

U1W5-Pipiolo and the Roof Dogs 

24-Sep 

Main Idea-Inference (LA5173) [Text Structure-Sequence-LA5175] 

U1W6-Unit Review 

1-Oct 

Author's Language (LA5217) 

U2W1-Shiloh 

8-Oct 


U2W4-Night of San Juan 

15-Oct 


U2W5-Black Cowboy, Wild Horses 

22-Oct 

Author's Purpose & Perspective (LA5172) 

U2W2-Rattlers 

29-Oct 


U2W3-Maya Lin 

5-Nov 



12-Nov 

Cause and Effect (LA5174) [Text Structure-Cause/Effect-LA5175] 

U3W1-Sleds on Boston Common 

19-Nov 


U3W5-Zathura 

26-Nov 


U3W5-Zathura 

3-Dec 


U3W3-Beyond the Horizon 

10-Dec 



17-Dec 

24-Dec 

Winter Break 

31-Dec 

Author's Theme (LA5176) 

U3W2-When Esther Morris Headed West 

7-Jan 

Author's Theme (LA5176) 

U3W4-My Grandmother's Gourd 


1st 

2nd 

Vocab Focus 

Base Words / Affixes 

(LA5167) - Greek & Latin 

Context Clues 

(LA5163) 

Multiple Meanings (LA5169) / 



Homophones / 

Homographs (LA5168) 

Base Words / 

Affixes (LA5167) - 

Greek & Latin 

Page 1 of 2

Qtr 

4th 3rd 

1st Date of 

Week 

14-Jan 

21-Jan 

28-Jan 

4-Feb 

11-Feb 

18-Feb 

25-Feb 

4-Mar 

11-Mar 

18-Mar 

25-Mar 

1-Apr 

8-Apr 

5th Grade READING - Instruction - 2012-13 Year at a Glance 

with Treasures 

Focus Benchmark(s) 

Suggested Story 

Compare and Contrast (LA5177) Text Structures (LA5175) (All 3 types) 

U4W4-Hurricanes 


U4W5-The Catch of the Day 


U4W2-Carlos and the Skunk 

Author's Language (LA5217) Author's Theme (LA5176) 

U4W1-Goin' Someplace Special 


U4W3-Getting Out the Vote 



Text Structures (LA5175) (All 3 types) Author's Purpose & Perspective (LA5172) 

U5W1-Spirit of Endurance 


U5W2-Weslandia 


U5W3-A Historic Journey 


U5W4-The Unbreakable Code 

Spring Break 


U5W5-The Gri Gri Tree from The Color of My Words 



15-Apr 

22-Apr 

Novel Study / Trade Book Units - Focus on NGSSS Benchmarks 

29-Apr 

Story Elements (LA5212) Main Idea-Inference (LA5173) 

U6W1-The Golden Mare, the Firebird, and the Magic Ring 

6-May 


U6W2-Skunk Scout 

13-May 


U6W3-A Dream Comes True 

20-May 

Cause and Effect (LA5174) / Compare and Contrast (LA5177) 

U6W4-Up in the Air 

27-May 


U6W5-Hidden Worlds 

3-Jun 




Vocab Focus 

Base Words / 

Affixes (5167) 

Multiple Meanings 

(LA5169) / Shades of 

Meaning 


Homophones / 

Homographs (LA5168) 

Context Clues 

(LA5163) 

Context Clues 

(LA5163) 

Page 2 of 2

Qtr 

1st 

2nd 

3rd 

4th 

First Date 

of Week 

20-Aug 

Comprehension Benchmark(s) Vocabulary Benchmark(s) 

27-Aug 

3-Sep 4 day FCA1 Story Elements (LA5212) na 

10-Sep 

17-Sep 

24-Sep 

1-Oct ER 

8-Oct 

15-Oct 

ER FCA2 Info Text (LA5611) Text Features (LA5221) Validity-Reliability (LA5622) na 

FCA3 Main Idea-Inference (LA5173) 

Base Words / Affixes / Greek & Latin 

(LA5167) 

22-Oct 4 day FCA4 Author's Language (LA5217) Context Clues (LA5163) 

29-Oct 

5-Nov 

12-Nov FCA5 Author's Purpose & Perspective (LA5172) Mult Meanings / Shades (LA5169) 

19-Nov 2 day 

26-Nov 

3-Dec 

10-Dec 

17-Dec 

24-Dec 

31-Dec 3 day 

7-Jan 

14-Jan 3 day 

21-Jan 4 day 

28-Jan 

4-Feb ER FCA8 Compare and Contrast (LA5177) Text Structures (LA5175) na 

11-Feb 

18-Feb 4 day FCA9 Author's Language (LA5217) Author's Theme (LA5176) Mult Meanings / Shades (LA5169) 

25-Feb writes 

4-Mar 

11-Mar FCA10* Text Structures (LA5175) A.Purp & Perspect (LA5172) Antonyms / Synonyms (LA5168) 

18-Mar 

25-Mar 

1-Apr 4 day 

8-Apr 

15-Apr 

22-Apr 

29-Apr ER FCA11* Info Text (LA5611) Text Features (LA5221) Validity-Reliability (LA5622) Context Clues (LA5163) 

6-May 


5th Grade READING - Assessment - 2012-13 Year at a Glance 

ALL FCA's 

FCA6 Cause and Effect (LA5174) 

Winter Break 

FCA7* Author's Theme (LA5176) 

Spring Break 

FCAT 2.0 

FCAT 2.0 

20-May 4 day FCA12* Story Elements (LA5212) Main Idea-Inference (LA5173) na 

27-May 4 day 

3-Jun 4 day 

Updated: 7/26/2012 * Optional - Set by Principal 

Antonyms / Synonyms (LA5168) 

Base Words / Affixes / Greek & Latin 

(LA5167)

Qtr 1st of Wk Benchmark(s) Chapter(s) Unit / Organizing Principle(s) 

1st 

2nd 

4th 3rd 

20-Aug 

27-Aug 

3-Sep 5.A.1.2 1, 2, 3 Quotients 

10-Sep 5.A.1.3 2, 3 Interpreting Remainders 

17-Sep 5.A.1.3 / 5.A.1.4 2, 3 Interpreting Remainders / Division: Multi-Dig 

24-Sep 5.A.1.4 2 Division: Multi-Digit 

1-Oct 5.A.6.2 4 Order of Operations 

8-Oct 

15-Oct 

22-Oct 

5.A.6.1 / 5.A.2.4 4, 6, 7 Factors and Multiples 

29-Oct 

5-Nov 

5.A.2.1 6, 8 Representing Decimal and Fraction Problems 

12-Nov 

19-Nov 

26-Nov 

5.A.2.2 / 5.A.2.3 7, 8 Adding and Subtracting Fractions & Decimals 

3-Dec 

10-Dec 

5.A.6.3 / 5.A.6.4 4 Positive and Negative Numbers 

17-Dec 

24-Dec 

31-Dec 

Winter Break 

7-Jan 

14-Jan 

5.A.4.1 4 Equality 

21-Jan 

28-Jan 

5.G.5.4 11 Area 

4-Feb 5.G.3.1 10 2-D Figures and 3-D Solids 

11-Feb 

18-Feb 

25-Feb 

5.G.3.2 11 Surface Area / Volume of Prisms 

4-Mar 

11-Mar 

5.G.5.2 / 5.G.5.3 9 Analysis of Measurement / Measurement Process 

18-Mar 

5.G.5.1 / 5.S.7.1 / 

5.S.7.2 / 5.A.4.2 

5 Ordered Pairs / Graphs & Data 

25-Mar 

Spring Break 

1-Apr 

8-Apr 

5.G.5.1 / 5.S.7.1 / 

5.S.7.2 / 5.A.4.2 

5 Ordered Pairs / Graphs & Data 

15-Apr 

22-Apr 

5.A.6.5 various Problem Solving 

Review Option 

Enrichment Option 

29-Apr 

6-May 


20-May 

27-May 

3-Jun 


5th Grade MATHEMATICS - Instruction - 2012-13 Year at a Glance 

5.A.1.1 1 Relating Division to Multiplication 

Review: Representing Decimals and 

Fractions (5A21) 

Review: Add & Subtract Fractions & 

Decimals (5A22/5A23) 

Review: Student Needs 

Review: Representing Decimals & Fractions (5A21) / 

Add & Subtract Fractions & Decimals (5A22/5A23) 

Go Math: Getting Ready for 6th Grade 

(Year End Review-Preview)

Qtr 

1st 

2nd 

4th 3rd 

5th Grade MATHEMATICS - Assessment - 2012-13 Year at a Glance 

1st Date of 

Week 

Benchmark(s) Unit / Organizing Principle(s) 

20-Aug 

27-Aug 

Fast Fact Pretests - 3 tests (Not for grades) 

3-Sep FF1 Multiply 0, 1, 2, 5, 10, and 11 

10-Sep 

17-Sep 

FCA1 5.A.1.1 Relating Division to Multiplication 

24-Sep FF2 Muliply 3, 6, 9 and 0, 1, 2, 5, 10, 11 

1-Oct 

8-Oct 

FCA2 5A12/5A13/5A14 Quotients/Interpreting Remainders/Division: Multi-Dig 

15-Oct FCA3 5.A.6.2 Order of Operations 

22-Oct FCA4 5.A.2.4 / 5.A.6.1 Factors and Multiples 

29-Oct FF3 Muliply 4, 7, 8, 12 and 0, 1, 2, 3, 5, 6, 9, 10, 11 

5-Nov FF4 All Muliplication Facts 

12-Nov FCA5 5.A.2.1 Representing Decimal and Fraction Problems 

19-Nov FCA6 / 5.A.2.2 / 5.A.2.3 Adding and Subtracing Fractions and Decimals / 

26-Nov FF5 

Divide by 1, 2, 5, 10, and 11 (administer FCA and FF either week) 

3-Dec 

10-Dec 

FF6 Divide by 3, 6, 9 and 1, 2, 5, 10, 11 

17-Dec 

24-Dec 

Winter Break 

31-Dec 

7-Jan 

FCA7 5.A.6.3 / 5.A.6.4 

Positive and Negative Numbers 

Fast Fact MidYear Checks - 3 tests (Not for grades) 

14-Jan 

21-Jan 

FCA8 5.A.4.1 Equality 

28-Jan FF7 Divide by 4, 7, 8, 12 and 0, 1, 2, 3, 5, 6, 9, 10, 11 

4-Feb FF8 All Division Facts 

11-Feb FCA9 5.G.5.4 / 5.G.3.1 Area / 2-D Figures and 3-D Solids 

18-Feb FF9 Mixed Multiplication and Division Facts 

25-Feb 

4-Mar 

FCA10 5.G.3.2 Surface Area / Volume of Prisms 

11-Mar 

18-Mar 

FCA11 5.G.5.2 / 5.G.5.3 Analysis of Measurement / Measurement Process 

25-Mar 

Spring Break 

1-Apr FF10 Mixed Multiplication and Division Facts 

8-Apr 

15-Apr 

FCA12 5G51/5S71/5S72 Ordered Pairs / Graphs & Data 

22-Apr FF11 Mixed Multiplication and Division Facts 

29-Apr 

6-May 

FCA13 5.A.6.5 Problem Solving 

13-May FF12, 13, 14 

Fast Fact FINAL Tests: Multiplication, Division, Mixed (for grades) 

20-May 

27-May 

3-Jun 

FCA14 5A21/5A22/5A23 Representing, Adding, & Subtracting Fractions & Decimals 

Updated: 7/24/2012 ALL FCAs will contain at least one problem solving question that will not count towards the grade.

Qtr 

1st 

2nd 

3rd 

4th 

1st Date of 

Week 

20-Aug 

27-Aug 

3-Sep 

10-Sep 

17-Sep 

24-Sep 

Unit / Organizing Principle(s) 

1-Oct 24-Sep FCA 1 Matter 

8-Oct Forces and Changes in Motion 15-Oct FCA 2 Forces and Changes in Motion 

15-Oct 

22-Oct 

12-Nov / 

FCA 3 Weather 

19-Nov 

29-Oct 

5-Nov 

Weather 

14-Jan / 

FCA 4 Interdependence 

21-Jan 

12-Nov 11-Feb FCA 5 Human Body and Living Organisms 

19-Nov 

26-Nov 

Food Chain (Mini-Unit) 

Plants (Mini-Unit) 

25-Feb FCA 6 

Basic Forms of Energy & 

Electrical Energy 

3-Dec Animals (Mini-Unit) 18-Mar FCA 7 Earth and Space in Time 

10-Dec 

17-Dec 

24-Dec 

31-Dec 

7-Jan 

14-Jan 

21-Jan 

28-Jan 

4-Feb 

11-Feb 

18-Feb 

25-Feb 

Life Cycles (Mini-Unit) 

4-Mar 

11-Mar 

18-Mar 

Earth and Space in Time & 

(Moon and Star Patterns Mini-Unit) 

25-Mar Spring Break 

1-Apr Rocks & Minerals / Resources (Mini-Unit) 

8-Apr FCAT Review 

15-Apr 

22-Apr 

29-Apr 

6-May 


20-May 

27-May 

3-Jun 

Updated: 

5th Grade - SCIENCE - Instruction - 2012-13 Year at a Glance 


Intro to Science 

Matter 

Winter Break 


Human Body and Living Organisms 

Basic Forms of Energy & 


FCAT Testing Weeks 

Mini Board Labs , Science Fair, 

Research Projects, Health, WebQuests, 

Extreme Weather 

5th Grade FCA Schedule

Qtr 

1st 

2nd 

3rd 

4th 

5th Grade - SOCIAL STUDIES - Instruction - 2012-13 Year at a Glance 

1st Date of 

Week 

20-Aug 

27-Aug 

3-Sep 

10-Sep 

17-Sep 

24-Sep 

1-Oct 

8-Oct 

15-Oct 

22-Oct 

29-Oct 

5-Nov 

12-Nov 

19-Nov 

26-Nov 

3-Dec 

10-Dec 

17-Dec 

24-Dec 

31-Dec 

7-Jan 

14-Jan 

21-Jan 

28-Jan 

4-Feb 

11-Feb 

18-Feb 

25-Feb 

4-Mar 

11-Mar 

Unit / Organizing Principle(s) 

18-Mar 

25-Mar Spring Break 

1-Apr 

8-Apr 

15-Apr 

22-Apr 

29-Apr 

6-May 


20-May 

27-May 

3-Jun 



Timelines 





Winter Break 


Development of the U.S. Government 




Citizenship 

Current Events

3rd ‐ 5th 

Kdg ‐ 2nd 

Aug 

Intro to Physical Education 


Cooperation and Teamwork 


Sept 

Spatial Awareness 

Fitness and Technology 

Physical Education Instructional Unit Sequence 2012‐13 SY 

Fitness and Wellness 

Oct 

Movement 

Chasing / Dodging 

Nov 

Throwing and Catching 


Volleying and Dribbling 

Dec 

In order to cover all of the required Physical Education Next Generation Sunshine State Standards, 

each unit should be instructed at approximately the time of year outlined above. 

Jan 

Striking and Kicking 

Kicking and Punting 

Jumping and Landing 

Feb 

Sequences 

Rolling, Balancing, and Weight 

Transfer 

Mar 

Wellness & Lifestyle Behaviors 

Rhythms 

Apr 

Striking 


Lifetime Activities 

May 


Focus on Facts 2012-13 

Focus on Math Fact Fluency will continue this school year. 

Each monthly calendar in grades third through fifth will have 

an Instructional Fact Focus listed on the calendar. This 

information should be sent home to parents so that they may 

assist their child with learning these particular facts during 

this month. 

During each month there will be Fast Fact Assessments 

listed on the calendars and Year at a Glances. These 

assessments were written, reviewed, and edited by teachers. 

These assessments can be given ANY day during the 

scheduled week. Electronic copies of the assessments are 

posted on the CDT Portal and will be downloaded by the 

school scanning designate (or administrator) and should be 

printed and distributed at the school to teachers. Please note 

that some grade levels may have more than one Fast Fact (FF) assessment in a given week. We highly 

encourage teachers to spread out the assessments over multiple days. 

Grades from these Fast Fact assessments are to be entered in the teacher grade book. Remediation 

Assessments for Fast Facts will NOT be created or administered. 

Please note that ESE students with accommodations listed on their IEPs have separate guidelines from 

the ESE department concerning the administration and/or grading of these assessments. (Please see 

separate document.) 

Almost all of the Fast Fact assessments for 3 rd -5 th grade are TWO minute timed fact tests. Each grade 

level and operation has different goals of mastery with the facts. 

As stated earlier, the assessments will be downloaded and printed at each 

school. For ease of administration and record keeping, the front page of 

the assessment includes a place for students to record their name and the 

date, instead of on the page with the facts. It also includes the “new” fact 

focus for the month, as well as the previous month, since facts that were 

the focus from previous months could appear on this test as well. 

Additionally on the front will be “grading scale” converter (so that teachers 

and/or students can easily see the percentage grade they will receive 

based on how many facts they have correct) and a place for the number 

correct and score. 

Pre-Tests and Mid-Year Checks will also be administered to assist in 

showing growth. Teachers should grade these assessments; however 

grades from these assessments should NOT be recorded in the teacher 

grade books. They are ONLY to be used to chart growth and help students see their growth. 

All Fast Fact assessments may go home with students after being scored and the scores recorded in the 

grade book. (Please note that the Pretests and Mid-Year Checks should NOT be sent home, since these 

are versions of the last Fast Fact Assessments.) 

If you have further questions, please contact your administrator, math lead teacher or the Elementary 

Curriculum offices. 

16 facts correct 

= 80% 

7/17/12

Focus on Facts 2012-13 

Third Grade Fast Facts Instructional Focus 

Month Focus Month Focus 

Aug. X 0’s, 1’s, & 2’s Feb. X 8’s & 9’s 

Sept. X 3’s Mar. X 11’s & 12’s 

Oct. 

Nov. 

Dec. 

Jan. 

X 4’s 

X 5’s & 10’s 

X 6’s & 7’s 

Apr. 

May. 

All Multiplication 

Facts to 12 

Third Grade Fast Fact Fluency Goal: 

25 multiplication facts to 12 in 2 minutes 

Fourth Grade Fast Facts Instructional Focus 

Month Instructional Focus Month Instructional Focus 

Aug. Review X 0s, 1s, 5s, & 10s Jan. Divide by 4s & 6s 

Sept. Review X 2s, 3s, 4s, & 11s Mar. Divide by 9s & 12s 

Oct. Review X 6s, 7s, 8s, 9s, & 12s Apr. Mixed Facts Multiply and 

Nov. Divide by 1s, 2s, 5s, & 10s May. Divide 

Dec. Divide by 3s & 11s 

Fourth Grade Fast Fact Fluency Goals: 


25 division facts to 12 in 2 minutes 

20 mixed multiplication and division facts to 12 in 2 minutes 

Fifth Grade Fast Facts Instructional Focus 

Month Instructional Focus Month Instructional Focus 

Aug. Review X 0s, 1, 2s, 5s, 10s & 11s Jan. Review ÷ 4s, 7s, 8s, 12s 

Sept. Review X 3s, 6s, 9s 

Oct. Review X 4s, 7s, 8s, & 12s 

Nov. Review ÷ 1s, 2s, 5s, 10s, & 11s 

Dec. Review ÷ 3s, 6s, & 9s 

Feb. 

through 

May 

Review ALL facts – 

Mixed Facts of Multiply 

and Divide 

Fifth Grade Fast Fact Fluency Goals: 


25 division facts to 12 in 2 minutes 

20 mixed multiplication and division facts to 12 in 2 minutes 

7/17/12

5 th Grade Fast Fact Math 

Instructional Focus 

Review Multiply by 

Aug 

0s, 1s, 2s, 5s, 10s, and 11s 


Sep 

3s, 6s, and 9s 


Oct 

4s, 7s, 8s, and 12s 

2012-13 MCPS Fast Facts: 5 th Grade 

In the 2012-13 school year Fifth Graders will be expected to master multiplication and division facts. 

Each month students will be asked to focus on particular fact families and will be expected to fluently 

demonstrate mastery of these facts by the end of that month on Fast Fact Assessments. During the first 9weeks 

of school, students will be asked to review the basic multiplication facts from 3 rd and 4 th grades. 

During the second 9-week grading period, the students will review division facts from 4 th grade. In the third 

and fourth 9-week grading periods students will be challenged with mixed facts containing both 

multiplication and division facts combined. 

Fifth Grade Fast Fact Assessments will have 30 multiplication problems during the first 9-weeks; 25 

division problems during the second 9-weeks; and 20 mixed facts during the third and fourth 9-weeks. For 

fluency timings, students will have 2 minutes to complete the problems on the page. 

5 th Grade Multiplication Facts 

X 0 1 2 3 4 5 6 7 8 9 10 11 12 

0 0 X 0 0 X 1 0 X 2 0 X 3 0 X 4 0 X 5 0 X 6 0 X 7 0 X 8 0 X 9 0 X 10 0 X 11 0 X 12 













Page 1 of 2

5 th Grade Fast Fact Math 

Instructional Focus 

Nov 

Review Divide by 

1s, 2s, 5s, 10s, and 11s 

Dec 


3s, 6s, and 9s 

Jan 


4s, 7s, 8s, and 12s 

Feb Review of 

Mar Mixed Facts 

Apr Multiplication and 

May 

Division 

2012-13 MCPS Fast Facts: 5 th Grade 

5 th Grade Division 

1 ÷1 2 ÷2 3 ÷3 4 ÷4 5 ÷5 6 ÷6 7 ÷7 8 ÷8 9 ÷9 10 ÷10 11 ÷11 12 ÷12 

2 ÷1 4 ÷2 6 ÷3 8 ÷4 10 ÷5 12 ÷6 14 ÷7 16 ÷8 18 ÷9 20 ÷10 22 ÷11 24 ÷12 

3 ÷1 6 ÷2 9 ÷3 12 ÷4 15 ÷5 18 ÷6 21 ÷7 24 ÷8 27 ÷9 30 ÷10 33 ÷11 36 ÷12 

4 ÷1 8 ÷2 12 ÷3 16 ÷4 20 ÷5 24 ÷6 28 ÷7 32 ÷8 36 ÷9 40 ÷10 44 ÷11 48 ÷12 

5 ÷1 10 ÷2 15 ÷3 20 ÷4 25 ÷5 30 ÷6 35 ÷7 40 ÷8 45 ÷9 50 ÷10 55 ÷11 60 ÷12 

6 ÷1 12 ÷2 18 ÷3 24 ÷4 30 ÷5 36 ÷6 42 ÷7 48 ÷8 54 ÷9 60 ÷10 66 ÷11 72 ÷12 

7 ÷1 14 ÷2 21 ÷3 28 ÷4 35 ÷5 42 ÷6 49 ÷7 56 ÷8 63 ÷9 70 ÷10 77 ÷11 84 ÷12 

8 ÷1 16 ÷2 24 ÷3 32 ÷4 40 ÷5 48 ÷6 56 ÷7 64 ÷8 72 ÷9 80 ÷10 88 ÷11 96 ÷12 

9 ÷1 18 ÷2 27 ÷3 36 ÷4 45 ÷5 54 ÷6 63 ÷7 72 ÷8 81 ÷9 90 ÷10 99 ÷11 108 ÷12 

10 ÷1 20 ÷2 30 ÷3 40 ÷4 50 ÷5 60 ÷6 70 ÷7 80 ÷8 90 ÷9 100 ÷10 110 ÷11 120 ÷12 

11 ÷1 22 ÷2 33 ÷3 44 ÷4 55 ÷5 66 ÷6 77 ÷7 88 ÷8 99 ÷9 110 ÷10 121 ÷11 132 ÷12 

12 ÷1 24 ÷2 36 ÷3 48 ÷4 60 ÷5 72 ÷6 84 ÷7 96 ÷8 108 ÷9 120 ÷10 132 ÷11 144 ÷12 

Page 2 of 2

FCAT Assessed 2007 Reading Sunshine State Standards 

Content Focus / At a Glance 3rd‐5th 

20% Content Focus 3 4 5 old 

Vocabulary 

◊ context clues 

◊ base words 

◊ affixes 

(roots grade 5) 

◊ antonyms 

◊ synonyms 

◊ multiple meanings 

◊ analyze words in text 

LA.3.1.6.3 

use context clues to determine 

meanings of unfamiliar words 

LA.3.1.6.7 

use meaning of familiar base words 

and affixes (prefixes and suffixes) 

to determine meanings of 

unfamiliar complex words 

LA.3.1.6.8 

use knowledge of antonyms, 

synonyms, homophones, and 

homographs to determine 

meanings of words 

LA.3.1.6.9 

determine the correct meaning of 

words with multiple meanings in 

context 

LA.3.1.6.9 also assesses 

LA.3.1.6.6 

identify "shades of meaning" in related 

words (e.g., blaring, loud) 

LA.4.1.6.3 


meanings of unfamiliar words 

LA.4.1.6.7 


and affixes to determine meanings 

of unfamiliar complex words 

LA.4.1.6.8 





LA.4.1.6.9 



context 


LA.4.1.6.6 



LA.5.1.6.3 

P4 


meanings of unfamiliar words A123 

LA.5.1.6.7 


and affixes to determine meanings 

of unfamiliar complex words 


LA.5.1.6.11 ‐ use meaning of familiar roots 

and affixes derived from Greek and Latin 

to determine meanings of unfamiliar 

complex words 

LA.5.1.6.8 





LA.5.1.6.9 



context 


LA.5.1.6.6 



Marion County Public Schools March 2010 Page 1 of 4 

A123 P2 

A123 P1 

A123 P1




Reading Application 

◊ author's purpose 

◊ author's perspective 

◊ main idea (stated or implied) 

◊ relevant details 

◊ conclusions / inferences 

◊ chronological order 

◊ cause and effect 

◊ text structures / organizational 

patterns 

(e.g., comparison/contrast, 

cause/effect, sequence of events) 

◊ themes or topics 

(grd. 3 within one text; grds. 4 & 5 

within/across texts 

◊ compare 

(similarities; grd. 3 within one text; 

grds. 4 & 5 within/across texts) 

◊ contrast 

(differences: grd. 3 within one text; 

grds. 4 & 5 within/across texts ) 

LA.3.1.7.2 

identify the author's purpose (e.g., to 

inform, entertain, or explain) in text and 

how an author's perspective influences 

text 

LA.3.1.7.3 

LA.4.1.7.3 

determine explicit ideas and information in 

grade‐level text, including but not limited 

to main idea, relevant supporting details, 

strongly implied message and inference, 

and chronological order of events 

LA.3.1.7.4 

identify cause‐and‐effect relationships in 

text 

LA.3.1.7.5 

identify the text structure an author uses 

(e.g., comparison/contrast, cause/effect, 

and sequence of events) and explain how 

it impacts meaning in text 

LA.3.1.7.6 

identify themes or topics across a variety 

of fiction and nonfiction selections 

LA.3.1.7.7 

compare and contrast elements, settings, 

characters, and problems in two texts 

LA.4.1.7.2 


inform, entertain, explain) in text and how 

an author's perspective influences text 

determine explicit ideas and information in 

grade‐level text, including but not limited 

to main idea, relevant supporting details, 

implied message, inferences, chronological 

order of events, summarizing, and 

paraphrasing 

LA.4.1.7.4 


text 

LA.4.1.7.5 



sequence of events) and explain how it 

impacts meaning in text 

LA.4.1.7.6 



LA.4.1.7.7 

compare and contrast elements in multiple 

texts (e.g., setting, characters, problems) 

LA.5.1.7.2 


persuade, inform, entertain, explain) and 

how an authors perspective influences text 

LA.5.1.7.3 

determine the main idea or essential 

message in grade‐level text through 

inferring, paraphrasing, summarizing, and 

identifying relevant details 

LA.5.1.7.4 


text 

LA.5.1.7.5 



sequence of events) and explain how it 

impacts meaning in text 

LA.5.1.7.6 



LA.5.1.7.7 

compare and contrast elements in multiple 

texts 


A222 / A223 

A221 P1, P2, P3 

E221 

A227 / E123 newly assessed




Literary Analysis ‐ Fiction / Nonfiction 

◊ character development 

◊ character point of view 

◊ setting 

◊ plot development 

◊ problem / resolution 

◊ descriptive language 

(e.g., mood, imagery) 

◊ figurative language 

(e.g., simile, metaphor, 

personification) 

◊ text features (e.g., titles, 

subtitles, headings, 

subheadings, charts, graphs, 

diagrams, illustrations, 

captions, maps, 

keys/legends, stanzas, text 

boxes) 

LA.3.2.1.2 

identify and explain the elements 

of story structure, including 

character/character development, 

setting, plot, and problem/ 

resolution in a variety of fiction 

LA.3.2.1.7 

identify and explain an author's use 

of descriptive, idiomatic, and 

figurative language (e.g., 

personification, similes, metaphors, 

symbolism), and examine how it is 

used to describe people, feelings, 

and objects 

LA.3.2.2.1 

identify and explain the purpose of 

text features (e.g., table of 

contents, glossary, headings, 

charts, graphs, diagrams, 

illustrations) 

LA.4.2.1.2 

identify and explain the elements 

of plot structure, including 

exposition, setting, character 

development, problem/resolution, 

and theme in a variety of fiction 

LA.4.2.1.7 







and objects 

LA.4.2.2.1 

locate, explain, and use 

information from text features 

(e.g., table of contents, glossary, 

headings, charts, graphs, diagrams, 

illustrations) 

LA.5.2.1.2 

locate and analyze the elements of 

plot structure, including exposition, 

setting, character development, 

rising/falling action, problem/ 

resolution, and theme in a variety 

of fiction 

LA.5.2.1.7 







and objects 

LA.5.2.2.1 

locate, explain, and use 

information from text features 

(e.g., table of contents, glossary, 

index, transition words/phrases, 

headings, subheadings, charts, 

graphs, illustrations) 


E122 P1 / P2 

newly assessed 

newly assessed




Informational Text / Research Process 

◊ locate, interpret, organize 

information 

text features 

(e.g., titles, subtitles, 

headings, subheadings, 

charts, graphs, diagrams, 

illustrations, captions, maps, 

keys/legends, stanzas, text 

boxes) 

◊ determine the validity and 

reliability of information 

(within/across texts) 

LA.3.6.1.1 

read informational text (e.g., 

graphs, charts, manuals) and 

organize information for different 

purposes, including but not limited 

to being informed, following multi‐ 

step directions, making a report, 

conducting interviews, preparing to 

take a test, and performing a task 

LA.4.6.1.1 

read informational text and text 

features (e.g., format, graphics, 

legends, illustrations, diagrams) to 

organize information for different 

purposes (e.g., being informed, 

following multi‐step directions, 

creating a report, conducting 

interviews, preparing to take a test, 

performing a task) 

LA.5.6.1.1 

read and interpret informational 

text and organize the information 

(e.g., use outlines, timelines, and 

graphic organizers) from multiple 

sources for a variety of purposes 

(e.g., multi‐step directions, 

problem solving, performing a task, 

supporting opinions, predictions, 

and conclusions) 

A228 / A225 

LA.5.6.2.2 

read and record information 

systematically, evaluating the 

validity and reliability of 

information in text by examining assessed 

several sources of information newly 

Marion County Public Schools March 2010 Page 4 of 4

Grade 3 

NNumber: b OOperations, ti PProblems, bl and d St Statistics ti ti 

50% of FCAT 2.0 

Mathematics Breakdown on FCAT 2.0 

Grade 4 

NNumber: b OOperations ti and d PProblems bl 

45% of FCAT 2.0 

3A11 Modeling Multiplication / Division 4A12 (4A11) Multi‐Digit Multiplicaton (Models / Relate to Division) 

3A12 Solve Multiplication / Division (Number Properties) 4A41 Rules and Functions 

3A13 Relating g Multiplication p / Division 4A42 Mathematical Relationships p 

3A41 Patterns and Functions 4A43 Algebraic Expressions ‐ Fuctions with 2 Operations 

3A61 Problems & Estimation: Hundred Thousands 4A61 Numbers: Millions (and estimation of) 

3A62 Non‐Routine Problems including Patterns 4A62 Division (including models) 

3S71 Graphs and Tables 4A64 Comparing Decimals and Fractions 

4A66 Estimation 

Geometry and Measurement 


3G31 

30% of FCAT 2.0 

2‐D Shapes / Angles 

30% of FCAT 2.0 

3G32 TTransforming f i Polygons P l 4G31 Exploring E l i Area A 

3G33 Congruency and Symmetry 4G32 Justify Area Formula 

3G51 Measurement: Perimeter 4G33 Determining Area 

3G52 Measuring Fractional Parts 4G51 Angles 

3G53 Time 4G52 Translations, Reflections, Rotations 

4G53 Building ld 3‐D Shapes h 

Number: Fractions 

Number: Base Ten and Fractions 

3A21 

20% of FCAT 2.0 

Representing Fractions 

25% of FCAT 2.0 

3A23 (3A22) Compare and Order Fractions 4A23 (4A21 / 4A22) Fractions and Decimals 

3A24 Equivalent Fractions 4A24 (4A21 / 4A22) Compare and Order Decimals and Fractions 

4A63 Equivalent Fractions and Simplifying 

4A65 Fractions to Decimals

Mathematics Breakdown on FCAT 2.0 

Grade 5 

NNumber: b BBase TTen and d Fractions F ti 

50% of FCAT 2.0 

Cognitive Complexity 

Grade Low Moderate High 

5A11 Relating Division to Multiplication (Missing Quotients/Dividends) 3 & 4 25‐35% 50‐70% 5‐15% 

5A14 (5A12 / 5A13) Division: Multi‐Digit and Quotients (w & w/o remainders) 5 10‐20% 55‐75% 0‐20% 

5A21 ( (5A61) ) Representing p g Decimals and Fractions ( (Primes, , Composites, p , Factors, , Multiples) p ) 

5A22 (5A23 / 5A61) Add and Subtract Fractions and Decimals (Primes, Composites, Factors, Multiples) 

5A24 (5A61) Prime Factorization (Primes, Composites, Factors, Multiples) 

5A63 Postive and Negative Numbers 

5A64 Compare, Order, Graph Integers on Number Lines 

5A65 Problem Solving 


30% of FCAT 2.0 

Number of Questions 

Grade 

Multiple 

Choice 

Gridded 

Response 

3 50‐55 

5G31 22‐D D Figures Fi and d 33‐D D SSolids lid 4 35 35‐40 40 10 10‐15 15 

5G32 Surface Area and Volume of Prisms 5 35‐40 10‐15 

5G51 Ordered Pairs 

5G52 Analysis of Measurement / Conversions 

5G53 Measurement Process: Precise and Approximations 

5G54 Area ( (Parallelograms, ll l Triangles, l Trapezoids d ffrom Rectangles) l ) 

Expressions, Equations, and Statistics 

20% of FCAT 2.0 

5A41 Equality 

5A62 Order of Operations (including Exponents and Parentheses) 

5S71 (5A42) Graphs (Bar, Line, Double Bar) 

5S72 (5A42) Data (Continuous & Discrete) 

Time Allocation: 140 minutes

Reading Breakdown on FCAT 2.0 

Grades 3, 4, and 5 

Vocabulary 

Reading Application 

25 to 35% of FCAT 2.0 

Grade Range Average 

#.1.7.2 Author's Purpose and Perspective 

3 100 ‐ 700 500 

#.1.7.3 Main Idea, Details, Chronological Order of Events 

4 100 ‐ 900 500 

#.1.7.4 Cause and Effect 

5 200 ‐ 1000 600 

#.1.7.5 Text Structures and Organizational Patterns 

#.1.7.6 

#.1.7.7 

Themes 

Compare and Contrast 

Time Allocation: 120 minutes 

Literary Analysis: Fiction / Nonfiction 

25 to 35% of FCAT 2.0 

Grade Low Moderate High 

#.2.1.2 Story Elements (Plot, Setting, POV, Problem‐Resolution) 

3 25‐35% 50‐70% 5‐15% 

#.2.1.7 Author's Use of Descriptive and Figurative Language 

4 20‐30% 50‐70% 10‐20% 

#.2.2.1 Text Features (Purpose of, Use of Information) 

5 15‐25% 50‐70% 15‐25% 

Informational Text / Research Process 

#.6.1.1 

15 to 25% of FCAT 2.0 

Text Features (Locate, Interpret, and Organize Info) 

Grade 

5th ONLY 5.6.2.2 ‐ Validity and Reliability 

3 

4 

# ‐ Grade level number 3, 4, or 5 5 

Passage Type 

Grade Literary Informational 

15 to 25% of FCAT 2.0 

3 60% 40% 

#.1.6.3 Context Clues 

4 50% 50% 

#.1.6.7 Base Words and Affixes 

For 5th: Also assesses: 5.1.6.11 ‐ Greek/Latin Roots 

5 50% 50% 

#.1.6.8 Antonyms and Synonyms 

#.1.6.9 Multiple Meaning Words 

For all: Also assesses: #.1.6.6 ‐ Shades of Meaning 

Passage Length 

Cognitive Complexity 

Number of Questions 

ALL Multiple Choice 

50 ‐ 55 

50 ‐ 55 

50 ‐ 55

Mastered at 80% or Mastered at 70% or 

Higher? (Y/N) Higher? (Y/N) 

2012-13 SY Grade 5 Student Portfolio Sheet 

Student: _________________________________________________ School: ______________________ Date: ___________ 

ESE: o no o yes ELL: o no o yes (Entry Date: ________) Previous Retentions: o no o yes (Grade:____) 

1. List student scores for Benchmarks from the FCAs. 2. If NOT mastered at 80%, list scores from Remediation Assessments. 

3. List total test scores and predicted level from the District Benchmark Assessment attempts. 

Met DBMA criteria? (Y/N): _______ 

Benchmark Skill Code 

5.1.6.3 

Context Clues 

5.1.6.7 - Base/Affixes 

(Greek & Latin) 

5.1.6.8 

Anto/Syno 

5.1.6.9 

Mult Meaning (Shades) 

5.1.7.2 

Author's Purp/Per 

5.1.7.3 

Main Idea/Infer 

5.1.7.4 

Cause/Effect 

5.1.7.5 

Text Structures 

5.1.7.6 

Author's Theme 

5.1.7.7 

Compare/Contrast 

5.2.1.2 

Story Elements 

5.2.1.7 

Author's Language 

5.2.2.1 

Text Features 

5.6.1.1 

Informational Text 

5.6.2.2 

Valid/Reliability 

FCA # 4 _____% 

FCA # 11 _____% 

FCA # 3 _____% 

FCA # 7 _____% 

FCA # 6 _____% 

FCA # 10 _____% 

FCA # 5 _____% 

FCA # 9 _____% 

FCA # 5 _____% 

FCA # 10 _____% 

FCA # 3 _____% 

FCA # 12 _____% 

FCA # 6 _____% 

FCA # 8 _____% 

FCA # 10 _____% 

FCA # 7 _____% 

FCA # 9 _____% 

FCA # 8 _____% 

FCA # 1 _____% 

FCA # 12 _____% 

FCA # 4 _____% 

FCA # 9 _____% 

FCA # 2 _____% 

FCA # 11 _____% 

FCA # 2 _____% 

FCA # 11 _____% 

FCA # 2 _____% 

FCA # 11 _____% 

Assessment Scores 

Remediation Form A ____% 

Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 


Form B ____% 

District Benchmark Assessment Total Test Score(s): 

________ % Nov/Dec ________ Predicted Level ________ % Feb _______ Predicted Level 

_________ % May 

FCAT 2.0 Achievement Level: ________ DSS: _________ 

* The DBMA shall only be administered as indicated on the Focus Calendar. 

* Initial FCAs shall be administered no more than twice. Once at time listed on the calendar and another in the spring if needed. 

* Each remediation form shall be administered 1 time only, if necessary, unless administration approves more at the END of the school year. 

* No more than 2 separate skills should be assessed per day with 5 days in between each attempt using remediation forms. 

* DURING the school year, the MCPS system requires remediation on any student that does not master a benchmark skill at 80% or higher. However, at the END 

of the school year, the State of Florida will allow promotion of a student that has demonstrated mastery of the individual benchmarks at 70%. 

Recommendation(s): _________________________________________________________________________ 

NOTES: 

Teacher Signature: _______________________________________________ Date: ___________________ 

Administrator Signature: ___________________________________________ Date: ___________________ 

Updated: 07/25/2012 MCPS-Equal Opportunity School District

COGNITIVE COMPLEXITY: Low, Moderate, High 

What Does It Mean? 

The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each 

grade level, with the underlying expectation that students also demonstrate critical thinking. 

The categories−low complexity, moderate complexity, high complexity−form an ordered description of the demands a test item may take on a 

student. Instruction in the classroom should match the level of complexity that has been given to each benchmark. 

Low Complexity 

This category relies heavily on the 

recall and recognition of previously 

learned concept and principles. Items 

typically specify what the student is to 

do, which is often to carry out some 

procedure that can be performed 

mechanically. It is not left to the 

student to come up with an original 

method or solution. Skills required to 

respond to low complexity items may 

include, but are not limited to, 

� identifying a common example or 

recognizing a concept; 

� retrieving information from a chart, 

table, diagram, or graph; 

� recognizing a standard scientific 

representation of a simple 

phenomenon; or 

� calculating or completing a 

familiar single-step procedure or 

equation using a reference sheet. 

Moderate Complexity 

This category involves more flexible thinking and 

choice among alternatives than low complexity 

items. They require a response that goes beyond 

the habitual. The student is expected to decide 

what to do−using formal methods of reasoning and 

problem-solving strategies−and to bring together 

skills and knowledge from various domains. Skills 

required to respond to moderate complexity items 

may include, but are not limited to, 

� applying or inferring relationships among 

facts, terms, properties, or variables; 

� describing examples and non-examples of 

specific processes or concepts; 

� predicting or determining the logical next 

step or outcome; 

� comparing or contrasting structures or 

functions of different organisms or systems; 

� choosing the appropriate formula or equation 

to solve a problem and then solving it; or 

� applying and using concepts from a standard 

scientific model or theory. 

High Complexity 

This category makes heavy demands on 

student thinking. Students must engage in 

more abstract reasoning, planning, analysis, 

judgment, and creative thought. The items 

require that the student think in an abstract 

and sophisticated way, often involving multiple 

steps. Skills required to respond to high 

complexity items may include, but are not 

limited to, 

� constructing models for research; 

� generalizing or drawing conclusions; 

� designing an experiment, given data and 

conditions; 

� explaining or solving a problem in more 

than one way; 

� providing a justification for steps on a 

solution or process; 

� analyzing an experiment to identify a flaw 

and propose a method for correcting it; 

� interpreting, explaining or solving a 

problem involving spatial relationships; or 

� predicting a long-term effect, outcome, or 

result of a change within a system. 

Updated 05/28/2010 MCPS

Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of Knowledge  

      

Bloom’s – Old Version (1956)  Bloom’s ‐ New Version (1990’s)  Webb’s DOK (2002)  

      

Bloom's six major categories were changed from noun to verb  

forms in the new version which was developed in the 1990’s and  

released in 2001. The knowledge level was renamed as  

remembering. Comprehension was retitled understanding, and  

synthesis was renamed as creating. In addition, the top two levels  

of Bloom’s changed position in the revised version.  

Bloom’s Taxonomy  Revised Bloom’s Taxonomy  

Knowledge  Remembering  

Recall appropriate information.  

Comprehension  Understanding  

Grasp the meaning of material.  

Application  Applying  

Use learned material in new and concrete situations.  

Analysis  Analyzing  

Break down material into component parts so that its  

organizational structure may be understood.  

Synthesis  Evaluating  

Put parts together to form a  

new whole.  

Make judgments based on criteria and  

standards.  

Evaluation  Creating (Previously Synthesis)  

Judge value of material  

for a given purpose.  

Put elements together to form a  

coherent or functional whole;  

reorganizing elements into a new  

pattern or structure through  

generating, planning, or producing.  

  

Norman L. Webb of Wisconsin Center for Educational Research generated DOK levels to  

aid in alignment analysis of curriculum, objectives, standards, and assessments.    

Webb’s Depth of Knowledge & Corresponding Verbs  

*Some verbs could be classified at different levels depending on application.  

Recall and Reproduction Correlates to Bloom’s 2 Lowest Levels  

Recall a fact, information, or procedure.  

arrange, calculate, define, draw, identify, list, label, illustrate, match, measure, memorize,  

quote, recognize, repeat, recall, recite, state, tabulate, use, tell who‐ what‐ when‐ where‐  

why  

Skill/Concept  

Engages mental process beyond habitual response using information or conceptual  

knowledge. Requires two or more steps.  

apply, categorize, determine cause and effect, classify, collect and display, compare,  

distinguish, estimate, graph, identify patterns, infer, interpret, make observations, modify,  

organize, predict, relate, sketch, show, solve, summarize, use context clues  

Strategic Thinking  

Requires reasoning, developing plan or a sequence of steps, some complexity, more than  

one possible answer, higher level of thinking than previous 2 levels.   

apprise, assess, cite evidence, critique, develop a logical argument, differentiate, draw  

conclusions, explain phenomena in terms of concepts, formulate, hypothesize, investigate,  

revise, use concepts to solve non‐routine problems  

Extended Thinking Correlates to Bloom’s 2 Highest Levels  

Requires investigation, complex reasoning, planning, developing, and thinking‐probably  

over an extended period of time. *Longer time period is not an applicable factor if work is  

simply repetitive and/or does not require higher‐order thinking.  

analyze, apply concepts, compose, connect, create, critique, defend, design, evaluate,  

judge, propose, prove, support, synthesize  

Debbie Perkins, 2008 

Resources:   

A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.  

       Anderson, L.W., Krathwohl, D.R., et al.  (2001).  

http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29,   

http://wat.wceruw.org/TILSA%20Dissemination%20Webb%20presentation%20for%20Training%20%20July%2024%20%2020 

05.ppt,  

http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf, http://www.paec.org/delta/mathhighquality/Levels.pdf  

Debbie Perkins, 2008 

Correlation Chart for FCAT—Webb’s Cognitive Complexity—Bloom’s Taxonomy 

Background: The degree of challenge of FCAT multiple‐choice items is currently categorized in two ways: item difficulty [prediction of the percentage of students who will choose the 

correct answer] and cognitive complexity [the cognitive demand associated with an item]. Bloom’s Taxonomy is difficult to use to categorize test items because it requires an inference about the 

skill, knowledge, and background of the students responding to the item. Therefore, in 2004, FLDOE began using Dr. Norman L. Webb’s Depth of Knowledge (DOK) levels; the focus shifted from 

the ability of the student to the expectations of the item. Note that a test item may fit one or more descriptions, but should be classified in the highest level of complexity demanded by the item. 

FCAT 

Complexity 

Levels 

FCAT Degree of 

Challenge 

% Correct 

Webb’s 

Depth of Knowledge (DOK) Levels 

Low More than 70% Level 1: Recall / Reproduce 

Recall of facts, information or 

procedure 

[1 step] 

Moderate Between 40% & 

70% 

Level 2: Basic Application of 

Skill/Concept 

Use of information, concept knowledge 

[2 or more steps] 

High Less than 40% Level 3: Strategic Thinking 

Requires reasoning, developing a plan 

or sequence of steps; has some 

complexity; more than one possible 

answer; generally takes less than 10 

minutes to complete 

Level 4: Extended Thinking 

Requires investigation; time to think 

and process multiple conditions of 

problem or task; and more than 10 

minutes to do non‐routine 

manipulations 

Bloom’s 

Taxonomy Categories 

Knowledge 

Recall specifics & universals 

Comprehension 

Low level w/o verbatim repetition 

Application 

Use of abstractions in concrete 

situations 

Analysis 

Breakdown of a situation into its 

component parts 

Synthesis and Evaluation 

Putting together elements & parts 

to form a whole, then making 

value judgments about the 

method 

Examples of Stems ‐ Reading 

� Define 

� Locate details from text or visual 

� Identify correct order 

• Use context to define words in text 

• Determine how details support main idea 

• Interpret visuals 

• Identify cause‐and‐effect 

• Identify similarities and differences 

• Recognize elements of plot 

• Recognize patterns of organization 

• Summarize 

� Compare word meanings 

• Analyze the use of figurative language 

• Show how visuals contribute to a text 

• Determine author’s purpose &/or point of 

view and describe how it affects text 

• Evaluating strong vs. weak arguments 

• Analyze similarities and differences; 

• Describe and analyze characteristics of 

various types of literature; 

• Describe and illustrate how common 

themes are found across texts 

• Analyze cause‐and‐effect relationships 

1 Bloom, B.S., et al. Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. New York: McKay, 1956. 2 Webb, Norman L. and others. “Webb Alignment Tool” 24 July 2005. 

Wisconsin Center of Educational Research. University of Wisconsin‐Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.aspx. 3 Cognitive Complexity Classification of FCAT 

Test Items © July 2008 Florida Department of Education

Level One Activities 

Recall elements and details of story 

structure, such as sequence of 

events, character, plot and setting. 

Conduct basic mathematical 

calculations. 

Label locations on a map. 

Represent in words or diagrams a 

scientific concept or relationship. 

Perform routine procedures like 

measuring length or using 

punctuation marks correctly. 

Describe the features of a place or 

people. 

Depth of Knowledge (DOK) Levels 

Draw Identify List 

Define 

Calculate 

Memorize 

Label 

Illustrate 

Arrange 

Who, What, When, Where, Why 

Measure 

Design 

State 

Repeat 

Tell 

Recall 

Tabulate 

Recognize 

Name 

Report 

Use 

Quote 

Infer 

Categorize 

Connect 

Recite 

Match Collect and Display 

Level 

Identify Patterns 

Synthesize 

One 

(Recall) 

Graph 

Classify 

Organize 

Construct 

Apply Concepts 

Critique 

Analyze 

Level Describe Level 

Four Explain Two 

(Extended Interpret (Skill/ 

Thinking) 

Concept) 

Level 

Three 

(Strategic Thinking) 

Separate 

Modify 

Cause/Effect 

Predict 

Estimate 

Interpret 

Compare 

Relate 

Distinguish 

Use Context Cues 

Create 

Revise 

Assess Make Observations 

Prove Apprise 

Develop a Logical Argument 

Construct 

Summarize 

Use Concepts to Solve Non-Routine Problems 

Show 

Critique 

Compare 

Explain Phenomena in Terms of Concepts 

Formulate 

Draw Conclusions 

Investigate 

Hypothesize 

Cite Evidence 

Differentiate 

Level Two Activities 

Identify and summarize the major 

events in a narrative. 

Use context cues to identify the 

meaning of unfamiliar words. 

Solve routine multiple-step problems. 

Describe the cause/effect of a 

particular event. 

Identify patterns in events or 

behavior. 

Formulate a routine problem given 

data and conditions. 

Organize, represent and interpret 

data. 

Level Three Activities 

Support ideas with details and 

examples. 

Use voice appropriate to the 

purpose and audience. 

Identify research questions and 

design investigations for a 

scientific problem. 

Develop a scientific model for a 

complex situation. 

Determine the author’s purpose 

and describe how it affects the 

interpretation of a reading 

selection. 

Apply a concept in other contexts. 

Level Four Activities 

Conduct a project that requires 

specifying a problem, designing and 

conducting an experiment, analyzing 

its data, and reporting results/ 

solutions. 

Apply mathematical model to 

illuminate a problem or situation. 

Analyze and synthesize 

information from multiple sources. 

Describe and illustrate how common 

themes are found across texts from 

different cultures. 

Design a mathematical model to 

inform and solve a practical 

or abstract situation. 

Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. .

MCPS – NGSS Story Map 

Dear Marion County Educator, 

This little form was created as an educational resource for all students in grades Kindergarten through 

Fifth Grade to be used on at least ONE selection a week. 

By going through the sections of this form, teachers are able to cover a MULTITUDE of Next Generation 

Sunshine State Standards all in one sweep. At the bottom of this introduction the NGSSS Benchmarks are 

listed. 

Teachers do NOT need to make multiple copies for every student in their classroom. Instead, teachers can 

put it on an overhead or display on an interactive board or an Elmo to use with the students. Teachers are 

also welcome to turn the Story Map into a poster at the Professional Library and then laminate it. As a 

laminated poster, as teacher can write on the poster with a Vis’‐a‐vis’ overhead pen and then erase it after the 

activity. 

We hope you enjoy this resource. 

Section 

Benchmark 

(# = insert grade level) 

Character(s): 3‐5.2.1.2 / K.2.1.2 

1.2.1.3 / 2.2.1.2 

Setting(s): 3‐5.2.1.2 / K.2.1.2 

1.2.1.3 / 2.2.1.2 

Event(s): / 3‐5.1.7.3 / 3‐5.2.1.2 

Point(s): K.1.7.3 / K.2.1.2 

1.1.7.4 / 1.1.7.6 

1.2.1.2 / 2.1.7.3 

2.2.1.2 

Main Idea(s): 3‐5.1.7.3 / K.1.7.3 

Message(s): 1.1.7.3 / 2.1.7.3 

Theme(s): 3‐5.1.7.6 / 2.1.7.6 

Topic(s): 2.2.1.4 

Purpose: 3‐5.1.7.2 / K.1.7.4 

K.2.2.1 / 1.1.7.8 

2.1.7.2 

Organization(s): 3‐5.1.7.5 

1.1.7.7 / 2.1.7.5 

3‐5.1.7.3 / 3‐5.1.7.4 

3‐5.1.7.7 / K.1.7.3 

1.1.7.6 / 2.1.7.4 

Other Points of 

Interest and 

Study: 

2.1.7.7 

3‐5.1.6.9 / 3‐5.1.6.6 

3‐5.2.1.2 / 3‐5.2.1.7 

2.2.1.2 / 2.2.1.3 

2.2.1.7 

Benchmark Description Comments 

* Characters * Just list – may want to indicate 

“main” characters with an asterisk. 

* Setting * Same as above. 

* Details 

* Plot Structure 

* Just list main events of the story. 

* Main Idea * Remember Main Ideas NEED to be 

specific 

* Theme / Topic * Remember Themes are GENERAL 

and NOT specific 

* Author’s Purpose / * To take this question to a “higher” 

Perspective 

level – fill in the box to indicate the 

“persuade the reader to do what…” 

/ “inform the reader about what…” / 

“entertain with what…” 

* Text Structures 

* You can have more than one 

* Order of Events 

organization in a passage so check 

* Cause and Effect 

all that apply. In the box write a 

* Compare / Contrast sentence that SHOWS the 

organizational feature(s) checked. 

* Multiple Meaning / Shades 

* Plot Structure / Problem‐ 

Resolution 

* Use of Language / Mood / 

Literary Devices 

* This last section, teachers can use 

whichever feature they wish to 

focus on. It is not recommended you 

do all listed, just pick one or two of 

the listed ones or a different item 

the class needs to focus on. 

MCPS (K. Lyon) – NGSSS – Story Map December 2010

MCPS – NGSS Story Map 

Title: _______________________________________________________________ 

Author(s): ___________________________ Illustrator(s): ____________________ 

___________________________ ____________________ 

Character(s): 

Setting(s): 

Event(s): 

Point(s): 

Main Idea(s): 

Message(s): 

Theme(s): 

Topic(s): 

Purpose: _____ Persuade / Convince 

_____ Inform / Teach / Tell / Explain 

_____ Entertain / Tell 

Organization(s): _____ Sequence of Events 

_____ Cause and Effect 

_____ Compare and Contrast 

___ Problem/Resolution: 

___ Mood(s): 

___ Literary Device(s): 

___ Use of Language: 

MCPS (K. Lyon) – NGSSS – Story Map December 2010

Higher-Order Question Grid 

How to use this Question Grid 

� Use as a question generator – Sometimes asking the right question is the hardest thing of all. You can use this 

grid to help you develop higher-order questions by moving down and to the right as you generate your 

questions. The questions in the top and left are lower-level type questions, but as you move to the right or 

downward, you expand the level of the questions for your students. 

� Use as a checklist – By evaluating what you ask, you can see if you are on target or need adjustments. You (or a 

co-worker) should mark each time you use a certain type of question, then go back and reflect on where you ask 

most of your questions. If you ask too many recall or low-level questions, you should readjust your instruction. 

This is also a good tool to evaluate the questions already provided by teacher editions and allow you to enhance 

the questioning provided to your students. 

� Use as a planning tool – Sometimes it helps to have a pre-made list of questions available. You can use this grid 

to help you plan questions on any text. 

� Use as evidence – Using this tool, you could generate and/or record the types of questions you ask of your 

students to provide evidence that you are asking the right types of questions of your students. 

� Allow the students to use! – Allow students to have a copy of the chart and teach them how to use it as well! 

This way they can engage in meaningful discussions with their peers. (You can even teach parents at a workshop 

how to use this at home.) 

Who 

What 

When 

Where 

Why 

How 

is 

isn’t 

was / 

were 

wasn’t 

were not 

do / does 

/ did 

don’t 

didn’t 

can / 

could 

can’t 

couldn’t 

shall / 

should 

would might 

shouldn’t wouldn’t might 

not

Fry Word List by Order of Frequency (1-200) 

1-25 26-50 51-75 76-100 101-125 126-150 151-175 176-200 

the or will number over say set try 

of one up no new great put kind 

and had other way sound where end hand 

a by about could take help does picture 

to word out people only through another again 

in but many my little much well change 

is not then than work before large off 

you what them first know line must play 

that all these water place right big spell 

it were so been year too even air 

he we some call live mean such away 

was when her who me old because animal 

for your would oil back any turn house 

on can make its give same here point 

are said like now most tell why page 

as there him find very boy ask letter 

with use into long after follow went mother 

his an time down thing came men answer 

they each has day our want read found 

I which look did just show need study 

at she two get name also land still 

be do more come good around different learn 

this how write made sentence form home should 

have their go may man three us America 

from if see part think small move world 

MCPS 7/20/12


201-225 226-250 251-275 276-300 301-325 326-350 351-375 376-400 

high saw important miss body order listen farm 

every left until idea music red wind pulled 

near don’t children enough color door rock draw 

add few side eat stand sure space voice 

food while feet facet sun become covered seen 

between along car watch question top fast cold 

own might mile far fish ship several cried 

below close night Indian area across hold plan 

country something walk really mark today himself notice 

plant seem white almost dog during toward south 

last next sea let horse short five sing 

school hard began above birds better step war 

father open grow girl problem best morning ground 

keep example took sometimes complete however passed fall 

tree begin river mountain room low vowel king 

never life four cut knew hours true town 

start always carry young since black hundred I’ll 

city those state talk ever products against unit 

earth both once soon piece happened pattern figure 

eye paper book list told whole numeral certain 

light together hear song usually measure table field 

thought got stop being didn’t remember north travel 

head group without leave friends early slowly wood 

under often second family easy waves money fire 

story run later it’s heard reached map upon 

MCPS 7/20/12


401-425 426-450 451-475 476-500 501-525 526-550 551-575 576-600 

done decided plane filled can’t picked legs beside 

English contain system heat matter simple sat gone 

road course behind full square cells main sky 

halt surface ran hot syllables paint winter glass 

ten produce round check perhaps mind wide million 

fly building boat object bill love written west 

gave ocean game am felt cause length lay 

box class force rule suddenly rain reason weather 

finally note brought among test exercise kept root 

wait nothing understand noun direction eggs interest instruments 

correct rest warm power center train arms meet 

oh carefully common cannot farmers blue brother third 

quickly scientists bring able ready wish race months 

person inside explain six anything drop present paragraph 

became wheels dry size divided developed beautiful raised 

shown stay though dark general window store represent 

minutes green language ball energy difference job soft 

strong known shape material subject distance edge whether 

verb island deep special Europe heart past clothes 

stars week thousands heavy moon sit sign flowers 

front less yes fine region sum record shall 

feel machine clear pair return summer finished teacher 

fact base equation circle believe wall discovered held 

inches ago yet include dance forest wild describe 

street stood government built members probably happy drive 

MCPS 7/20/12

Essential Questions 

(This section is reprinted from a series of articles first published in Technology 

Connection in 1995.) 

As a teacher begins planning the school year for a course or the 

units of the year, he or she should consider the ESSENTIAL 

QUESTIONS which give meaning, relevance, and definition to 

the course and the unit. 

What are essential questions? 

Essential questions have the following attributes: 

• Essential questions reside at the top of Bloom's Taxonomy (Bloom, 1954). They require students to 

EVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria), 

to SYNTHESIZE (invent a new or different version) or to ANALYZE (develop a thorough and complex 

understanding through skillful questioning). 

• Essential questions spark our curiosity and sense of wonder. They derive from some deep wish to 

understand some thing which matters to us. 

• Answers to essential questions cannot be found. They must be invented. It is something like cooking a great 

meal. The researcher goes out on a shopping expedition for the raw ingredients, but "the proof is in the 

pudding." Students must construct their own answers and make their own meaning from the information they 

have gathered. They create insight. 

• Have no one obvious "right" answer: essential "answers" are not self-evidently true. Even if there are 

"truths" and essential theories in a discipline, the student comes to know that there are other plausible theses 

and hypotheses to be considered and sorted through along with the "sanctioned" views. 

• Answering such questions may take a life time, and even then, the answers may only be tentative ones. This 

kind of research, like good writing, should proceed over the course of several weeks, with much of the 

information gathering taking place outside of formally scheduled class hours. 

• Essential questions engage students in the kinds of real life applied problem-solving suggested by nearly 

every new curriculum report or outline curriculum standards such as the NCTM and the Science Standards. 

• Essential questions usually lend themselves well to multidisciplinary investigations, requiring that students 

apply the skills and perspectives of math and language arts while wrestling with content from social studies 

or science. 

• Go to the heart of a discipline. They can be found in the most historically important (and controversial) 

problems and topics in the sciences: What is adequate "proof" in each field of inquiry? Is our society more 

advanced than those of the past? 

• Recur throughout one's learning. The same important questions get asked and re-asked, if they are 

essential. Our answers to essential questions may never be adequate, but they should become increasingly 

sophisticated. 

• Are framed to provoke and sustain student interest. Essential questions work best when the questions 

are edited to be thought-provoking to students, likely to generate interesting inquiries, and able to 

accommodate diverse interests and learning styles. 

• Link to other essential questions. Good questions engender other good questions. It is therefore useful to 

think of a family of related questions as anchoring a course and a unit, and also to make clear to students 

that their questions that arise naturally are part of clarifying the essential questions. 

It would be best if students could learn to frame their own essential questions, but in most cases 

they will require several experiences with teacher generated questions before they can shed years 

of practice with trivial information-gathering questions. 

1

What would ESSENTIAL QUESTIONS look like? 

For a world history COURSE, they might look like: 

1. How do natural resources affect nations and potential conflict among them? 

2. What differentiates one nation’s identity from another? 

3. How do wars shape alliances and contribute to national identities? 

4. What role does technology play in the history of a people? 

5. How do languages influence peoples and their nationalities? 

For a world history UNIT on World War II, they might look like this: 

1. How did treaties, alliances, and political structure contribute to World War II? 

2. What are possibilities for the European outcome (and thus world outcome) had the 

United States not entered the war and why? 

3. How and why does a nation decide to go to war? What if a significant faction objects 

to the war? 

4. What are indicators that a war has ended? For example, in World War II, how did 

everyone know the war was over? 

5. Could a war such as World War II occur again? How and why? 

Some other examples: 

• Must a story have a moral? A beginning, middle, and end? Heroes and villains? 

• Did Gorbachev undermine or fulfill the promises of the Revolution? 

• Is geometry more like map-making and using a map, or inventing and playing games like 

chess? Were theorems invented or discovered? 

• Is history a history of progress? 

• What makes a family a community? 

• Do statistics always lie? 

• Are some aspects of another language and culture not understandable by people from 

other cultures? 

• Is gravity a fact or a theory? Is evolution a scientific law or a theory? 

• In what ways are animals human, and in what way are humans animals? 

• Do mathematical models conceal as much as they reveal? 

(These other examples are from Understanding by Design: Curriculum and Assessment, pp. 34-35.) 

Note that these questions guide the planning process. Essential questions for the course lead to 

UNITS which in turn lead to more essential questions for each unit. Those essential questions, 

then, lead to objectives for each respective unit. 

Why are essential questions important? 

1. They provide the teacher with a thoughtful approach to the course and to individual 

units. 

2. They help the teacher get in his or her mind the usefulness, the relevance, and the 

greater benefit for a course or unit. (The “So What?” question) 

2

3. The teacher plans using essential questions as a GUIDE to construct a hierarchy of 

knowledge. Not everything in a course, a unit, or a textbook is of equal weight. Some 

things are more important than others. (You can’t teach everything! Covering 

material does not equal LEARNING material!) 

4. They help answer students’ questions such as, “Why do we have to learn this?” 

5. They are thought-provoking to students and can be used to stimulate discussion, 

debate, dissent, and research. (They go beyond the knowledge level of learning. In 

fact, essential questions hover around the upper three levels or so of Bloom’s 

Taxonomy.) 

6. All learning ultimately begins and ends with a question! 

7. They encourage engaged learners*. 

*Characteristics of Engaged Learners 

� Responsible for their own learning 

They invest personally in the quest for knowledge and understanding, in 

part because the questions or issues being investigated are drawn from 

their own curiosity about the world. Projects are pertinent and questions 

are essential. 

� Energized by learning 

They feel excited, intrigued and motivated to solve the puzzles, make new 

answers and reach insight. Their work feels both important and 

worthwhile. 

� Strategic 

They make thoughtful choices from a toolkit of strategies, considering 

carefully which approach, which source and which technique may work 

best to resolve a particular information challenge. 

� Collaborative 

They work with others in a coordinated, planful manner, splitting up the 

work according to a plan and sharing good ideas during the search for 

understanding. 

3

Most Common Prefixes: 

Prefix Meaning Key Word 

anti‐ against antifreeze 

de‐ opposite defrost 

dis‐ * not, opposite of disagree 

en‐, em‐ cause to encode, embrace 

fore‐ before forecast 

in‐, im‐ in infield 

in‐, im‐, il‐, ir‐ * not injustice, impossible 

inter‐ between interact 

mid‐ middle midway 

mis‐ wrongly misfire 

non‐ not nonsense 

over‐ over overlook 

pre‐ before prefix 

re‐ * again return 

semi‐ half semicircle 

sub‐ under submarine 

super‐ above superstar 

trans‐ across transport 

un‐ * not unfriendly 

under‐ under undersea 

* Most frequent. 

BOLD ‐ mentioned in 3rd grade item specs 

Helpful Information on Prefixes, Suffixes, and Homophones 

A “very short list” of 

Common Homophones 

Most Common Suffixes: 

Suffix Meaning Key Word 

‐able, ‐ible can be done comfortable 

‐al, ‐ial having characteristics of personal 

‐ed * past‐tense verbs hopped 

‐en made of wooden 

‐er comparative higher 

‐er, ‐or one who worker, actor 

‐est comparative biggest 

‐ful full of careful 

‐ible can be done comfortable 

‐ic having characteristics of linguistic 

‐ing * verb form / present participle running 

‐ion, ‐tion, ‐ation, ition act, process occasion, attraction 

‐ity, ‐ty state of infinity 

‐ive, ‐ative, ‐itive adjective form of a noun plaintive 

‐less without fearless 

‐ly * characteristic of quickly 

‐ment action or process enjoyment 

‐ness state of, condition of kindness 

‐ous, ‐eous, ‐ious possessing the qualities of joyous 

‐s, ‐es * more than one books, boxes 

‐y characterized by happy 

* Most frequent. BOLD ‐ mentioned in 3rd grade item specs 

our, hour blue, blew sum, some whole, hole won one here, hear hare, hair 

weight, wait through, threw mane, main meet, meat would, wood see, sea pale, pail 

new, knew I, eye eight, ate sun, son flower, flour bye, buy, by pear, pair, pare 

deer, dear write, right high, hi not, knot sale, sail nose, knows sent, scent, cent 

Special Thanks 

to Rene Bedell 

and the 

Emerald 

Shores 2 nd 

Grade Team 

for compiling 

these lists. �

Books that Exemplify the Use of Informational Text Structure 

P = primary grades (K-2); M = middle grades (3-5); U = upper grades (6-8) 

Chronological Sequence: 

Aliki. (1992). Milk from cow to carton. New York: Harper Collins. (P-M) 

Carrick, C. (1978). Octopus. New York: Clarion. (M) 

Cole, J. (1981). My puppy is born. New York: Morrow. (P-M) 

Gibbons, G. (1985). Lights! Camera! Action! New York: Crowell. (M) 

Giblin, J. C. (2000). The amazing life of Benjamin Franklin. Scholastic. 

Jaspersohn, W. (1988). Ice cream. New York: Macmillan. (M-U) 

Lasky, K. (1983). Sugaring time. New: Macmillan. (M-U) 

Macaulay, D. (1977). Castle. Boston: Houghton Mifflin. (M-U) 

Mosher, B. (1993). Fly: A brief history of flight. Harper-Collins. 

Provensen, A. (1990). The buck stops here. New York: Harper Collins (M-U) 

Walkdman, N. (1995). The golden city: Jerusalem’s 3000 years. Atheneum. 

Wheatley, N. (1992). My place. New York: Kane/Miller. (M-U) 

Cause and Effect: 

Aardema, Verna. Why mosquitoes buzz in people’s ears. Dial. 

Ammon, R. (2000). Conestoga wagons. Holiday House. 

Arnold, Tedd. Ollie forgot. Dial. 

Asch, Frank. Turtle tale. Dial. 

Blos, Joan W. Old Henry 

Branley, F.M. (1985). Flash, crash, rumble, roll. New York: Harper & Row. (P-M) 

Branley, F.M. (1985). Volcanoes. New York: Harper & Row. (P-M) 

Branley, F.M. (1985). What makes day and night? New York: Harper & Row. (P-M) 

Brown, Margaret Wise. The runaway bunny. Harper. 

Brown, Marc, Arthur’s Eyes 

Brown, Marcia. Once a Mouse. 

Burningham, John. Mr. Gumpy’s Outing. Holt. 

Carle, Eric. The grouchy ladybug. Crowell. 

Christelow, Eileen. Five little monkeys jumping on the bed. Clarion. 

Florian, Douglas. Turtle day. Crowell. 

Gackenbach, Dick. Harry and the Terrible Whatzit. 

Galdone, Paul. What’s in fox’s sack? Clarion. 

Ginsburg, Mirra. Across the stream. Greenwillow. 

Grossman, Bill. Donna O’Neeshuck was chased by some cows. Harper. 

Heller, R. (1983). The reason for a flower. New York: Grosset & Dunlap. (M) 

Henkes, Kevin. Lilly’s Purple Plastic Purse. 

Hogrogian, Nonny. One fine day. Macmillan. 

Hooper, M. (1998). The drop in my drink: The story of water on our planet. Viking. 

Hutchins, Pat. Good-night, Owl. Macmillan. 

Hutchins, Pat. Rosie’s walk. Macmillan. 

Ivimey, John. Three blind mice. Clarion. 

Kellogg, Steven. Pinkerton Behave. 

Noble, Trinka Hakes. The day Jimmy’s boa ate the wash. Dial. 

Numeroff, Laura. If you give a moose a muffin. Harper. 

Numeroff, Laura. If you give a mouse a cookie. Harper. 

Peet, Bill. Buford the Little Bighorn. 

Polacco, Patricia. The bee tree. Putnam. 

Pringle, L. (1995). Fire in the forest: A cycle of growth and renewal. Atheneum. 

Remy, Charlip. Fortunately. Four Winds. 

Rice, Eve. Benny bakes a cake. Greenwillow. 

Rice, Eve. Sam who never forgets. Mulberry. 

Root, Phyllis. The old red rocking chair. Arcade. 

Samuels, Barbara. What’s so great about Cindy Snappleby?. Orchard. 

Selsam, M.E. (1981). Where do they go? Insects in winter. New York: Scholastic. (P-M) 

Showers, P. (1985). What happens to a hamburger? New York: Harper & Row. (P-M) 

Turner, Ann. Nettie’s Trip south 

Compiled by Carol Simoneau, ESSDACK

Ueno, Noriko. Elephant buttons. Harper. 

Van Lann, Nancy. The big fat worm. Knopf. 

Waber, Bernard. Ira Sleeps Over. 

Well, Rosemary. Noisy Nora. Dial. 

Wood, Audrey and Don. The napping house. Harcourt. 

Ziefert, Harriet. A new coat for Anna. Knopf. 

Comparison and Contrast: 

Ash, R. & Dorling K. (2000). Fantastic book of comparisons. 

Gibbons, G. (1984). Fire! Fire! New York: Harper & Row. (P-M) 

Lasker, J. (1976). Merry ever after: The story of two medieval weddings. New York: Viking. (M-U) 

Markle, S. (1993). Outside and inside trees. New York: Bradbury Press. (M) 

Munro, R. (1987). The inside-outside book of Washington, D.C. New York: Dutton. (M-U) 

Murphy, J. (1995). The great fire. Scholastic 

Osbourne, M. P. (1996). One world, many religions. Knopf. 

Rauzon, M. J. (1993). Horns, antlers, fangs, and tusks. New York: Lothrop, Lee & Shepard. (P-M) 

Rowan, J.P. (1985). Butterflies and moths (A new true book). Chicago: Children’s Press. (M) 

Spier, P. (1987). We the people. New York: Doubleday. (M-U) 

Description: 

Balestrino, P. (1971). The skeleton inside you. New York: Crowell. (P) 

Branley, F.M. (1986). What the moon is like. New York: Harper & Row. (M) 

Fowler, A. (1990). It could still be a bird. Chicago: Childrens Press. (P-M) 

Hansen, R., & Bell, R.A. (1985). My first book of space. New York: Simon & Schuster. (M) 

Horvatic, A. (1989). Simple machines. New York: Dutton. (M) 

Parish, P. (1974). Dinosaur time. New York: Harper & Row. (P) 

Patent, D.H. (1992). Feathers. New York: Cobblehill. (M-U) 

Pringle, L. (2001). A dragon in the sky: The story of a green darner dragonfly. Scholastic/Orchart. 

Simon, S. (2001). Crocodiles and alligators. HarperCollins. 

Swanson, D. (1994). Safari beneath the sea: The wonder world of the North Pacific coast. Sierra Club. 

Problem and Solution: 

Cole, J. (1983). Cars and how they go. New York: Harper & Row. (P-M) 

Heller, R. (1986). How to hide a whippoorwill and other birds. New York: Grosset & Dunlap. (P-M) 

Jackson, D. (2000). The wildlife detectives: How forensic scientists fight crimes. Houghton. 

Lauber, P. (1990). How we learned the Earth is round. New York: Crowell, (P-M) 

Lavina, E. (1988). If you traveled on the underground railroad. New York: Scholastic. (M-U) 

Montgomery, S. 2001). The man-eating tigers of Sundarbans. Houghton. 

Showers, P. (1980). No measles, no mumps for me. New York: Crowell. (P-M) 

Simon, S. (1984). The dinosaur is the biggest animal that ever lived and other wrong ideas you thought were true. New 

York: Harper & Row. (M) 

Zoefeld, K. W. (2001). Dinosaur young: Uncovering the mystery of dinosaur families. Clarion. 

Combination: 

Aliki. (1981). Diggin up dinosaurs. New York: Harper & Row. (M) 

Carrick, C. (1993). Whaling days. New York: Clarion. (P-M) 

dePaola, T. (1978). The popcorn book. New York: Holiday House (P-M) 

Guiberson, B.Z. (1991). Cactus hotel. New York: Henry Holt. (P-M) 

Hoyt-Goldsmith, D. (1992). Hoang Anh: A Vietnamese-American boy. New York: Holiday House (M) 

Pondendorf, I. (1982). Jungles (A true new book). Chicago: Childrens Press. (M) 

Sabin, F. (1982). Amazing world of ants. Manwah, NJ: Troll. (M) 

Simon, S. (1985). Meet the computer. New York: Harper & Row. (M-U) 

Ventura, P., & Caserani, G.P. (1985). In search of Tutankhamun. Morristown, NJ: Silver Burdett. (U) 

Compiled by Carol Simoneau, ESSDACK

2012-13 

Curriculum Maps


Reading Maps

Curriculum Map Pieces and Parts: Reading 

� Unit / Organizing Principle: This is the title of a map. Usually this small phrase or word, sums up the majority of the topic for the 

content of the map. This title will be used on the Instructional Focus Calendar and Year at a Glance (YaG). 

� Content Focus: These key words can be used to search for more materials or lessons in glossaries, indexes or even internet searches. 

They are some of the key concepts taught within the map. 

� Definition(s): In this section, the key vocabulary words (that are found in the benchmarks) are defined for the teachers. 

� Benchmark(s): In this section the exact wording of the Next Generation Sunshine State Standard (NGSSS) is listed for this map. 

Some maps contain multiple NGSS Standards. 

� Key Vocabulary: The words listed in this section are key words and terms the students should be exposed to and teachers should use 

during instruction. These words are NOT intended as spelling words; however, these words would be excellent for word walls / word 

webs. The idea is that these words are vocabulary students should know and use when learning/applying the benchmark(s) from the 

map. 

� Question Stems: These are examples of how to ask questions for that particular benchmark regardless of the story, passage, article, 

etc. 

� Clue Words / Phrases: These are examples of key words that give students clues to finding the answers to questions. 

� Activities and Resources: Listed on the back of the map are a collection of various resources from various sources to assist in and 

support instruction. 

� Notes from Item Specs (3-5): This is any important information about how the benchmark may be assessed on FCAs and/or FCAT2. 

� Additional Language Arts Benchmarks to Incorporate (K-2): These benchmarks are the other Language Arts NGSSS benchmarks 

that could be implemented with that particular benchmark. 

� Item Spec Page(s) (3-5): The page number(s) in the FCAT2 Test Item Specifications where further descriptions on how the 

benchmark(s) may be assessed on FCAT2 and FCAs. 

� Previous Code (3-5): These are older codes/ previously used before the implementation of the new Sunshine State Standards. These 

may not be applicable to some of the newer standards. Additionally, these older codes may not be exact matches since the newer 

Sunshine State Standards are more rigorous than in the past. 

� Reporting Category (3-5): This is the category the particular benchmark falls into for the FCAT2 scores.

Marion County Public Schools – Curriculum Map 

Grade Level: Fifth Subject: Reading 

UNIT / ORGANIZING 

PRINCIPLE: 

Author’s Purpose 

DEFINITION(S): 

An author’s purpose is the reason an author decides to write about a 

specific topic. Then, once a topic is selected, the author must decide 

whether his/her purpose for writing is to inform, persuade, entertain, or 

explain his/her ideas to the reader. 

Author’s perspective refers to author’s opinion and / or attitude about 

his / her topic. 

CONTENT 

FOCUS: 

� Author’s purpose 

� Author’s perspective 

BENCHMARK(S): 

LA 5.1.7.2 – TSW identify the author’s purpose (e.g., to persuade, 

inform, entertain, explain) and how and author’s perspective influences 

text. 

KEY VOCABULARY: QUESTION STEMS: 

� perspective: the author’s view/feelings about the 

passage/text 

� theme: the big idea of the story 

� purpose: why the author wrote the passage/text 

� explain: a series of events / sequences that tell 

how to complete a task (step by step) 

� inform: presents facts/true information 

� entertain: fiction stories 

� persuade: to convince/get the reader to do 

something 

� fact: something that can be proven 

� opinion: a thought or feeling that someone 

expresses 

� tone: the attitude the story creates such as serious, 

humor, etc. 

� suggest 

� to show 

� main reason 

� entertain 

� describe 

CLUE WORDS / PHRASES: 

� the author says 

� inform 

� explain 

� most likely reason 

� main purpose 

� What impact/mood did the author have by using the phrase, description, word, picture, 

graphic, map, illustration, chart, caption? 

� Explain what the author thinks is most important about ______. 

� Explain what statement the author would most likely agree with… 

� Explain why the author uses… 

� Which statement would the author most likely agree/disagree? 

� Why did the author (most/least likely) write this selection? 

� How does this passage make you “feel” about_________? 

� What text features help you predict the author’s purpose/perspective? 

� What did the author want you to think about after reading this selection? 

� What viewpoint/opinion does the author have regarding____________? 

� What facts does the author use to try to persuade you to believe_______? 

� Does the author want you to laugh? feel sad? Why? 

� Does the author make you excited to _______________? Why? 

� Does the author feel good or bad about _____________? 

� Is the author trying to tell a story, persuade, entertain, inform, explain to you? How do you 

know? What does the author use to do this? 

� Is the author trying to convey a mood? 

� How does the author’s choice of _________ in the selection _______ make you feel about 

_________ in the selection _____? 

� How does the author’s mood change from the first selection to the second selection? 

� How does the author’s perspective in (passage #1) __________ relate to the author’s 

perspective in (passage #2) ____________? 

� How do the authors in passage #1 and #2 agree/disagree? 

Samples from Item Specs: 

� Why does the author include the section Five-Step Helmet Fit Test? 

� With which statement would the author of “What is an Ecosystem?” most likely agree? 

July 5, 2012 Author’s Purpose – LA.5.1.7.2



UNIT / ORGANIZING PRINCIPLE: Author’s Purpose 

Treasures Resources: Other Activities and Resources: 

Additional Lessons and Resources tab in the 

teacher’s manual (T): 

� Unit 4 T2 

� Unit 5 T4 

Time for Kids (TFK) Transparencies: 

� Issue 1-Transparency 54-55, 

� Black Line Master 19, 20, 21 

� Issue 7-Transparency 102-103 

� Black Line Master 37, 38, 39 

Graphic Organizers/Fluency Transparencies: 

� 13, 20, 24 

� T17,T20 

Comprehension/Study Skills Transparencies: 

� 17 a-b 

� 20 a-b 

Websites and Places to See On-Line: 

� http://fcit.usf.edu/FCAT/strategies/ap/default.htm 

� http://www.studyzone.org/testprep/ela4/j/authorpurposep.cfm 

� http://www.studyzone.org/testprep/ela4/a/authorspurposel.cfm 

� http://www.associatedcontent.com/article/2757889/authors_prupose_for_writin 

g_worksheet.html 

� http://www.havefunteaching.com/songs-for-kids/reading/authors-purpose-song 

� http://teachers.net/lessons/posts/3360.html 

Thinking Maps©: 

� Tree Map- branches are inform, explain, entertain, persuade 

� Circle Map 

Notes from Item Specification Documents for FCAT 

� Texts should be literary or informational 

� Other stimuli may include illustrations with captions, graphics and charts 

� Texts may include, but are not limited to, persuasive articles, diaries and informational articles 

� Distracters may include: 

� facts and details that do not support the author’s purpose or represent the author’s perspective. 

� incorrect interpretations of the author’s purpose or perspective. 

� incorrect analysis or evaluation of the impact of the author’s purpose or perspective on the text. 

� plausible but incorrect distracters based on the text. 

TEACHER NOTE: Make sure students do 

not give one word answers like 

“inform”, “persuade”, etc. The 

students need to know “To Persuade 

the reader to do what?” or “To Inform 

the reader about what?” 

Item Spec Page: 103 – 104 Previous Code: A222 / A223 Reporting Category: Reading Application 

July 5, 2012 Author’s Purpose – LA.5.1.7.2




PRINCIPLE: 


Author’s Language 

Author’s language includes personification, similes, metaphors, and 

symbolism. It is used to describe people, feelings, and objects in the 

text. 

Figurative/descriptive language is language used by authors in 

writing to create a special effect or feeling or to make their writing more 

interesting. 

CONTENT 

FOCUS: 

� Descriptive language 

� Figurative language 

BENCHMARK(S): 

LA.5.2.1.7 – TSW identify and explain an author’s use of descriptive, 

idiomatic, and figurative language (e.g., personification, similes, 

metaphors, symbolism), and examine how it is used to describe people, 

feelings, and objects. 


� author’s mood: the feeling created in a passage 

� imagery: uses the sense in a passage (hear, see, 

smell, taste, touch) 

� fiction: imaginary passages/made up 

� non-fiction: fact/true passage 

� idioms (not assessed): an expression whose meaning 

is not predictable based upon the meanings of the 

individual words 

� personification: giving an inanimate object human-like 

characteristics 

� metaphors: comparing two unlike objects, not using 

like or as 

� similes: comparing two unlike objects using like or as 

� symbolism (not assessed): symbolic meaning or quality 

� descriptive language: is a clear description of people, 

places, objects, or events using appropriate language 


� show 

� as ___ as 

� purpose 

� the author says 


� to 

� most likely reason 

� suggest 

� main 

� like 

� How do you know that _____? 

� What did the author mean by the statement ____? 

� Describe the character ____ using adjectives. 

� Why do you think that the character ____? 

� How did ____ cause the character to react emotionally? 

� What does (idiom/figurative language) mean literally in this passage? 

� What words does the author use to make an inanimate object seem human? 

� Why does the author use those word choices? 

� Ask students for words that describe the way people feel at times (mood). What 

words or phrases in the text convey a particular mood? What is that mood? 

� What is the overall tone (mood) of the story? 

� Is the selection funny, serious, exciting, or sad? How do you know? How does this 

relate to the author’s mood? How does this relate to the mood/tone of the text? 

� How do you feel after reading this text? 


� What characteristic applies to Mom and Dad and the kids in a toy store? 

� Why does the author compare the zucchini patch to an army of green monsters? 

July 5, 2012 Author’s Language – LA.5.2.1.7



UNIT / ORGANIZING PRINCIPLE: Author’s Language 


Additional Lessons and Resources tab in 

the teacher’s manual (T): 

� Unit 1 T9 

Vocabulary Transparencies: 

� 12, 30 

Writing Transparencies: 

� 100 


� http://42explore.com/figlang.htm 

� http://classroomactivities.suite101.com/article.cfm/idiom_lesson_plans_for_elementary_students 



� Bridge Map 


� Bubble Map 



o examples of descriptive or figurative language drawn from the text but unrelated to the test item. 

o inaccurate interpretations of descriptive of figurative language. 

� Common idioms and symbolism should not be assessed. 

Item Spec Page: 118 – 119 Previous Code: Newly Assessed Reporting Category: Literary Analysis – Fiction / Nonfiction 

July 5, 2012 Author’s Language – LA.5.2.1.7




PRINCIPLE: 

Cause and Effect 


Cause and effect notes a relationship between actions or events 

such that one or more are the result of the other or others. 

CONTENT 

FOCUS: 

� Cause and effect 

BENCHMARK(S): 

LA.5.1.7.4 – TSW identify cause-and-effect relationships in text. 


� Cause: an action intended to produce a certain 

result / the reason why something happened 

� Effect: the result of an action 

� because 

� therefore 

� result of 

� if/then 

� possibly due to 

� since 


� so that 

� why does 

� why did 

� due to 

� possible cause of 

� for this reason 

� What do you think will happen next since ____ happened? 

� Why did ___ happen? 

� What was the cause of _______? 

� What will be the result of ______? 

� What causes _____ to ____? 

� What effect did ____ have on _____? 

� How did ____ affect ____ in the story? 

� What are the events that caused _______? 

� What might happen if _____? 

� What is the effect of ____? 

� Why does __ (a particular character) ___ (take a particular action)? 

� What were the results of _____? 

� How did the event ____ help ____? 

� Which factor, forces or influences _______? 

� What happened? Why did it happen? Which sentences let you know? 

� Was there more than one cause to _______? 

� Was there more than one effect from _____? 

� Why did these events happen? How might they have been different if the cause(s) 

had been different? 

� If the cause is not stated, what could be a reasonable cause? 


� Why does Mr. Ballard laugh at Allison’s family? 

� The “pockets of calm water” near Amchitka Island are created by 

July 5, 2012 Cause and Effect – LA.5.1.7.4



UNIT / ORGANIZING PRINCIPLE: Cause and Effect 




� Unit 1 T5 

� Unit 3 T3 


� Issue 12-T94-95, BLM 34, 35, 36 

� Issue 9-T70-71, BLM 25, 26, 27 

� Issue 5-T38-39, 13, 14, 15 


� T5 


� 5 a-b 


� http://mrsdell.org/causeandeffect/ 

� http://www.education.com/activity/article/Cause_Effect_Card_middle/ 

� http://www.readwritethink.org/classroom-resources/lesson-plans/exploringcause-effect-using-925.html 


� Multi-Flow Map 


LA.5.1.7.4 Cause and Effect 

� Text should be literary or informational. 

� Stimuli may include, but not limited to, illustrations with captions, graphs, and charts. 

� Texts should include identifiable cause-and-effect relationships. 


o incorrect causal relationships. 

o incorrect rationales and/or interpretations of implied causal relationships. 

o facts and details drawn from the text but unrelated to the test questions. 

Item Spec Page: 107 – 108 Previous Code: E221 Reporting Category: Reading Application 

July 5, 2012 Cause and Effect – LA.5.1.7.4




PRINCIPLE: 

Compare and Contrast 


Comparing and contrasting may include, but should not be 

limited to author’s purpose, main ideas, and topics. Similarities 

and differences are limited to how characters, settings, and 

events in text are alike or different. 

CONTENT 

FOCUS: 

� Compare and contrast 

BENCHMARK(S): 

LA.5.1.7.7 – TSW compare and contrast elements in multiple texts 


� Compare: find things that are similar about two 

texts, events, settings or characters 

� Contrast: find things that are different about two 

texts, events, settings, or characters 

� Similarities: attributes and characteristics that 

are shared between two texts, events, settings, 

or characters 

� Differences: attributes and characteristics that 

are shared between two texts, events, settings 

or characters 

Compare 

� same 

� both 

� alike 

� similar 

� compare to 

� however 

� although 


Contrast 

� different 

� but 

� on the other hand 

� instead of 

� in contrast to 

� change 

� How is _____ SIMILAR to and DIFFERENT from _________? 

� How is ________ DIFFERENT from __________? 

� What are the DIFFERENCES between _______ and _______? 

� How are ______ and ______ ALIKE? 

� What is ALIKE in the first three steps in ______? 

� In what way did ________? 

� Why is ____ compared to ______? 

� Compare how _____ feels BEFORE to AFTER ________? 

� Why does ___ compare _____ to ______? 

� How does _____ change from beginning to the end? 

� How is ____ dissimilar to _______? 

� How did the character/setting change from the beginning of the story to the end of the 

story? 

� What are the similarities between ____ and _______? 

� What do ___ and _____ have in common? 

� What advantage does ____ have over _____? 

� What does this remind you of? What are their similarities? Is there difference 

between them? 

� What clue words show the author’s use of compare and/or contrast? 


� Before the hunters arrived in the late 1800s, Amchitka Island and 

Shemya Island both --- 

� How is Dad’s plan for the garden different from what actually happened? 

July 5, 2012 Compare and Contrast – LA.5.1.7.7



UNIT / ORGANIZING PRINCIPLE: Compare and Contrast 




� Unit 1 – T3 

� Unit 3 – T3 


� Issue 3-T22-23, BLM 7, 8, 9 

� Issue 14-T110-111, BLM 40, 41, 42 

� Issue 15-T118-119, BLM 43, 44, 45 


� T14 


� 14 a-b 


� http://www.internet4classrooms.com/skills_5th_lang.htm 

� http://www.readwritethink.org/classroom-resources/lesson-plans/exploringcompare-contrast-structure-54.html 

� http://198.104.156.44/lessons/lesson_view.asp?id=54 

� http://www.polkfl.net/staff/teachers/reading/documents/AugustFOCUSCalendarElem.pdf 

� http://www.literacymatters.org/content/text/compare.htm 


� Double Bubble 


� Texts should include elements that compare and contrast. 


o incorrect comparisons and/or contrasts. 

o similarities and differences that are drawn from the text, but are unrelated to the test question. 

o facts and details drawn from the text that are unrelated to the test question. 

Item Spec Page: 113 - 114 Previous Code: A227 / E123 Reporting Category: Reading Application 

July 5, 2012 Compare and Contrast – LA.5.1.7.7



UNIT / ORGANIZING PRINCIPLE: 

DEFINITON(S): 

Informational Text / 

Text Features 

The validity is the correctness or soundness of information in a text by 

identifying supporting facts within or across texts. 

The reliability is the dependability of information in a text by identifying 

supporting facts within or across texts. 

Text feature is an important feature of a story or informational text that helps 

the reader understand the text (ex. titles, subtitles, headings, subheadings, 

charts, graphs, diagrams, illustrations, captions, maps, keys/legends, stanzas, 

text boxes). 

Informational text gives information about real people, places, and events. 

Informational text may contain introductions, headings, boldface type, and 

captions to help organize information and make it easier to understand. 

BENCHMARK(S): 

CONTENT 

FOCUS: 

� Informational Text 

� Text feature 

LA.5.2.2.1 – TSW locate, explain and use information from text features (e.g., table of 

contents, glossary, index, transition words/phrases, headings, subheadings, charts, 

graphs, illustrations). 

LA.5.6.1.1 – TSW read and interpret informational text and organize the information 

(e.g., use outlines, timelines, and graphic organizers) From multiple sources for a variety 

of purposes (e.g., multi-step directions, problem solving, performing a task, supporting 

opinions, predictions, and conclusions). 

LA.5.6.2.2 – TSW read and record information systematically, evaluating the validity and 

reliability of information in text by examining several sources of information. 


� Validity: refers to the correctness of the information in a text 

� Reliability: refers to the dependability of the information in a text 

� Text feature: chart, graph, illustration, heading, timelines or other features that 

support the information in the passage 

� table of contents: is a list of the parts of a book 

� bold/italicized words: important words in the text that give meaning 

� titles: a descriptive heading or caption, as of a chapter, section, or other part of a 

book 

� subtitles: a secondary or subordinate title of a literary work, usually of 

explanatory character 

� headings: a title or caption of a page, chapter, etc 

� subheadings: a title or heading of a subdivision, as in a chapter, essay, or 

newspaper article 

� captions, text boxes: words describing a picture 

� stanzas: lines in poetry 

� footnotes: a note of reference printed at the bottom of the page 

� manuals: tell how to perform a task 

� fliers: advertisements 

� key/legend: accompanies a chart/graph/map and gives information about what a 

symbol represents 

� index: a list at the end of a book, telling where to locate information within the text 

� figure/illustration: a drawing, picture, photograph or diagram that accompanies 

and complements a printed, spoken, or electronic text 

� diagram: a simple drawing showing the basic shape, layout, or workings of 

something 

� For what could the information in the article best be used? (6.2.2) 

� What does the author use to support the information in the article? (6.2.2) 

� What question would you like to ask ___ if you could interview ___? 

� What steps would you take in order to complete the task described in the passage? 

� After reading _____, how has it changed your opinion of the topic? 

� What are the most important questions that could be answered after reading ___? 

� When the author says _____, what is he really trying to tell the reader? 

� In the article, under which subheading would you MOST LIKELY find information on 

where ____ are found? 

� What is the purpose of the (subheading, footnote, chart, diagram, picture, or caption) in 

the article? 

� Based on the article, what is the purpose of listing ____? 

� What is the purpose of the FIRST illustration in the article? 

� Why is the illustration (or graphic) important to the article? 

� Based on the map, what is the purpose of the key? 

� What is the purpose of the last column on the chart? 


� The illustrations are important to the passage because they… 

� By reading the article and looking at the map, you can tell that Shemya and 

Amchitka Islands are located… 

� What is the purpose of the subheadings listed in the section Fitting a Bike 

Helment? 

� What is the purpose of the illustration at the beginning of the article? 

� The information in the article would be most useful in creating… 

� What does the author use to support the information in the article? 

� What information from the article supports the scientists’ conclusion that 

ecosystems are difficult to understand? 

July 5, 2012 Informational Text / Text Features – LA.5.2.2.1 / LA.5.6.1.1 / LA.5.6.2.2



UNIT / ORGANIZING PRINCIPLE: Informational Text / Text Features 



Chronological Order: Issue 2-T14-15, BLM 4, 5, 6; Issue 6-T46-47, BLM 16, 17, 

18; Issue 11-T86-87, BLM 31, 32, 33 

Photograph/Caption: Issue 1-T6-7, BLM 1, 2, 3; Issue 4-T30-31, BLM 10, 11, 

12; Issue 6-T46-47, BLM 16, 17, 18 

Charts: Issue 3-T22-23, BLM 7, 8, 9; Issue 5-T38-39, BLM 13, 14, 15; Issue 15- 

T118-119, BLM 43, 44, 45 

Time Line: Issue 7-T54-55, BLM 19, 20, 21; Issue 12-T94-95, BLM 34, 35, 36 

Tables: Issue 8-T62-63, BLM 22, 23, 24; Issue 13-T102-103, BLM 37, 38, 39 

Map: Issue 9-T70-71, BLM 25, 26, 27; Issue 11- T86-87, BLM 31, 32, 33 

Graph: Issue 10-T78-79, BLM 28, 29, 30 

Diagram: Issue 14-T110-111, BLM 40, 41, 42 

Using Text Features 

To Understand Words To Find Main Ideas 

and Vocabulary Use: and Topics Use: 

* glossary 

* table of contents 

* vocabulary boxes * headings 

* bolded or highlighted * index 

words 

* main idea boxes 

* review questions 

To Find Data or 

Places Use: 

* maps 

* atlas 

* charts 

* tables 



� Brace Map 

� Tree Map 

� Flow Map 



� Organizational features T19 


• Organizational patterns 19 a-b 


� Text should be informational (brochures, consumer documents, how- to-articles, fliers, web-sites). 

� Stimuli found in texts may include titles, headings, subheadings, charts, graphs, diagrams, illustrations, captions, keys/legends, maps, stanzas, 

and text books. 

� Determine the validity and reliability of information. 

o Items should not ask the student for literal references, such as 

• On what page would you find...? 

• In which chapter would you find...? 

• In what kind of reference book would you find information about...? 

Item Spec Page: 120 – 121 and 123 – 127 Previous Code: A228 / A225 / Newly Assessed Reporting Category: Literary Analysis and Informational Text 

July 5, 2012 Informational Text / Text Features – LA.5.2.2.1 / LA.5.6.1.1 / LA.5.6.2.2




PRINCIPLE: Main Idea – Inference – Sequence CONTENT FOCUS: 


Main idea is what the passage/text or section of the 

passage/text is about. 

The sequence of events is the order in which things happen 

in the passage/text. 

� Main idea 

� Inference 

� Chronological order 

BENCHMARK(S): 

LA.5.1.7.3 – TSW determine the main idea or essential message in gradelevel 

text through inferring, paraphrasing, summarizing, and identifying 

relevant details. 


� relevant details: information that supports the main idea 

� conclusion: conclusion the end, finish, close or last part of 

something 

� inference: information that is implied or inferred; the information 

is never clearly stated 

� chronological order: the order, in terms of time, in which a series 

of events occurred 

� main idea: the most important idea 

� character traits: how a character looks, thinks, feels, or acts. 

� details: describe or explain the main idea 

� author’s message: the point an author is trying to convey to the 

reader 

� first, next, last 

� alike 

� different 

� because 

� conclude 

� most important 

� at the end of the story 

� what is the biggest problem 


� similar 

� cause 

� effect 

� the last step 

� according to 


� before/after 

� What is the main idea of ____? 

� What is the story mostly / mainly about? 

� What is another title for this selection based on the main idea? 

� Which statement best sums up this selection? 

� What is paragraph __ mostly about? 

� What did the author mean when he said ___? 

� Which detail from the story best supports the main idea of the story? 

� Which of the following details is most important? 

� Why did ___ happen? 

� What do you think will happen next since ____ happened? 

� Reread the sentence ____. What do you think the author means by this? 

� What lesson is the author trying to tell us in this story? 

� Summarize or retell the ___. 

� Why do you think this story/article has the title ____? 

� The author makes this particular statement in the text: __. What details does 

the author provide to support that statement? 

� What conclusion can you draw about the character? What clues help you 

decide? 

� What happened just before/after? What happened between __ and ___? 

� What is the first/second/last step in ___? 

� Retell the events, in order, leading up to or following ____. 

� Could this story have been written if some of the events had happened in a 

different sequence? Why or why not? 


� Which sentence3 best explains what the passage is about? 

� Which detail from the article helps show how a sea otter’s diet can 

protect kelp forests? 

� According to the article, which even happened first? 

July 5, 2012 Main Idea – Inference – Sequence – LA.5.1.7.3



UNIT / ORGANIZING PRINCIPLE: Main Idea – Inference – Sequence 


Additional Lessons and Resources tab in the teacher’s 

manual (T): 

� Chronological Order Unit 6 – T1 

� Reference Unit 6 – T1 

� Relevant Facts Unit 6 – T4; Unit 3 – T2; Unit 4 – T3; 

Unit 6 – T4 

� Main Idea Unit2 -T2 


� Issue 1 – T6 – 7, BLM 1, 2, 3 

� Issue 4 – T30 – 31, BLM 10, 11, 12 

Graphic Organizers/Fluency Transparencies 

� Main idea/details – T4, T7, T8, 

� Relevant details – T12 

� Chronological order – T26, T30 

Comprehension/Study Skills Transparencies 

� 4 a-b 

� 7 a-b 

� Relevant Fact/Details 12 a-b 

� Chronological Order 26 a-b, 30 a-b 


� http://www.ehow.com/list_5787843_main-activities-middle-schoolstudents.html 

� http://edhelper.com/MainIdea.htm 

� http://www2.scholastic.com/browse/lessonplan.jsp?id=196 

� http://www.manatee.k12.fl.us/sites/elementary/samoset/rcmi1.htm 

� http://www.teachervision.fen.com/reading/graphicorganizers/4311.html 


� Tree Map 


� Texts should include main idea (stated or implied) and relevant details that will enable students to draw logical conclusions and make appropriate 

Inferences. 


o details that do not support the main idea. 

o incorrect interpretations of the main idea. 

o incorrect inferences or conclusions based on details found in the text. 

o events that are drawn from the text and presented out of order. 

o incorrect summary statements. 

o plausible but incorrect distracters based on the text. 

Item Spec Page: 105 – 106 Previous Code: A221 Reporting Category: Reading Application 

July 5, 2012 Main Idea – Inference – Sequence – LA.5.1.7.3




PRINCIPLE: 

Story Elements 


Story Elements are made up of the plot, characters, and setting 

of a story. Good readers use a story’s elements to help them 

figure out a story’s theme, problem / solution, conflict / resolution. 

CONTENT 

FOCUS: 

� Plot 

� Exposition 

� Character development 

� Problem/resolution 

BENCHMARK(S): 

LA 5.2.1.2 – TSW locate and analyze the elements of plot structure, 

including exposition, setting, character development, rising/falling action, 

problem/resolution, and theme in a variety of fiction. 


� plot: is the who, when, where of a story 

� rising action: the series of conflicts and crisis in the story that lead 

to the climax 

� setting: when/where the story takes place 

� conflict: problem 

� falling action: the action that follows the conflict 

� exposition: the start of the story 

� resolution: conclusion, how did the story end 

� problem: is the crisis a character faces in a story 

� character development: the way the author shows how a character 

changes as a result of experiencing a sequence of events over an 

extensive period of time 

� character point of view: the perspective from which the story is told 

(1 st person or 3 rd person) 

� character traits – based on actions personality 

� character: main subject of a story 

� resolution /solution 

� conflict / problem 

� character traits 

� personality 

� setting 

� best describes 


� first, next, after, last 

� plot development 

� how did the story end 

� goal 

� where / when 

� What is the ______ BIGGEST problem in the story? 

� How does ____ help ____ solve his problem? 

� How was ______ problem solved? 

� What led to (state solution)? 

� What is the main idea of ____________? 

� What is the FIRST___? What happens AFTER__? Which step is LAST when___? 

� What word/words best describe the character? 

� What problem did the character face? 

� What happens that causes the character to change from the beginning to the end 

of the story? 

� What in the story indicates that the problem is solved? 

� Which sentence first lets the reader know the character feels ____ about ____? 

� How did the character’s life change after _____? 

� What was one of the things that made the character ___? 

� What are the characters doing in the story? How does this lead to the problem / 

solution? 

� Do the character’s traits give clues about how he/she might act? 

� Which details tell me about the setting? 

� How does the setting affect the plot? problem? solution? 

� What conflict does the character(s) face? What is the resolution? 

� What is the most important point of the beginning/middle/end? 

� How might the story be different if its time or place were different? 

� Where / when does story take place? 

� How did the story end? 


� Dad’s attitude about Mr. Ballard’s opinion of the garden is--- 

� Allison plans to get rid of the zucchini by --- 

July 5, 2012 Story Elements – LA.5.2.1.2



UNIT / ORGANIZING PRINCIPLE: Story Elements 


Additional Lessons and Resources tab in the teacher’s manual (T): 

� Unit 1 T1,T2 

� Unit 2 T1 

� Unit 3 T1 

� Unit 4 T1 

� Unit 5 T5 

� Unit 6 T2 


� Character/Plot- T1,T2 

� Plot Development- T6,T10,T11,T15,T16,T25,T27 

� Problem/Solution-T9,T21 

� Point of View- T24 


� Character/Plot 1a-b 

� Plot Development 6 a-b, 10a-b, 11 a-b, 15 a-b, 16 a-b, 25 a-b, 27 a-b 

� Problem/Solution 9 a-b, 21 a-b 

� Point of View 24 a-b 



http://www.fcrr.org/FAIR_Search_tool/PDFs/4- 

5C_005.pdf 

� http://www.fcrr.org/FAIR_Search_Tool/PDFs/4- 

5C_017.pdf 

� http://www.readwritethink.org/classroomresources/lesson-plans/plot-structure-literaryelements-904.html 


� Bubble Map 

� Tree Map 

� Bridge Map 


Notes from Item Specification Document for FCAT 

� Texts should be literary and may include, but are not limited to, fiction, nonfiction, biographies, diary entries, poetry and drama. 

� To assess this benchmark across texts, items may be based on: two texts with related literary elements or one text that contains a variety of 

literary elements. 


o details that may contribute to but do not significantly support plot, character development, and problem/resolution. 

o facts, details or ideas drawn from the text but unrelated to the test item. 

o inaccurate interpretations of character, point of view, plot development, setting or problem/resolution. 

o plausible but incorrect distracters based on the text. 

Item Spec Page: 116 – 117 Previous Code: E122 Reporting Category: Literary Analysis – Fiction/Nonfiction 

July 5, 2012 Story Elements – LA.5.2.1.2




PRINCIPLE: 

Text Structures 


Text structure is the general organizational plan, framework, or 

form of text. The author uses comparison/contrast, cause/effect, 

and sequence of events in text. 

CONTENT 

FOCUS: 

� Main Idea 

� Relevant Details 

� Conclusion/Inferences 

� Chronological Order/Sequence of Events 

� Text structures/Organizational 

BENCHMARK(S): 

LA 5.1.7.5 – TSW identify the text structure an author uses (e.g., 

comparison/contrast, cause/effect, sequence of events) and explain how 

it impacts meaning in text. 


� text structures / organizational: the general 

organizational plan, framework, or form of 

a story / how the text is organized 

� organizational patterns: the way 

information is laid and connected(i.e. 

chronological , cause/effect, 

compare/contrast) 


See the specific Clue Words / Phrases from the 

following maps: 

� Main Ideas / Inferences /Sequence 

(LA.5.1.7.3) 

� Cause & Effect (LA.5.1.7.4) 

� Compare & Contrast (LA.5.1.7.7) 

� Why are the events/steps in this story/passage sequenced the way they are? 

� How does the sequence of events impact the meaning within the text? 

� What signal words does the author use to alert you that this text is organized in a 

sequential order? 

� Why did the author choose to order the text in sequential order? 

� Why are the events in this story/passage organized in the way they are? 

� How does the organizational pattern of this text affect the meaning of the text? 

� What signal words do the author use to alert you that this text is organized in a 

cause and effect pattern? 

� Why did the author choose to order the text using cause and effect? 

� Why are the events/steps in this story/passage organized in the way they are? 

� What signal words does the author use to alert you that this text is organized in a 

compare/contrast order? 

� Why did the author choose to order the text in the compare/contrast order? 


� Which statement lets the reader know how the author organized the passage? 

� The author shows that ecosystems are like a puzzle mainly by 

o identifying various animals in the ocean environments. 

o listing the natural occurrences in the order they happened. 

o describing the differences between two island environments. 

o providing details about how humans put nature back together. 

July 5, 2012 Text Structures – LA.5.1.7.5



UNIT / ORGANIZING PRINCIPLE: Text Structures 










� Text structures must be evident through the use of signal words and phrases. 

� Texts should contain an evident organizational pattern. 


o incorrect interpretations of text structures/organizational patterns. 

o incorrect relationships in an organizational pattern. 

Item Spec Page: 109 – 110 Previous Code: Newly Assessed Reporting Category: Reading Application 

July 5, 2012 Text Structures – LA.5.1.7.5




PRINCIPLE: 

July 5, 2012 

Themes 


Themes are an idea, message, or lesson that is suggested by a 

story. 

CONTENT 

FOCUS: 

� Themes 

� Topics 

BENCHMARK(S): 

LA.5.1.7.6 – TSW identify themes or topics across a variety of fiction 

and nonfiction selections. 


� universal themes (topics): themes of literature that 

can be found in many texts 

� theme: the big idea of a story or passage 

� topic: the focus of the passage( related to the main 

idea of the passage) 

� moral: the lesson that can be learned about how to 

behave in certain situations 

� mood: the feeling created in the story such as 

happy, sad, excited, etc. 

� tone: the attitude the story creates such as serious, 

humor, etc. 

� central idea 

� gives insight 

� moral to the story 

� lessoned learned 

� shows how characters 

change 

� events and characters 

actions 

� things characters say 

� conflicts in story and 

what they reveal 


� What is the best lesson that can be learned from this passage? 

� What is a positive result of ________ in the passage? 

� The theme of this passage is best expressed by which lines? 

� What is another title that could represent the theme of this selection? 

� The mood of the passage could best be described as ______ 

� The author’s mood in this selection could best be described as ______. 

� The objective/event in this passage symbolizes ______. 

� What are other texts that you have read that share this theme? 


� What is the best lesson that can be learned from this passage? 

� What is the main topic of “What is an Ecosystem?” 

It is vital that students learn to distinguish between theme and main idea. 

Use this simple comparison chart to help teach the students: 

Main Idea Theme 

specific – uses character name, setting, general – never has a character name or 

example from the story 

setting, similar to a “big idea” / “Global” 

a story usually has one main idea a story can have multiple themes 

cannot use a main idea from one story one theme can be applied to many 

for any other story 

stories 

Ex: John learned how to be a good friend. Ex.: Friendship requires work. 

Themes – LA.5.1.7.6



July 5, 2012 

UNIT / ORGANIZING PRINCIPLE: Themes 




� Unit 2 T1 


� Inference/Analyze T22 


� Inference/Analyze 22 a-b 


� http://learningtogive.org/lessons/unit106/lesson1.html 

� http://www.education.com/magazine/article/Tackling_Theme_Literature/ 

� http://homeworktips.about.com/od/writingabookreport/a/themelist.htm 


� Multi-flow Map 


� Tree Map 


EXAMPLES OF THEMES: 

1. Money can’t buy happiness 

2. Don’t judge a book by its cover 

3. Think before you do 

4. Treat others like you want to be treated 

5. Kindness matters 

� Texts should include a readily identifiable theme or topic. 

� Theme is neither the story’s plot (what happens) nor the story’s topic expressed in a word (e.g., childhood, friendship). 

� A theme must be stated in a complete sentence or a phrase (e.g., such as the rewards of old age, or Old age can be a time of great satisfaction). 


o facts and details may contribute to but do not significantly support the theme or topic. 

o incorrect summary or statement that is unrelated to the theme or topic. 

Item Spec Page: 111 – 112 Previous Code: Newly Assessed Reporting Category: Reading Application 

Themes – LA.5.1.7.6


Math Maps

Curriculum Map Pieces and Parts: Mathematics 

� Unit / Organizing Principle: This is the title of a map. Usually this small phrase or word, sums up the majority of the topic for the 

content of the map. 

� Concept(s): These key words can be used to search for more materials or lessons in glossaries, indexes or even internet searches. 

They are some of the key concepts taught within the map. 

� Essential Question(s): These are real-life unit questions that can be used as “hooks” to prompt student thinking at the beginning of the 

unit. Questions should be addressed throughout the unit to prompt critical thinking and topic reviews. At the end of the unit, students 

should be able to answer the questions using information they gained during the instruction. Essential Questions do not have one right 

answer, but instead are open-ended. 

� Benchmark(s): In this section the exact wording of the Next Generation Sunshine State Standard (NGSSS) is listed for this map. 

Some maps contain multiple NGSS Standards. 

� Learning Targets / Skills: This bulleted list contains the specific targeted learning objectives for the unit map. Students should be able 

to complete these tasks listed. Teachers should gear all of their unit lessons with these skills / objectives. 

� Teacher Notes / Other Suggestions / Reminders: Some maps contain additional teacher information that may be helpful for this unit. 

� Key Terminology: The words listed in this section are key words and terms the students should be exposed to and teachers should 

use during instruction. These words are NOT intended as spelling words; however, these words would be excellent for word walls / 

word webs. The idea is that these words are vocabulary students should know and use when learning/applying the benchmark(s) from 

the map. 

� Activities and Resources: Listed on the back of the map are a collection of various resources from various sources to assist in and 

support instruction. 

� Sample Focus Assessment Questions (1-5): Here are sample question that may appear on the FCAs (Focus Calendar Assessments) 

so that additional sample questions may be created by the teacher to use with the students as review or practice. In grades 3-5, the 

majority of these sample questions are directly pulled from the FCAT Test Item Specifications document. 

� FCAT Test Item Types (4-5): When a particular benchmark will be assessed by Gridded Response on the FCAT or on an FCA, it is 

marked with a grey box stating how questions might be asked on FCAs or FCAT. 

� Related Cross-Curricular Benchmarks (K-3): These benchmarks are the NGSSS benchmarks from other subject areas that can be 

incorporated when instructing this particular unit. (TSW… stands for “The student will…”) 

� Previous Knowledge (3-5): Lists of mathematics benchmarks from lower grades that build-up to the benchmarks on the particular map. 

These lower grade benchmarks may be considered “Fair Game” on the FCAT. 

� Item Spec Page(s) (3-5): The page number(s) in the FCAT Test Item Specifications where further descriptions on how the 

benchmark(s) may be assessed on FCAT and FCAs. 

� Reporting Category (3-5): This is the category the particular benchmark falls into for the FCAT scores.


Grade Level: Fifth Subject: Mathematics 


PRINCIPLE: 

ESSENTIAL QUESTION(S): 

- Why do we need to break complicated processes 

into smaller steps? 

- How are multiplication and division related? 

CONCEPTS / CONTENT 

KEY TERMINOLOGY 

divisor 

quotient 

dividend 

algorithm 

divide 

estimate 

arrays 

distributive property 

divisibility 

inverse operations 

Relating Division to Multiplication Concept(s): 

� division 

� divisibility rules 

� estimation 

� inverse operations 

� distributive property 

Benchmark(s): 

MA.5.A.1.1: Describe the process of finding quotients 

involving multi-digit dividends using models, place value, 

properties, and the relationship of division to multiplication. 

(Cognitive Complexity: Moderate ) 

LEARNING TARGETS / SKILLS 

� Sequence steps of division algorithm 

� Express inverse relationship (fact families) of multiplication and division 

� Demonstrate knowledge of working with one-digit/two digit divisors and dividends of up to four 

digits 

� Demonstrate fluency of basic division facts 

� Represent real world math division problems using models such as base-ten blocks and 

arrays 

� Apply the distributive property used in a division problem Ex. 639 ÷ 3 can be expressed as 

(600 + 30 + 9) ÷ 3 

� Use algebraic expressions/equations to determine the value of a missing 

dividend/divisor/quotient. 

Ex. What does Δ represent? What does □ represent? 

July 3, 2012 Relating Division to Multiplication – MA.5.A.1.1



UNIT / ORGANIZING PRINCIPLE: Relating Division to Multiplication 

Activities and Resources Sample Focus Assessment Questions 

Go Math Textbook: 

Chapter 1 Lessons 1 – 3, 5, 7, 8 Chapter 2 Lessons 2 and 4 

Strategic Intervention Skills #4 and # 10 Intensive Intervention Skills #15 – 17 

Resource Book(s): 

Marvelous Multiplication and Dazzling Division by AIMS 

Internet Resource(s): 

http://www.bbc.co.uk/schools/ks2bitesize/maths/number/division/play.shtml 

http://www.learnalberta.ca/content/me5l/html/math5.html 

http://www.studyzone.org/testprep/math4/k/inversel.cfm 

Literature Trade Book(s): 

The Greatest Guessing Game: A Book About Division by R. Froman 

The Doorbell Rang by P. Hutchins 

Anno’s Mysterious Multiplying Jar by A. Mitsumasa 

A Remainder of One by E. Pinczes 

Equal Shmequal by V. Kroll 

Divide and Ride by S. Murphy 

One Grain of Rice by Demi 

The Greatest Divide by D. Dodds 

The King’s Chessboard by D. Birch 

One Hundred Hungry Ants by E. Pinczes 

Previous Knowledge 

MA.3.A.1.1 – Model multiplication and division including problems 

presented in context: repeated addition, multiplicative comparison, 

array, how many combinations, measurement, and partitioning. 

MA.3.A.1.2 – Solve multiplication and division fact problems by using 

strategies that result from applying number properties. 

- Ella needs to sort the base ten blocks 

shown below into 3 equal groups. (picture 

of 6 flats, 4 rods, 2 units) Which model 

could represent one of the groups of base 

ten blocks? (answers shown in picture 

format see item spec page 116) 

- Joseph wanted to sell roses for a 

fundraiser. He placed 156 roses into 12 

vases. The expression below can be used 

to determine the total number of roses he 

placed into each vase. 156 ÷ 12 Which 

of the following is equivalent to the above 

expression? A) (156 ÷ 10) + (156 ÷ 2) B) 

(15 ÷ 10) + (6 ÷ 2) C) (12 ÷ 12) + (36 ÷ 

12) D) (120 ÷ 12) + (36 ÷ 12) 

- Marcy’s teacher wrote the division 

problem shown below, using two shapes 

to represent missing digits. (see example 

on the last bullet on the front of this 

document) What value can replace the □ 

in the quotient to correctly complete the 

division problem shown above? (GR) 

FCAT: Multiple Choice & Gridded 

MA.3.A.1.3 – Identify, describe, and apply division and multiplication as inverse operations. 

MA.4.A.1.1 – Use and describe various models for multiplication in problem-solving situations, and 

demonstrate recall of basic multiplication and related division facts with ease. 

MA.4.A.1.2 – Multiply multi-digit whole numbers through four digits fluently, demonstrating 

understanding of the standard algorithm, and checking for reasonableness of results, including 

solving real-world problems. 

Item Spec Page: 114 – 116 Reporting Category: Number: Base Ten and Fractions 

July 3, 2012 Relating Division to Multiplication – MA.5.A.1.1




PRINCIPLE: 


- When would we want to estimate a quotient instead of 

calculating the exact answer? 

- When can we use mental calculation outside the 

classroom? 

- How can basic facts and patterns help you divide 

mentally? 

estimate 



compatible numbers 

reasonable 

rounding 

distributive property 

divisibility 

Quotients Concept(s): 

� divisibility rules 

� estimation in division 

� compatible numbers 

Benchmark(s): 

MA.5.A.1.2: Estimate quotients or calculate them mentally 

depending on the context and numbers involved. 

(Cognitive Complexity: Moderate) 

On FCAT 2.0 this benchmark is Assessed with MA.5.A.1.4 – Divide multi-digit whole 

numbers fluently, including solving real-world problems, demonstrating understanding of 

the standard algorithm, and checking the reasonableness of results. 


� Recall and apply basic division facts fluently 

� Apply divisibility rules 

� Use rounding strategies, such as compatible numbers and distributive 

properties, to reasonably estimate quotients 

Suggested Rounding Strategies 

� Compatible Numbers: 19 ÷ 6 – The student would 

change 19 to the closest number divisible by 6 

which would be 18. Students would then recognize 

that 18 ÷ 6 is 3. 

� Using the Distributive Property 

� Estimate to a Given Place Value: 

� Mental Math 

July 3, 2012 Quotients – MA.5.A.1.2




Chapter 1 Lesson 6 

Chapter 2 Lessons 1 and 3 


Strategic Intervention Skill #7 

Intensive Interventions Skill #18 

UNIT / ORGANIZING PRINCIPLE: Quotients 

Activities and Resources 


Marvelous Multiplication and Dazzling Division by AIMS 

How Much is a Million? by David Schwartz 

Munchable Math by Creative Teaching Press 


http://www.basic-mathematics.com/what-are-compatible-numbers.html 

http://www.shodor.org/interactivate/activities/MoreOrLessEstimator/ 

www.lessonplanet.com (requires free registration) 

www.mrnussbaum.com/rounding.htm 

http://www.shodor.org/interactivate/activities/ComparisonEstimator/ 

http://www.shodor.org/interactivate/activities/Estimator/ 


MA.3.A.1.1 – Model multiplication and division including problems presented in context: repeated 

addition, multiplicative comparison, array, how many combinations, measurement, and 

partitioning. 

MA.3.A.1.2 – Solve multiplication and division fact problems by using strategies that result from 

applying number properties. 



The Greatest Guessing Game: A 

Book About Division by R. 

Froman 


Anno’s Mysterious Multiplying Jar 

by A. Mitsumasa 

A Remainder of One by E. 

Pinczes 





The King’s Chessboard by D. 

Birch 

CCC Video(s): 

Estimation: Estimation Strategies 

for Division 

Sample Focus Assessment 

Questions 

- Which of the following is an 

example of using 

compatible numbers? 

2416 ÷ 6 = 

a) 2416 ÷ 6 = 404 

b) 2640 ÷ 6 = 

c) 2400 ÷ 6 = 400 

d) 2600 ÷ 6 = 

- Can 141 be divided by 3? 

Explain why. (1+4+1=6 : 

6÷3) 


MA.4.A.1.1 – Use and describe various models for multiplication in problemsolving 

situations, and demonstrate recall of basic multiplication and related 

division facts with ease. 

MA.4.A.1.2 – Multiply multi-digit whole numbers through four digits fluently, 

demonstrating understanding of the standard algorithm, and checking for 

reasonableness of results, including solving real-world problems. 


July 3, 2012 Quotients – MA.5.A.1.2




PRINCIPLE: 


- When would you have a division problem with a 

remainder? 

- What does it mean to divide? 

- How do you use the remainder to solve a division 

problem? 

remainder 

fraction 

decimal 



Interpreting Remainders Concept(s): 

� decimal place value 

� division remainders 

Benchmark(s): 

MA.5.A.1.3: Interpret solutions to division situations 

including those with remainders depending on the 

context of the problem. 

(Cognitive Complexity: High) 


� Solve problems with remainders 

� Express remainders as fractions or decimals 

� Round quotient to the nearest tenth or hundredth 

TEACHER NOTE: 

� Multiplication may be indicated by 

parenthesis, “x”, or the dot. 

� During this instruction, review place 

value of decimals 

July 3, 2012 Interpreting Remainders – MA.5.A.1.3






Intensive Intervention Skill #19 

UNIT / ORGANIZING PRINCIPLE: Interpreting Remainders 



http://www.mathplayground.com/division02.html 

http://www.mrnussbaum.com/draggable_division/division.html 

http://www.oswego.org/ocsdweb/games/Mathmagician/cathymath.html 

http://www.mathsframe.co.uk/missingdigits.swf 


MA.3.A.1.1 – Model multiplication and division including problems presented in context: repeated 

addition, multiplicative comparison, array, how many combinations, measurement, and 

partitioning. 

MA.3.A.1.2 – Solve multiplication and division fact problems by using strategies that result from 

applying number properties. 



The Greatest Guessing Game: A Book 

About Division by R. Froman 


Anno’s Mysterious Multiplying Jar by A. 

Mitsumasa 







CCC Video(s): 

Remainders After Dividing 

Sample Focus 

Assessment Questions 

- Solve 206.00 ÷ 3 =. 

Round your answer to 

the nearest hundredth. 


MA.4.A.1.1 – Use and describe various models for multiplication in 

problem-solving situations, and demonstrate recall of basic 

multiplication and related division facts with ease. 

MA.4.A.1.2 – Multiply multi-digit whole numbers through four digits 

fluently, demonstrating understanding of the standard algorithm, and 

checking for reasonableness of results, including solving real-world 

problems. 


July 3, 2012 Interpreting Remainders – MA.5.A.1.3




PRINCIPLE: 


- What every day 

situation requires 

division? 

- How do you solve and 

check division 

problems? 



algorithm 

operations 

remainders 

reasonableness 

relevant 

irrelevant 

reasonable 

Division: Multi-Digit Concept(s): 

� real-world division problems 

� division with remainders 

Benchmark(s): 

MA.5.A.1.4: Divide multi-digit whole numbers fluently including solving real-world 

problems demonstrating understanding of the standard algorithm and checking the 

reasonableness of results. (Cognitive Complexity: High ) 

FCAT also Assesses: MA.5.A.1.2 – Estimate quotients or calculate them mentally depending on the context and 

numbers involved. ALSO, MA.5.A.1.3 – Interpret solutions to division situations including those with remainders 

depending on the context of the problem. 


� Recall and apply basic division facts fluently 

� Solve division problems with two digit divisors/4 digit dividends (including those with 

remainders) 

� Express remainder as a fraction or decimal 

� Solve problems using two operations to determine solution 

� Select and use a method to check reasonableness of results 

� Identify relevant/irrelevant information within the context of a problem 

July 3, 2012 Division: Multi-Digit – MA.5.A.1.4



UNIT / ORGANIZING PRINCIPLE: Division: Multi-Digit 



Chapter 2 Lessons 5 and 7 Chapter 3 Lessons 1, 3, 4, 7, 8 


Solve It! 5 th Grade Problem Solving Strategies by AIMS 


http://www.oswego.org/ocsd-web/games/Mathmagician/cathymath.html 


The Greatest Guessing Game: A Book About Division by R. Froman 


Anno’s Mysterious Multiplying Jar by A. Mitsumasa 







CCC Video(s): 

Estimation: Reasonableness of Answers 


MA.3.A.1.1 – Model multiplication and division including problems presented 

in context: repeated addition, multiplicative comparison, array, how many 

combinations, measurement, and partitioning. 

MA.3.A.1.2 – Solve multiplication and division fact problems by using 

strategies that result from applying number properties. 


- In our galaxy, a star is formed every 18 days. 

There are 365 days in 1 year. Based on these 

numbers, which is the closet to the total 

number of stars formed in our galaxy in 1 

year? A) 18 B) 19 C) 20 D) 21 

- A cafeteria manager baked 500 cupcakes for 

a school carnival and is placing them in boxes. 

Each box holds 24 cupcakes. What is the 

least number of boxes the cafeteria manager 

will need to hold 500 cupcakes? (GR) 

- The fifth grade teachers at a school are 

renting buses to take their students on a field 

trip. There will be 5 teachers and 143 

students going on the trip. Each bus can hold 

a maximum of 35 people. Part A: In the space 

below, write a division problem that can be 

used to determine the minimum number of 

buses the teachers must rent so that everyone 

will be able to go on the field trip. Part B: 

Solve the division problem you wrote in Part 

A. What is the minimum number of buses the 

teachers must rent for everyone to be able to 

go on the field trip? In the space below, show 

your work and explain your answer. 


MA.4.A.1.1 – Use and describe various models for multiplication in problem-solving situations, 

and demonstrate recall of basic multiplication and related division facts with ease. 


understanding of the standard algorithm, and checking for reasonableness of results, 

including solving real-world problems. 


July 3, 2012 Division: Multi-Digit – MA.5.A.1.4




PRINCIPLE: 

Representing Decimal and Fraction Problems Concept(s): 


- Why would you use models (instead of numbers) to 

show addition or subtraction? 

- How can you use place value to add or subtract 

decimals and fractions? 

- How can you use models to add fractions with like and 

unlike denominators? 



associative property 

commutative property 

place value 

composite numbers 

prime numbers 

multiples 

factors 

simplify 

denominator 

numerators 

� factors 

� multiples 

� associative property 

� commutative property 

Benchmark(s): 

MA.5.A.2.1: Represent addition and subtraction of decimals 

and fractions with like and unlike denominators using models, 

place value, or properties. (Cognitive Complexity: Moderate) 

FCAT also assesses: MA.5.A.6.1 – Identify and relate prime and composite 

numbers, factors, and multiples within the context of fractions. 


� Add/subtract decimals using models such as graphics to represent decimals up to 

three addends through the thousandths place 

� Add/subtract using models such as graphics to represent fractions with like/unlike 

denominators up to 12 

� Apply Associative / Commutative properties in relation to decimals and fractions 

� Add/subtract with mixed numbers/fractions 

� Using decimals, regroup in subtraction problems 

July 3, 2012 Representing Decimal and Fraction Problems – MA.5.A.2.1



UNIT / ORGANIZING PRINCIPLE: Representing Decimal and Fraction Problems 


Go Math! Textbook: 

Chapter 6 Lessons 1, 2, 9, 10 – 12 Chapter 7 Lessons 1 and 2 

Chapter 8 Lessons 1, 2, 4, 5 


http://www.coolmath4kids.com/fractions/fractions-10-adding-with-like-denominators- 

01.html 

http://www.coolmath4kids.com/fractions/fractions-11-subtracting-with-likedenominators-01.htmlhttp://www.coolmath4kids.com/fractions/fractions-12-adding-subtracting-differentdenominators-01.html 

http://www.mrnussbaum.com/clarafraction.htm 

http://www.mrnussbaum.com/castle/index.html 

http://nlvm.usu.edu/en/nav/frames_asid_106_g_2_t_1.html?from=category_g_2_t_1.html 

http://ejad.best.vwh.net/java/patterns/patterns_j.shtml 


Fraction Action by L. Leedy Fraction Fun by D. Adler 

The Wishing Club by D. Napoli 

Resources Book(s): 

Fabulous Fractions by AIMS Algebra Works by ETA Cuisenaire 

Grapes of Wrath by Greg Tang 

CCC Video(s): 

Decimals & Equivalent Fractions 

- Mrs. Bradford served part of a 

pie for dessert. The shaded 

parts of the pictures below show 

how much of the pie was in the 

pie plate before and after 

dessert. 

What fraction of the whole pie, expressed in lowest terms, was 

eaten for dessert? A) 1/3 B) 5/12 C) 7/12 D) 3/4 

- Both Alex and Stephanie have some coins in their pockets. 

The shaded areas in the diagrams below represent the value 

of the coins they have. 

What is the 

total value, in 

dollars, of the 

coins that Alex 

and Stephanie have? (GR) 


MA.3.2.1 – Represent fractions, including fractions greater than one, using area, set, and linear models. 

MA.3.2.2 – Describe how the size of the fractional part is related to the number of equal sized pieces in the whole. 

MA.3.2.3 – Compare and order fractions, including fractions greater than one, using models and strategies. 

MA.3.2.4 – Use models to represent equivalent fractions, including fractions greater than 1, and identify representations of equivalence. 

MA.4.2.1 – Use decimals through the thousandths place to name numbers between whole numbers. 

MA.4.2.2 – Describe decimals as an extension of the base-ten number system. 

MA.4.2.3 – Relate equivalent fractions and decimals with and without models, including locations on a number line. 

MA.4.2.4 – Compare and order decimals, and estimate fraction and decimal amounts in real-world problems. 

- The shaded figure on the grid below represents the number 1. 

Part A: Using the figure shown, draw a representation of the 

expression 1 2/3 + 1/2. Part B: Using the representation you 

drew in Part A, find the value of 1 2/3 + 1/2. In the space 

below, show your math work, or explain your answer. Write 

your answer in simplest form. 



July 3, 2012 Representing Decimal and Fraction Problems – MA.5.A.2.1



UNIT / ORGANIZING PRINCIPLE: 


- Why is it necessary to add or 

subtract fractions? 

- How do we check our answers when 

we add or subtract fractions? 

- When is it appropriate to round to 

estimate versus solve for an answer? 

- How can you make reasonable 

estimates of fraction sums and 

differences? 



benchmark number 

composite numbers 

prime numbers 

simplify 

mixed numbers 

improper fraction 

least common denominator (LCD) 

greatest common factor (GCF) 

Adding and Subtracting 

Fractions and Decimals 

Concept(s): 

� add / subtract fractions 

� least common denominator 

Benchmark(s): 

MA.5.A.2.2: Add and subtract fractions and decimals fluently, and verify the 

reasonableness of results, including in problem situations. (Cognitive Complexity: 

Moderate) 

MA.5.A.2.3: Make reasonable estimates of fraction and decimal sums and 

differences, and use techniques for rounding. 

(Cognitive Complexity: Moderate) – Assessed with MA.5.A.2.2 and MA.5.A.6.1 

FCAT also Assesses: MA.5.A.2.3 – Make reasonable estimates of fraction and decimal sums and 

differences, and use techniques for rounding. ALSO, MA.5.A.6.1 – Identify and relate prime and 

composite numbers, factors and multiples within the context of fractions. 


� Subtract and add using money 

� Add/subtract decimals through the thousandths place 

� Use LCD (least common denominator) to add/subtract fractions 

� Add/subtract fractions 

o up to two mixed numbers 

o up to three fractions with like and unlike denominators 

� Express fractions in simplest forms 

� Use benchmark numbers to estimate fractions (i.e., 7 

8 

� Use benchmark numbers to estimate decimals 

� Identify prime / composite numbers 

Benchmark Fractions: 

July 3, 2012 Adding and Subtracting Fractions and Decimals – MA.5.A.2.2 / MA.5.A.2.3 

+ 11 

12 

is close to 2)



UNIT / ORGANIZING PRINCIPLE: Adding and Subtracting Fractions and Decimals 



Chapter 6 Lesson 3 Chapter 7 Lessons 3, 6 – 10 

Chapter 8 Lessons 3, 6 – 9 


Grapes of Wrath by Greg Tang Actions with Fractions by AIMS 

Fabulous Fractions by AIMS 

Earning & Learning About Money by Milestone 


http://www.coolmath.com/prealgebra/02-decimals/06-decimals-adding-01.htm 

http://www.coolmath.com/prealgebra/02-decimals/07-decimals-subtracting-01.htm 

http://ejad.best.vwh.net/java/patterns/patterns_j.shtml 


Fraction Action by L. Leedy Fraction Fun by D. Adler 


CCC Video(s): 

Fractions: Adding & Subtracting Fractions & Mixed Numbers with Like 

Denominators 

Fractions: Adding & Subtracting Fractions & Mixed Numbers with Unlike 

Denominators 


MA.3.2.1 – Represent fractions, including fractions greater than one, using area, set, and linear models. 

MA.3.2.2 – Describe how the size of the fractional part is related to the number of equal sized pieces in the whole. 

MA.3.2.3 – Compare and order fractions, including fractions greater than one, using models and strategies. 

MA.3.2.4 – Use models to represent equivalent fractions, including fractions greater than 1, and identify 

representations of equivalence. 

MA.4.2.1 – Use decimals through the thousandths place to name numbers between whole numbers. 

- Some of the ingredients for a chocolate chip 

cookie recipe are shown below. What is the 

minimum capacity of a bowl that can hold the 

total of all three of these ingredients? 

A) 1 

1 6 cups B) 4 

1 13 cups C) 1 

2 7 cups D) 

7 

2 24 cups 

- Mindy went hiking on a trail that has a total length of 3.56 miles. 

After she had hiked 1.98 miles, she stopped for lunch. After 

lunch, Mindy will continue hiking until she reaches the end of the 

trail. How much farther, in miles, will Mindy need to hike after 

lunch? (GR) 

- Mr. Bruno bought two types of fruit. He bought 5 

5 8 pounds of 

apples and 1 

4 2 pounds of grapefruit. Mr. Bruno had a scale that 

can display a maximum weight of 10 pounds. Use mathematical 

terms to explain whether or not Mr. Bruno’s scale will be able to 

display the total weight of the fruit. Show or explain your work in 

the space below. 

- Solve by estimating to the nearest whole number: 

23.64 + 11.48 = 

- Solve by estimating to the nearest whole number 1 

2 + 

2 3 

3 = 

4 


MA.4.2.2 – Describe decimals as an extension of the base-ten 

number system. 

MA.4.2.3 – Relate equivalent fractions and decimals with and 

without models, including locations on a number line. 

MA.4.2.4 – Compare and order decimals, and estimate fraction 

and decimal amounts in real-world problems. 


1/2 cup butter 

2/3 cup sugar 

1 1/8 cups flour 

July 3, 2012 Adding and Subtracting Fractions and Decimals – MA.5.A.2.2 / MA.5.A.2.3




PRINCIPLE: 


- Why is it important to know prime and composite? 

- How will factors and multiples help you 

understand fractions? 

- Why is it important to know prime and composite? 

- How will factors and multiples help you 

understand fractions? 

prime 

composite 

prime factor 

factor tree 

factorization 

prime factorization 

base 

power 

exponential form 



Greatest Common Factor (GCF) 

Least Common Multiple (LCM) 

Least Common Denominator (LCD) 

Factors and Multiples Concept(s): � prime factorization 

prime number 

composite number 

factor 

multiple 

divisibility 

numerator 

denominator 

simplify 

reduce 

lowest term 

equivalent 

like denominators 

unlike 

denominators 

Benchmark(s): 

MA.5.A.2.4: Determine the prime factorization of numbers. 

(Cognitive Complexity: Moderate) 

MA.5.A.6.1: Identify and relate prime and composite 

numbers, factors and multiples within the context of 

fractions. (Cognitive Complexity: Moderate ) 


� Make a factor tree expressing prime numbers at the base 

� Express prime factors of a number in exponential form 

� Define prime numbers/composite 

numbers/factors/multiples 

� Review Divisibility Rules 

� Define and calculate GCF/LCD/LCM. 

o GCF – greatest common factor 

o LCD – least common denominator 

o LCM – least common multiple 

� Apply LCD to add/subtract fractions with unlike 

denominators 

� Use GCF to find equivalent fractions/use GCF to simplify 

fractions 

July 3, 2012 Factors and Multiples – MA.5.A.2.4 / MA.5.A.6.1



UNIT / ORGANIZING PRINCIPLE: Factors and Multiples 



Chapter 6 Lessons 4 – 7 


Strategic Intervention Skills #2, 8, 13 


Algebra Works by ETA Cuisenaire 



http://nlvm.usu.edu/en/nav/frames_asid_202_g_2_t_1.html?from=category_g_2_t_1.html 

http://www.abcteach.com/samples/sample_math_primescomposites.pdf 


Fraction Action by L. Leedy 

Fraction Fun by D. Adler 



- Which of the following shows the prime 

factorization of 24? A.) 2 x 3 x 4 

B) 2 3 x 3 C) 4 2 x 3 D) 4 x 6 

- What is the LCD of 2 2 

+ 

3 6 ? 

- List the prime numbers between 10 and 

25. 

- List the composite numbers between 42 

and 65. 

- Reduce and simplify: 25 

65 . 

- Make two equivalent fractions for 1 

5 . 

Item Spec Page: 125 Reporting Category: Number: Base Ten and Fractions 

July 3, 2012 Factors and Multiples – MA.5.A.2.4 / MA.5.A.6.1




PRINCIPLE: 


- What is equality in math? 



equality 

equation 

variable 

coefficient 

Equality Concept(s): 

� equations 

� variables 

� 2-step equations 

Benchmark(s): 

MA.5.A.4.1: Use properties of equality to solve numerical and 

real world situations. (Cognitive Complexity: Moderate) 


� Identify and apply operational signs and symbols (ex. 2B = 2×B, 2∙B = 2×B, 

(2+2)B = 4×B, 2/B= 2÷B) 

� Solve inequality problems with no more than two operations 

� Define a variable as any sign, shape, or letter that represents a number 

� Balance equations to find the value of a variable (see item spec page 138) 

� Solve an equation to show equality 

July 3, 2012 Equality – MA.5.A.4.1



UNIT / ORGANIZING PRINCIPLE: Equality 




Intensive Intervention Skills #20 and #23 

Planning Guide: End of the Year Resources 

Chapter 4 Lessons 3 – 6, 8 – 10 




http://www.regentsprep.org/Regents/math/ALGEBRA/AOP2/evalPrac.htm 

http://www.shodor.org/interactivate/activities/FunctionMachine/ 


MA.3.A.4.1 – Create, analyze, and represent patterns and relationships using words, 

variables, tables, and graphs. 

MA.4.A.4.1 – Generate algebraic rules and use all four operations to describe 

patterns, including nonnumeric growing or repeating patterns. 

- Mrs. Jackson purchased two identical jackets for her 

twin sons, from an online store. The cost for 

shipping was $1, and the total amount Mrs. Jackson 

paid was $87. The equation below can be used to 

find j, the price for one jacket. 2j + 1 = 87 

What was the price, in dollars, of one jacket? 

A) 43 B) 44 C) 172 D) 176 

- Both Mrs. Carmen and Mr. Davis worked the same 

total number of hours on the weekend. Mrs. Carmen 

worked 5 hours on Saturday and 7 hours on Sunday. 

Mr. Davis worked 8 hours on Saturday. 

Part A: Write an equation to represent this situation. 

Let d represent the number of hours Mr. Davis 

worked on Sunday. Equation: _____ 

Part B: Use your equation to find the number of 

hours Mr. Davis worked on Sunday. Show all your 

work. 

- What number would balance this equation? 

____ x 25 = 2 x (20+5) 


MA.4.A.2.4 – Describe mathematics relationships using expressions, equations, 

and visual representations. 

MA.4.A.4.3 – Recognize and write algebraic expressions for functions with two 

operations. 

Item Spec Page: 131 – 133 Reporting Category: Expressions, Equations, and Statistics 

July 3, 2012 Equality – MA.5.A.4.1




PRINCIPLE: 


- Why does order matter in 

mathematics? 

whole numbers 



exponents 

parenthesis / parentheses 

multiply 

divide 

addition 

subtraction 

expressions 

simplify 

value 

Order of Operations Concept(s): 

� order of operations 

� expression 

� exponents 

Benchmark(s): 

MA.5.A.6.2: Use the order of operations to simplify expressions which include 

exponents and parentheses. (Cognitive Complexity: Moderate) 


� Know the order of operations 

- Please Excuse My Dear Aunt Sally. 

parentheses, exponents, multiply, divide, addition, subtraction 

o Multiply and Divide is from left to right depending on what comes first 

o Addition and Subtraction is from left to right depending on what 

comes first. 

� Simplify expressions which may contain exponents and parentheses 

TEACHER NOTE: Students need to be aware of the various ways 

to display multiplication operation. (I.e., parentheses, variable, 

the dot, the “x”) 

2∙n (2)∙(n) (2)n 2n 2(n) (2)(n) 2 x n 

July 3, 2012 Order of Operations – MA.5.A.6.2



UNIT / ORGANIZING PRINCIPLE: Order of Operations 



Planning Guide: End of the Year Resources 






http://www.coolmath.com/prealgebra/05-order-of-operations/05-order-of-operations-parenthesis- 

PEMDAS-01.htm 

http://www.wisc-online.com/objects/ViewObject.aspx?ID=ABM101 

http://cemc2.math.uwaterloo.ca/mathfrog/english/kidz/order.shtml 

http://www.funbrain.com/cgi-bin/alg.cgi?A1=s&A2=3 

http://www.mathgoodies.com/lessons/vol7/order_operations.html 

http://amby.com/educate/ord-op/pg-01.html 

http://www.regentsprep.org/Regents/math/ALGEBRA/AOP2/evalPrac.htm 

http://www.quia.com/cm/16544.html?AP_rand=1458095203 

http://quia.com/cm/16544.html 

http://www.wisc-online.com/objects/ViewObject.aspx?ID=ABM101 


MA.2.A.2.1 – Recall basic addition and related subtraction facts. 

MA.2.A.2.2 – Add and subtract multi-digit whole numbers through three digits with 

fluency by using a variety of strategies, including invented and standard 

algorithms and explanations of those procedures. 

- Yvonne needed to evaluate the 

expression shown below using the order 

of operations. 54 ÷ (9 – 3) + 1 x 6 

What is the value of the above 

expression? A) 8 B) 15 C) 20 D) 50 

- The value of the expression below is 

equal to the distance, in feet, between a 

ball and the ground, 2 seconds after the 

ball is dropped from a height of 75 feet. 

75 – 16 x 2 2 What is the value of this 

expression? (GR) 


MA.4.A.1.1 – Use and describe various models for multiplication in problem-solving situations, 

and demonstrate recall of basic multiplication and related division facts with ease. 


understanding of the standard algorithm, and checking for reasonableness of results, 

including solving real-world problems. 

Item Spec Page: 144 – 145 Reporting Category: Expressions, Equations, and Statistics 

July 3, 2012 Order of Operations – MA.5.A.6.2




PRINCIPLE: 


- When do we count below zero? 

- How do you compare and order 

integers? 



integer 

negative integers 

positive integers 

number line 

inequalities 

greater than 

less than 

greater than or equal to 

less than or equal to 

not equal 

Positive and Negative Numbers Concept(s): 

� integer 

� number line 

� inequalities 

Benchmark(s): 

MA.5.A.6.3: Describe real-world situations using positive and 

negative numbers. (Cognitive Complexity: Moderate) 

MA.5.A.6.4: Compare, order, and graph integers shown on a number 

line. (Cognitive Complexity: Moderate) 


� Compare and order integers 

� Compare and order integers using inequalities 

� Combine and order integers on a number line 

� Recognize symbols of inequalities (>,



UNIT / ORGANIZING PRINCIPLE: Positive and Negative Numbers 




Planning Guide: End of the Year Resources Chapter 4 Lessons 11 and 12 



The Math Curse by Jon Scieszka 


http://www.coolmath.com/prealgebra/08-signed-numbers-integers/02-signednumbers-integers-number-systems-01.htmhttp://www.coolmath.com/prealgebra/08-signed-numbers-integers/03-signednumbers-integers-negative-01.htm 


- In one day, Sam and his family drove from 

Bakersfield, California to Death Valley, California. 

The elevation in Bakersfield is 408 feet above sea 

level, and the elevation in Death Valley is 282 feet 

below sea level. What is the difference in 

elevation between these two places? A) 126 feet 

B) 282 feet C) 680 feet D) 690 feet 

- The table shows the lowest recorded temperature 

for four states in the U.S. as of December 2007. 

Which of these lists the temperatures shown in the 

table in order from lowest to highest? 

A) -2, 12, -17, -19 

B) -19, -17, -2, 12 

C) 12, -2, -17, -19 

D) -2, -17, -19, 12 

Lowest Recorded Temperature 

State 

Temperature 

(in F) 

Delaware -17 

Florida -2 

Hawaii 12 

Mississippi -19 


July 3, 2012 Positive and Negative Numbers – MA.5.A.6.3 / MA.5.A.6.4




PRINCIPLE: 

ESSENTIAL QUESTIONS: 

- How can we be sure our answers 

are correct? 

- How can you solve a problem by 

solving a simpler problem? 



multi-step 

inverse 

non-routine problems 

opposite operations 

problem solving strategies 

Problem Solving Concept(s): 

� inverse operations 

� multi-step word problems 

� math problem solving strategies 

Benchmarks: 

MA.5.A.6.5: Solve non-routine problems using various strategies 

including “solving a simpler problem” and “guess, check and revise.” 



� Solve multi-step problems with no more than 3 steps 

� Apply inverse operations to check work. Guess, check, revise (ex. multiply and 

divide/addition and subtraction 

� Choose a strategy to solve and check non-routine problems (ex. drawing 

diagrams, making tables or lists, looking for patterns, using models, estimating, 

solving a simpler problem, guess, check and revise strategies) 

July 3, 2012 Problem Solving – MA.5.A.6.5



UNIT / ORGANIZING PRINCIPLE: Problem Solving 



Chapter 1 Lesson 4 Chapter 2 Lesson 8 

Chapter 5 Lesson 8 Chapter 6 Lesson 8 

Strategic Intervention Problem Solving (end of the book) Lessons 1 – 3 

Planning Guide: End of the Year Resources Chapter 1 Lesson 4, Chapter 4 

Lesson 3, Chapter 3 Lesson 6, Chapter 4 Lesson 7, Chapter 7 Lesson 7 


The Math Curse by Jon Scieszka 

Brick Layers II: Creature Engineering with Lego & CD by AIMS 



http://www.quia.com/cm/16544.html 

www.mrnussbaum.com/wordproblems.htm 

www.mathstories.com 

http://www.funbrain.com/cgi-bin/cracker.cgi?A1=s&A2=1&INSTRUCTS=1 

http://www.oswego.org/ocsd-web/games/Powerlines/powerlines1.html 

CCC Video(s): 

Problem Solving: Using Diagrams and Models 

Problem Solving: Looking for a Pattern 


MA.3.A.6.1 – Represent, compute, estimate, and solve problems using numbers through hundred thousands. 

MA.3.A.6.2 – Solve non-routine problems by making a table, chart, or list and searching for patterns. 

MA.4.A.6.6 – Estimate and describe reasonableness of estimates; determine the appropriateness of an estimate versus an exact answer. 

- A discount music store sells compact discs (CDs) 

for $6 each. When a customer purchases 3 CDs, 

the customer receives 1 free CD. Marisa went to 

the music sore and spent $36 on CDs. How many 

free CDs did Marisa receive? A) 1 B) 2 C) 6 D) 8 

- Pedro used white and gray square tiles to make 

models of some floor designs. The first 4 floor 

designs are shown below. If Pedro continues 

making these floor designs, what will be the total 

number of gray titles in the 100 th floor design? 

(GR) 

- Mathew has a jar of quarters. In June, Matthew 

added and removed quarters from the jar as 

follows. – Each afternoon, from June 1 through June 30, 

Matthew added $1.00 (in quarters) to the jar. – On June 7, 

Matthew removed $1.75 from the jar. – On June 15, Matthew 

removed $3.25 from the jar. – On June 29, Matthew removed 

$2.50 from the jar. 

If the value of the quarters in the jar was exactly 

$40.00 on the evening of June 30, find the value of 

the quarters in the jar on the morning of June 1. In 

the space below, show or explain your work. 



July 3, 2012 Problem Solving – MA.5.A.6.5




PRINCIPLE: 


- What are the similarities and differences 

between two-dimensional and threedimensional 

shapes? 

cone 

cube 

cylinder 

prism 

pyramid 

sphere 

edge(s) 

face(s) 

vertex (vertices) 

right 

angle(s) 

base(s) 

side(s) 



solid 

three-dimensional 

two-dimensional 

figure 

net diagrams 

polyhedral 

similar 

congruent 

2-D Figures and 3-D Solids Concept(s): 

� geometric figures 

� net diagram 

Benchmark(s): 

MA.5.G.3.1: Analyze and compare the properties of two-dimensional 

figures and three-dimensional solids (polyhedral), including the number 

of edges, faces, vertices, and types of faces. (Cognitive Complexity: High) 


� Recognize two-dimensional shapes and three-dimensional 

solids and their qualities including sides, angles, faces, bases, 

edges, vertices 

� Recognize different views of three-dimensional figures 

including graphical representations of three-dimensional solids 

� Use appropriate vocabulary to analyze and compare two- and 

three-dimensional shapes and solids to each other 

� Match and/or identify the two-dimensional shapes used to 

create three-dimensional solids where appropriate 

� Match net diagrams with appropriate solids 

� Build models of 3-D solids and identify/describe properties of 

the models 

� Draw models of 3-D solids to answer questions about the 

number of specific properties 

� Determine the number of specific properties of multiple 3-D 

solids 

Net: A two-dimensional diagram that 

can be folded or made into a threedimensional 

figure. 

July 3, 2012 2D Figures and 3D Solids – MA.5.G.3.1





Intensive Intervention Skills #42 – 45 

Planning Guide: End of Year 

Resources 


Resource Books(): 

Spatial Visualization by AIMS 

The Amazing Circle by AIMS 


UNIT / ORGANIZING PRINCIPLE: 2-D Figures and 3-D Solids 



A Cloak for the Dreamer by A. Friedman 

Cubes, Cones, Cylinders & Spheres by T. Hoban 

Captain Invincible and the Space Shapes by S. 

Murphy 

Hamster Champs by S. Murphy 

Mummy Math by C. Neuchwander 

Pigs on the Ball by A. Axelrod 

Sir Cumference and … by C. Neuchwander 

Spaghetti and Meatballs for All! by M. Burns 

The Tortoise Who Bragged by B. Franco 

Zachary Zormer Shape Transformer by J. Reisberg 

The Greedy Triangle by M. Burns 

Shape Up by D. Adler 


http://www.coolmath4kids.com/polyhedra/index.html 

http://www.aplusmath.com/cgi-bin/games/geopicture 

http://shodor.org/interactivate/activities/ShapeExplorer/ 

MA.3.G.3.1 – Describe, analyze, compare, and classify two-dimensional shapes using sides 

and angles – including acute, obtuse, and right angles – and connect these ideas to the 

definition of shapes. 

MA.3.G.3.2 – Compose, decompose, and transform polygons to make other polygons, including 

concave and convex polygons with three, four, five, six, eight, or ten sides. 

MA.3.G.3.3 – Build, draw, and analyze two-dimensional shapes from several orientations in 

order to examine and apply congruence and symmetry. 

MA.4.G.3.1 – Describe and determine area as the number of same-sized units that cover a 

region in the plane, recognizing that a unit square is the standard unit for measuring area. 

MA.4.G.3.2 – Justify the formula for the area of the rectangle “area = base x height”. 

- Penelope has an 

aquarium in the shape of 

a hexagonal prism. The 

front view of a 

hexagonal prism is 

shown below. 

(illustration) Which of 

the following are the correct numbers of faces, 

edges, and vertices in a 

hexagonal prism? 

(choices provided listing 

various quantities of 

faces, edges, and 

vertices) 

- Keira wants to make a 

triangular prism like the 

one show below. Keira will cut each face of 

the prism from construction paper. In the 

space below, draw all the shapes Keira will 

need to cut from the construction paper. 

Include the lengths of the sides, in inches of 

each shape. (SR space provided) 

MA.4.G.3.3 –Select and use appropriate units, both customary and metric, 

strategies, and measuring tools to estimate and solve real-world area 

problems. 

MA.4.G.5.1 – Classify angles of two-dimensional shapes using benchmark angles 

(45°, 90°, 180°, and 360°) 

MA.4.G.5.2 – Identify and describe the results of translations, reflections, and 

rotations of 45, 90, 180, 270, and 360 degrees, including figures with line and 

rotational symmetry. 

MA.4.G.5.3 – Identify and build a three-dimensional object from a two-dimensional 

representation of that object and vice versa. 

Item Spec Page: 126 – 127 Reporting Category: Geometry and Measurement 

July 3, 2012 2D Figures and 3D Solids – MA.5.G.3.1




PRINCIPLE: 


- How do you define surface area of 3-D figures? 

- How do you find the volume of a 3-D figure? 

area 

cubic (unit) 

formula 


square (unit) 

surface area 

volume 

figure 

polygon 

prism 


rectangle prism 

dimension(s) 

net diagram 

three-dimensional 

Surface Area / Volume 

of Prisms 

Concept(s): 

� net diagram 

� prisms – surface area 

� prisms – volume 

Benchmark(s): 

MA.5.G.3.2: Describe, define, and determine surface area 

and volume of prisms by using appropriate units and selecting 

strategies and tools. (Cognitive Complexity: High) 


� Use net diagrams to illustrate and solve for the surface area of a threedimensional 

figure 

� Use formulas to calculate the volumes of rectangular prisms 

� Use formulas to calculate the surface area of rectangular prisms 

� Solve and justify answers to real-world problems involving surface area and 

volume using the correct unit labels (e.g. cubic inches, square inches, etc.) 

� Use the FCAT Reference Sheet to determine and use correct formula 

Net: A two-dimensional diagram that 

can be folded or made into a threedimensional 

figure. 

July 3, 2012 Surface Area/Volume of Prisms – MA.5.G.3.2



UNIT / ORGANIZING PRINCIPLE: Surface Area/Volume of Prisms 



Chapter 11 Lessons 6 – 9 Intensive Intervention Skills #59 and 60 

Strategic Intervention Skills #20 and 22 

Planning Guide: End of the Year Resources Chapter 11 Lessons 6 – 9 

Resource Books(s): 

Measurement of Rectangular Solids by AIMS 

Spatial Visualization by AIMS 

Real World Math: Grades 3-5 Volume Centers by K. Robinson 

Internet Resources(s): 

http://www.shodor.org/interactivate/activities/surfaceareanadvolume/ 


A Cloak for the Dreamer by A. Friedman 

Cubes, Cones, Cylinders & Spheres by T. Hoban 

Captain Invincible and the Space Shapes by S. Murphy 

Hamster Champs by S. Murphy 

Mummy Math by C. Neuchwander 

Pigs on the Ball by A. Axelrod 

Sir Cumference and … by C. Neuchwander 

Spaghetti and Meatballs for All! by M. Burns 

The Tortoise Who Bragged by B. Franco 

Zachary Zormer Shape Transformer by J. Reisberg 

CCC Video(s): 

Geometry & Measurement: Measuring Volume 


MA.3.G.3.1 – Describe, analyze, compare, and classify two-dimensional shapes using 

sides and angles – including acute, obtuse, and right angles – and connect these 

ideas to the definition of shapes. 

MA.3.G.3.2 – Compose, decompose, and transform polygons to make other polygons, 

including concave and convex polygons with three, four, five, six, eight, or ten sides. 

MA.3.G.3.3 – Build, draw, and analyze two-dimensional shapes from several orientations 

in order to examine and apply congruence and symmetry. 

MA.4.G.3.1 – Describe and determine area as the number of same-sized units that cover 

a region in the plane, recognizing that a unit square is the standard unit for 

measuring area. 

- A box of tissues is 

in the shape of a 

rectangular prism 

with the dimensions 

shown below. What 

is the volume of the 

box of tissues? 

A) 258 square inches B) 258 cubic inches 

C) 270 square inches D) 270 cubic inches 

- Marcella cut the net 

shown below on a sheet 

of graph paper. Marcella 

folded the paper on the 

dashed lines to create a 

cube. Calculate the 

surface area of the cube 

Marcella created. In the 

space below, show or explain how you 

determined your answer and make sure your 

answer includes appropriate units. 


MA.4.G.3.2 – Justify the formula for the area of the rectangle “area = base x height”. 

MA.4.G.3.3 –Select and use appropriate units, both customary and metric, strategies, 

and measuring tools to estimate and solve real-world area problems. 

MA.4.G.5.1 – Classify angles of two-dimensional shapes using benchmark angles (45°, 

90°, 180°, and 360°) 

MA.4.G.5.2 – Identify and describe the results of translations, reflections, and rotations 

of 45, 90, 180, 270, and 360 degrees, including figures with line and rotational 

symmetry. 

MA.4.G.5.3 – Identify and build a three-dimensional object from a two-dimensional 

representation of that object and vice versa. 

Item Spec Page: 128 – 130 Reporting Category: Geometry and Measurement 

July 3, 2012 Surface Area/Volume of Prisms – MA.5.G.3.2




PRINCIPLE: 


- Why do we have an X or Y axis? 

coordinates 

coordinate plane 

equidistant 

midpoint 

ordered pair 

quadrant 

x-axis 

y-axis 



Ordered Pairs Concept(s): � coordinates 

Benchmark(s): 

MA.5.G.5.1: Identify and plot ordered pairs in the 

first quadrant of the coordinate plane. (Cognitive 

Complexity: Low) 


� Identify x and y axis 

� Calculate the horizontal(x) / vertical(y) movements to get from one 

point to another 

� Identify the ordered pair that describes the location of a point 

� Find the point on a coordinate plane that corresponds to a given 

ordered pair 

� Find the location of a point on a coordinate plane given equidistance 

from two points 

July 3, 2012 Ordered Pairs – MA.5.G.5.1








UNIT / ORGANIZING PRINCIPLE: Ordered Pairs 



http://www.shodor.org/interactivate/activities/SimpleCoordinates/ 

http://www.shodor.org/interactivate/activities/SimpleMazeGame/ 

http://www.oswego.org/ocsd-web/games/BillyBug/bugcoord.html 

http://www.mrnussbaum.com/stockshelves1.htm 

www.lessonplanet.com/directory/math 



Bananas by J. Farmer 

Beanstalk by A. McCullum 

Counting on Frank by R. Clement 

How Big is a Foot by R. Myller 

How Tall, How Short, How Faraway by D. 

Adler 

How Long or How Wide? by B. Cleary 

On the Scale, a Weighty Tale by B. Cleary 

Polly’s Pen Pal by S. Murphy 

Room for Ripley by S. Murphy 

Millions to Measure 

Pastry School in Paris by C. Neuchwander 

Item Spec Page: 134 – 135 Reporting Category: Geometry and Measurement 

Sample Focus 


- The letters on the 

coordinate grid below 

represent the locations 

of paintings hanging on 

the walls of an art 

gallery. The manager 

wants to hang another 

painting exactly halfway 

between points A and B. 

Which ordered pair best 

describes the location of 

the new painting? 

A) (6, 10) B) (10, 3) C) 

(10, 6) D) (11, 6) 

July 3, 2012 Ordered Pairs – MA.5.G.5.1




PRINCIPLE: 


- How do customary and metric measurements 

compare to each other? 

- Why do we need to convert units of 

measurement? 



compare 

contrast 

convert 

elapsed time 

customary measurement 

metric measurement 

Analysis of Measurement Concept(s): 

� customary 

measurement 

� metric 

measurement 

Benchmark(s): 

MA.5.G.5.2: Compare, contrast, and convert units of 

measure within the same dimension (length, mass, or 

time) to solve problems. (Cognitive Complexity: Moderate) 


� Compare, contrast, and convert metric units of measure, up to two conversions 

� Compare, contrast, and convert customary units of measure 

� Calculate elapsed time using analog or digital clocks, or words only 

� Interpret negative values in terms of temperature 

July 3, 2012 Analysis of Measurement – MA.5.G.5.2






Hard Hatting in a GeoWorld by AIMS 

UNIT / ORGANIZING PRINCIPLE: Analysis Measurement 



http://justkidsgames.com/play.php?TicTacTrue 

www.lessonplanet.com/directory/math/measurement 

www.mrnussbaum.com/measurement 

http://www.funbrain.com/cgibin/meas.cgi?A1=s&A2=1&A3=0 

http://www.quia.com/mc/66516.html 

http://nlvm.usu.edu/en/nav/frames_asid_318_g_2_t_4.html 

CCC Video(s): 

Metric Measurement 

Time AM.PM.24 hr. digital 


MA.2.G.5.2 – Identify time to the nearest hour and half hour. 

MA.2.G.5.3 – Identify, combine, and compare values of money in cents up to $1 and in dollars 

up to $100, working with a single unit of currency. 

MA.2.G.5.4 – Measure weight/mass and capacity/volume of objects. Include the use of the 

appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, 

ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL) and liters (L). 






How Tall, How Short, How Faraway by 

D. Adler 


On the Scale, a Weighty Tale by B. 

Cleary 




Pastry School in Paris by C. 

Neuchwander 

Chocolatina by E. Kraft 


Sample Focus Assessment 

Questions 

- The students in Mrs. Zavala’s fifthgrade 

class went on a field trip to 

the zoo. They arrived at the zoo in 

the morning and left the zoo in the 

afternoon. The clocks below show 

the time when the class arrived at 

the zoo and the time the class left 

the zoo. (picture) Based on the 

times shown, for how long was Mrs. 

Zavala’s class at the zoo? A) 3 

hours 15 minutes B) 3 hours 45 

minutes C) 4 hours 15 minutes D) 

4 hours 45 minutes 

- The vending machine shown below 

can hold up to 24 bags of pretzels. 

Each bag contains 1 ounce of 

pretzels. What is the total number 

of pounds of pretzels in 24 bags of 

this size? (GR) (Students would 

need to use Reference Sheet for 

conversion, as this will not be 

posted with the question.) 

MA.3.G.5.1 – Select appropriate units, strategies, and tools to solve problems 

involving perimeter. 

MA.3.G.5.2 – Measure objects using fractional parts of linear units such as 1/2, 

1/4, and 1/10. 

MA.3.G.5.3 – Tell time to the nearest minute and to the nearest quarter hour, 

and determine the amount of time elapsed. 

Item Spec Page: 136 – 138 Reporting Category: Geometry and Measurement 

July 3, 2012 Analysis of Measurement – MA.5.G.5.2




PRINCIPLE: 


- When is one measuring tool more appropriate 

than another? 

- When is it important to be precise and when is 

it okay to approximate? Why? 



measurement 

metric measurement 

linear measure 

estimate 

approximation 

precise 

capacity 

length 

temperature 

time 

map scales 

Measurement Process Concept(s): 

� metric measurement 

� customary measurement 

� capacity 

� length 

Benchmark(s): 

MA.5.G.5.3: Solve problems requiring attention to 

approximation, selection of appropriate measuring tools, and 

precision of measurement. (Cognitive Complexity: High) 


� Choose appropriate measuring tools for customary or metric 

measurements 

� Determine when to estimate or make a precise measurement 

� Estimate solutions for real world situations. Ex: About how far is it 

from your home to school? 

� Find elapsed time using travel schedules 

� Determine linear measurement using map skills 

� Round using customary or metric systems 

o Nearest 1/16 of an inch 

o Milligram, millimeter, milliliter 

o Nearest minute 

July 3, 2012 Measurement Process – MA.5.G.5.3



UNIT / ORGANIZING PRINCIPLE: Measurement Process 



Intensive Interventions Skills #50, 53, 55 


Problem Solving: Just for the Fun of It by AIMS 

Greater Estimation by B. Goldstone 



http://www.funbrain.com/cgibin/meas.cgi?A1=s&A2=1&A3=0 

www.lessonplanet.com/directory/math/measurement 

www.beaconlearningcenter.com/weblessons 

www.mrnussbaum.com 

www.aaastudy.com/mea.htm 







How Tall, How Short, How Faraway by D. Adler 







How Much, How Many, How Far, How Heavy, 

How Long, How Tall is 1000? By H. Nolan 

CCC Video: 

Measurement: Precision & Estimation 

TIME: AM.PM.24 hour.Digital 

MA.2.G.5.1 – Use geometric models to demonstrate the relationships between wholes and their 

parts as a foundation to fractions. 

MA.2.G.5.2 – Identify time to the nearest hour and half hour. 

MA.2.G.5.3 – Identify, combine, and compare values of money in cents up to $1 and in dollars up 

to $100, working with a single unit of currency. 

Sample Focus 


- A carpenter is measuring 

the width of a window in a 

house. Which of the 

following methods would 

provide him the most 

precise measurement? 

A) He should measure the 

width of the window to the 

nearest foot. 

B) He should measure the 


nearest inch. 

C) He should measure the 


nearest ¼ foot. 

D) He should measure the 


nearest ½ inch. 

MA.2.G.5.4 – Measure weight/mass and capacity/volume of objects. 

Include the use of the appropriate unit of measure and their 

abbreviations including cups, pints, quarts, gallons, ounces (oz), 

pounds (lbs), grams (g), kilograms (kg), milliliters (mL) and liters (L). 

MA.3.G.5.2 – Measure objects using fractional parts of linear units such as 

1/2, 1/4, and 1/10. 

Item Spec Page: 139 – 140 Reporting Category: Geometry and Measurement 

July 3, 2012 Measurement Process – MA.5.G.5.3




PRINCIPLE: 


- Why is it important to know area of 

different objects? 

- How is the area of a rectangle important 

to determine the area of other shapes? 



isosceles trapezoid 

parallelogram 

trapezoid 

triangle 

base 

height 

compose 

decompose 

recompose 

Area Concept(s): 

� area of triangles 

� area of parallelograms 

� area of trapezoids 

Benchmark(s): 

MA.5.G.5.4: Derive and apply formulas for areas of 

parallelograms, triangle, and trapezoids from the area of a 

rectangle. (Cognitive Complexity: High) 


� Find appropriate formula from FCAT reference sheet 

� Apply formulas to find areas of the given object 

� Decompose a rectangle into triangles 

� Explain concept of ½ base times height 

� Decompose / recompose figures to solve for area 

July 3, 2012 Area – MA.5.G.5.4





UNIT / ORGANIZING PRINCIPLE: Area 



Area Formulas for Parallelograms, Triangles, and Trapezoids by AIMs 


http://www.mathplayground.com/geoboard.html 


http://shodor.org/interactivate/activities/AreaExplorer/ 

http://www.shodor.org/interactivate/activities/TriangleExplorer/ 

http://www.mathplayground.com/area_perimeter.html 






How Tall, How Short, How Faraway by D. Adler 







The Greedy Triangle by M. Burns 


MA.3.G.3.1 – Describe, analyze, compare, and classify two-dimensional shapes using 

sides and angles - including acute, obtuse, and right angles - and connect these 

ideas to the definition of shapes. 

MA.3.G.3.2 – Compose, decompose, and transform polygons to make other polygons, 

including concave and convex polygons with three, four, five, six, eight, or ten 

sides. 

MA.3.G.3.3 – Build, draw, and analyze two-dimensional shapes from several 

orientations in order to examine and apply congruence and symmetry. 

- A drama teacher drew up 

plans for a stage he 

wants to build. A 

diagram of the top of the 

stage, which is in the 

shape of a trapezoid, is 

shown. What is the area 

of the top of the stage? 

A) 68 square feet B) 80 

square feet C) 252 square feet D) 

504 square feet 

- Diane drew a parallelogram on a 

grid, as shown below. Part A: Draw 1 

line on the parallelogram above to 

make 2 figures which can then be 

used to form a rectangle. Part B: On 

the grid below, draw the rectangle 

you can form from the 2 figures in 

Part A. Show or explain how you can 

determine the area of the parallelogram and write the area of the 

parallelogram on the line provided. 


MA.4.G.3.1 – Describe and determine area as the number of same-sized units that 

cover a region in the plane, recognizing that a unit square is the standard unit 

for measuring area. 

MA.4.G.3.2 – Justify the formula for the area of the rectangle "area = base x 

height". 

MA.4.G.3.3 – Select and use appropriate units, both customary and metric, 

strategies, and measuring tools to estimate and solve real-world area 

problems. 

Item Spec Page: 141 – 143 Reporting Category: Geometry and Measurement 

July 3, 2012 Area – MA.5.G.5.4




PRINCIPLE: 


- How do you select the right graph for a 

set of data? 

- What are ways we can describe graphs? 

- How do you select the right graph to 

represent data? 

continuous data 

discrete data 

graph 

key 

quantity 

axis 

quadrant 

scale 

data 



frequency table 

raw data 

increasing 

decreasing 

double bar graphs 

line graphs 

pictographs 

Venn diagram 

Graphs and Data 

Benchmark(s): 

Concept(s): 

� creating graphs 

� types of graphs 

� double bar graphs 

� line graphs 

MA.5.S.7.1: Construct and analyze line graphs and double bar graphs. 


MA.5.S.7.2: Differentiate between continuous and discrete data, and 

determine ways to represent those using graphs and diagrams. (Cognitive 

Complexity: Moderate 

ALSO Assesses: MA.5.A.4.2 – Construct and describe a graph showing continuous 

data, such as a graph of a quantity that changes over time. 


� Identify different graphs such as frequency tables/ single bar graphs/ 

double bar graphs/ pictographs/ line plots/ line graph/ Venn diagrams 

� Identify the appropriate graph to represent data 

� Differentiate discrete/continuous data 

o Discrete data: Graph the temperatures of 5 different cities on a 

specific date 

o Continuous data: Graph plant growth over a month 

� Identify reasons why a set of data is discrete or continuous 

� Construct and describe a graph showing continuous data 

� Identify, interpret, describe a graph that shows a quantity that changes 

over time 

� Construct and label line graphs and double bar graphs, where data points 

do not exceed 10 items 

� Interpret, analyze, and compare data represented on line graphs and 

double bar graphs 

� Predict if the line graph represents data that is increasing or decreasing 

� Collect raw data in which samples do not exceed 20 items 

July 3, 2012 Graphs and Data – MA.5.S.7.1 / MA.5.S.7.2 / MA.5.A.4.2




Chapter 5 

UNIT / ORGANIZING PRINCIPLE: Graphs and Data 



Primarily Bears by AIMS 

Earning & Learning About Money by Milestone 


http://nces.ed.gov/nceskids/createagraph/default.aspx 

http://shodor.org/interactivate/activities/BarGraph/ 

http://www.shodor.org/interactivate/activities/MultiBarGraph/ 


CCC Video(s): 

Statistics – Analyzing Data 

- A veterinarian measured the mass of a newborn kitten each day 

for 6 days. The results are shown 

in the table below. 

Which graph is the best 

representation of the data in the 

table? 


MA.3.S.7.1 – Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through 

observations, surveys, and experiments. 

MA.5.A.4.2 – Describe mathematic relationships using expressions, equations, and visual representations. 

- The graph below shows the number of boys and girls enrolled in three 

grades at Main Street Elementary School. Based on the graph, which 

of the following statements is true about enrollment at Main Street 

Elementary School? A) The total number of 4 th grade students is 

approximately 70. B) The total number of 5 th grade students is 

approximately 140. C) The number of 4 th grade boys is less than the 

number of 3 rd grade boys. D) The number of 5 th grade girls is greater 

than the number of 5 th grade boys. 

- Ramon did a science experiment on evaporation. He filled a 

glass with water and put it on the windowsill. At the same time 

each day, he measured the height of the water in the glass. 

Ramon made a table of his data as shown below. 

The height is missing for Day 4. Based on the information in the 

table, find the height of the water for Day 4. On the grid below, 

make a line graph showing all the data in the table and the 

height of water for Day 4. 

Item Spec Page: 151 – 154 Reporting Category: Expressions, Equations, and Statistics 

July 3, 2012 Graphs and Data – MA.5.S.7.1 / MA.5.S.7.2 / MA.5.A.4.2


Science Maps

Elementary Science FCAT 2.0 

Big 

Idea 

Tested 

Benchmark 

Also Assesses Prior Knowledge 

BI 1 5.N.1.1 3.N.1.1, 4.N.1.1, 4.N.1.6, K.N.1.1, K.N.1.2, K.N.1.3, K.N.1.4, 

5.N.1.2, and 5.N.1.4. K.N.1.5, 1.N.1.1, 1.N.1.2, 1.N.1.3, 

1.N.1.4, 1.E.5.3,2.N.1.1, 2.N.1.3, 

3.N.1.3, 3.N.1.6, 4.N.1.4, and 

4.E.6.5. 

Item Spec 

Pages 

29 ‐ 30 

BI 2 5.N.2.1 3.N.1.7, 4.N.13, 4.N.1.7, 2.N.1.5, 2.N.1.6, 4.N.2.1, and 31 ‐ 32 

5.N.1.5, and 5.N.1.6 4.N.1.8 

BI 2 5.N.2.2 3.N.1.2, 3.N.1.5, 4.N.1.2, 

4.N.1.5, and 5.N.1.3 

2.N.1.2, 2.N.1.4, and 3.N.1.4 33 ‐ 34 

BI 5 5.E.5.1 3.E.5.1, 3.E.5.2, and 3.E.5.3 K.E.5.5, K.E.5.6, 1.E.5.1, and 

1.E.5.4 

35 ‐ 36 

BI 5 5.E.5.3 5.E.5.2 none 37 ‐ 38 

BI 5 4.E.5.4 4.E.5.1, 4.E.5.2, and 4.E.5.3 K.E.5.2, K.E.5.3, and K.E.5.4 39 ‐ 40 

BI 6 4.E.6.2 4.E.6.1 1.E.6.1, 2.E.6.1, 2.E.6.2, 2.E.6.3, 

K.P.8.1, 1.P.8.1, and 2.P.8.1 

41 ‐ 42 

BI 6 4.E.6.3 4.E.6.6 1.E.6.2 43 

BI 6 4.E.6.4 none 1.E.6.1, 1.E.6.3, and 2.E.6.1 44 

BI 7 5.E.7.1 5.E.7.2 2.E.7.1, 2.E.7.2, 2.E.7.3, and 

2.P.8.4 

45 ‐ 46 

BI 7 5.E.7.3 5.E.7.4, 5.E.7.5, and 5.E.7.6 2.E.7.1, 2.E.7.2, 2.E.7.4, 2.E.7.5, 

2.P.8.4, and 2.P.8.5 

47 ‐ 49 

BI 8 5.P.8.1 3.P.8.1, 3.P.8.2, 3.P.8.3, and K.P.8.1, 1.P.8.1, 2.P.8.1, 2.P.8.2, 50 ‐ 51 

4.P.8.1 

2.P.8.3, 2.P.8.4, 2.P.8.6, and 

1.E.5.3 

BI 8 5.P.8.3 5.P.8.2 K.P.8.1 and 1.P.8.1 52 ‐ 53 

BI 9 5.P.9.1 3.P.9.1 and 4.P.9.1 K.P.9.1 and 2.P.9.1 54 

BI 10 5.P.10.1 3.P.10.1, 3.P.10.3, 3.P.10.4, 

3.P.11.1, 3.P.11.2, 4.P.10.1, 

and 4.P.10.3 

K.P.10.1 and 2.P.10.1 55 ‐ 56 

BI 10 5.P.10.2 3.P.10.2, 4.P.10.2, and K.P.10.1, K.P.12.1, 1.P.12.1, 57 

4.P.10.4 

K.P.13.1, 1.P.13.1, and 2.P.13.1 

BI 10 5.P.10.4 3.E.6.1, 4.P.11.1, 4.P.11.2, 

5.10.3, 5.P.11.1, and 5.P.11.2 

2.P.10.1 58 ‐ 59

Big 

Idea 

Tested 

Benchmark 

Also Assesses Prior Knowledge 

Item Spec 

Pages 

BI 13 5.P.13.1 3.E.5.4 and 4.P.8.4 K.E.5.1, K.P.13.1, 1.E.5.2, 

1.P.13.1, 2.P.13.1, 2.P.13.2, 

2.P.13.3, and 2.P.13.4 

60 ‐ 61 

BI 13 5.P.13.2 4.P.12.1, 4.P.12.2, 5.P.13.3, K.P.13.1, 1.P.13.1, 2.P.13.1, and 62 ‐ 63 

and 5.P.13.4 

2.P.13.4 

BI 14 3.L.14.1 3.L.14.2 and 4.L.16.1 K.L.14.3., 1.L.14.1, 1.L.14.2, and 

1.L.14.3 

64 ‐ 65 

BI 14 5.L.14.1 none K.L.14.1, K.L.14.3, and 2.L.14.1 66 

BI 14 5.L.14.2 3.L.15.1 and 3.L.15.2 K.L.14.3, 1.L.14.3, and 2.L.14.1 67 ‐ 68 

BI 16 4.L.16.4 none 2.L.16.1 69 ‐ 70 

BI 17 5.L.17.1 3.L.17.1, 4.L.16.2, 4.L.16.3, 

4.L.17.1, 4.L.17.4, and 5.L.15.1 

1.L.16.1, 2.L.17.1, and 2.L.17.2 71 ‐ 72 

BI 17 4.L.17.3 3.L.17.2 and 4.L.17.2 1.L.17.1 73 ‐ 74 

Not Assessed on FCAT 2.0, but taught in 5th: 5.E.7.7 / 5.P.8.4


Grade Level: Fifth Subject: Science 

The Nature of Science Benchmarks 

These benchmarks are to be embedded through ALL science lessons ALL year long. 

SC.5.N.1.1 TSW define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific 

investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and 

organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. 

Also Assesses: 

SC.3.N.1.1 TSW raise questions about the natural world, investigate them individually and in teams through free exploration and systematic 

investigations, and generate appropriate explanations based on those explorations. 

SC.4.N.1.1 TSW raise questions about the natural world, use appropriate reference materials that support understanding to obtain information 

(identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate 

appropriate explanations based on those explorations. 

SC.4.N.1.6 TSW keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about 

the observations. 

SC.5.N.1.2 TSW explain the difference between an experiment and other types of scientific investigation. 

SC.5.N.1.4 TSW identify a control group and explain its importance in an experiment. 

SC.5.N.2.1 TSW recognize and explain that science is grounded in empirical observations that are testable; explanation must always be 

linked with evidence. 


SC.3.N.1.7 TSW explain that empirical evidence is information, such as observations or measurements, that is used to help validate 

explanations of natural phenomena. 

SC.4.N.1.3 TSW explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the 

use of observations and empirical evidence. 

SC.4.N.1.7 TSW recognize and explain that scientists base their explanations on evidence. 

SC.5.N.1.5 TSW recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.” 

SC.5.N.1.6 TSW recognize and explain the difference between personal opinion/interpretation and verified observation. 

SC.5.N.2.2 TSW recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations 

should be replicable by others. 


SC.3.N.1.2 TSW compare the observations made by different groups using the same tools and seek reasons to explain the differences across 

groups. 

SC.3.N.1.5 TSW recognize that scientists question, discuss, and check each others’ evidence and explanations. 

SC.4.N.1.2 TSW compare the observations made by different groups using multiple tools and seek reasons to explain the differences across 

groups. 

SC.4.N.1.5 TSW compare the methods and results of investigations done by other classmates. 

SC.5.N.1.3 TSW recognize and explain the need for repeated experimental trials. 

June 13, 2012 The Nature of Science Benchmarks




- What does it take for me to become a 

scientist? 

- Why is it important that evidence of a scientific 

investigation be replicable by others? 

- What is meant by scientific argumentation? 

- Why are tools important in science? 


� Explain the difference between an 

experiment and other types of scientific 

investigations. 

� Distinguish between empirical evidence 

and personal opinion. 

� Explain that observations must be 

verifiable and testable. 

� Conduct an experiment. 

� Design a replicable procedure for an 

experiment. 

� Explain differences in data collected in a 

replicated experiment. 

� Explain that it is possible to collect varying 

data if tools or procedures are changed 

from an original investigation. 

� Make inferences based on observations 

and recorded data. 

� Explain why it is important for scientists to 

communicate their findings. 

� Identify and/or explain the need for 

repeated trials in a scientific investigation. 

The Nature of Science Benchmarks 

investigation 

inquire 

inquiry 

classify 

experiment 

measure 

validate 

observe 

record 

predict 

replicate 

defend 

communicate 

inference 

microscope 

graduated 

cylinder 

spring scale 

forceps 

hand lens 

thermometer 

balance 


problem 

hypothesis 

procedure 

result 

conclusion 

variable 

control 

data 

evidence 

empirical observations 

repeat trials 

discrepancy 

scientific argumentation 

ESSENTIAL Student Vocabulary 

Teacher Note: 

*Nature of science should be included in each unit. 

Do not use the phrase “educated guess” in reference to hypothesis. Instead, please use the 

term “prediction”. 

Item Spec Information Pages: 29 – 34 

Sample Question(s): 

Delilah followed these steps of an investigation: 

1. Collect five objects made of different types of metal. 

2. Place them on a large laboratory table. 

3. Touch each metal object with a magnet and lift slowly. 

4. Record observations. 

Which of the following statements is Delilah most likely 

testing? 

* A. All types of metal are attracted to magnets. 

B. Each magnet can lift the metal object to the same 

height. 

C. Larger magnets can pick up heavier metal objects than 

smaller magnets can. 

D. Heavier metal objects are more attracted to magnets 

than lighter metal objects are. 

Emily made the following observations. 

1. The petals of red roses are softer than the petals of 

yellow roses. 

2. The song of a mockingbird is prettier than the song of 

a cardinal. 

3. Orange blossoms give off a sweeter smell than 

gardenia flowers. 

4. Sunflowers with larger petals attract more bees than 

sunflowers with smaller petals. 

Which of Emily’s observations is scientifically testable? 

A. 1 B. 2 C. 3 *D. 4 

Gabriel is designing an experiment to see whether sugar or 

artificial sweetener will attract the greatest number of ants. 

Which statement best describes why Gabriel should write 

down his experimental procedure? 

* A. The exact experiment can be repeated by others and 

the results compared. 

B. The experiment can be changed by others to get 

different results. 

C. The data will help people decide what type of 

sweetener to use. 

D. The data will show people which ants are more 

common. 

June 13, 2012 The Nature of Science Benchmarks




PRINCIPLE: 

ESSENTIAL 

QUESTION(S): 

- When might we see 

matter change? 

- How are chemical 

and physical 

changes to matter 

important in my life? 

- Where can I 

experience solids, 

liquids, and gases in 

my life and world 

around me? 

-Why would we need 

to separate mixture, 

and how would we 

do it? 

Matter 

Benchmark(s): 

SC.5.P.8.1 TSW compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and 

temperature. 


SC.3.P.8.1 TSW measure and compare temperatures of various samples of solids and liquids. 

SC.3.P.8.2 TSW measure and compare the mass and volume of solids and liquids. 

SC.3.P.8.3 TSW compare materials and objects according to properties such as size, shape, color, texture, and hardness. 

SC.4.P.8.1 TSW measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, 

odor, taste, attraction to magnets. 

SC.5.P.8.3 TSW demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such 

as particle size, shape, color, and magnetic attraction. 


SC.5.P.8.2 TSW investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow 

down the dissolving process. 

SC.5.P.9.1 TSW investigate and describe that many physical and chemical changes are affected by temperature. 


SC.3.P.9.1 TSW describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as 

melting, freezing, boiling, evaporation, and condensation. 

SC.4.P.9.1 TSW identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant 

matter, burning, rusting, and cooking. 

Not Assessed on FCAT, but to be taught in this unit: SC.5.P.8.4 TSW explore the scientific theory of atoms (also called atomic theory) by 

recognizing that all matter is composed of parts that are too small to been seen without magnification. 

LEARNING TARGETS / SKILLS KEY TERMINOLOGY 

� Identify different properties of each state of matter (solid, liquid, gas). 

� Classify a material as a solid, liquid, or gas. 

� Identify the physical properties of matter in order to classify objects by their textures, hardness, or colors. 

� Differentiate between magnetic and non-magnetic solids. 

� Measure quantities and qualities of matter (read a thermometer ( 0 C or 0 F) to determine temperature, identify and 

operate a balance scale to determine mass, identify/use the appropriate tools for measuring volume). 

� Explain that matter is made up of atoms (small parts that are too small to be seen without a microscope.) 

� Analyze the effect of stirring and/or temperature on how things dissolve. 

� Identify common materials that dissolve in water and identify/describe conditions that will speed up or slow down the 

dissolving process. 

� Explain that mixtures can be made up of different particles. 

� Describe how mixtures of solids could be separated through various means (physical, magnetic, dissolving). 

� Observe and describe changes in matter. 

� Identify and differentiate between a physical change and a chemical change. 

� Explain how temperature affects chemical and physical changes.(ex: Water changes states when heated or cooled) 

� Compare and record data from investigations involving physical and chemical changes. 

� Explain that chemical change results in the formation of matter with different characteristics (color changes in reaction, 

produces gas, application of heat). 

June 13, 2012 Matter 

atom 

matter 

mass 

volume 

physical property 

size 

shape 

physical change 

chemical change 

record 

data 

investigation 

procedure 

color 

state of matter 

solid 

liquid 

gas 

mixture 

solution 

dissolve 

texture 

magnetic attraction 

hardness 

density 

ESSENTIAL 

Student Vocabulary



UNIT / ORGANIZING PRINCIPLE: Matter 

National Geographic Science Textbook 

Chapter 5 

Inquiry Book – p. 88 – 89, 92 – 95 

3 rd Grade Textbook (Changes in Matter) 

Chapter 7 

Resource Book(s) / Trade Book(s) 

What is the World Made Of? 

By Kathleen Zoehfeld 

Picture Perfect Science Lessons 

Chapter 16 Page 215 

(Pancakes, Pancakes by Eric Carle) 

ScienceSaurus: Grades 4-5 (Blue Book) 

Pages 241 – 267 

Activities and Resources Item Spec Information Pages: 50 – 54 

AIMS 

AIMS: Florida 5 th Grade: Physical Science 

Chemistry Matters gr. 5 - 7 

Sample 

Question(s): 

Kyle and Jan are 

comparing two 

samples of matter. 

They make a table of 

the properties of each 

sample. 

Which property provides the best evidence that both samples are 

solids rather than liquids? 

A. color B. mass *C. shape D. volume 

Dani adds 10 grams (g) of salt to a jar of water. She then adds 10 g 

of sand to a second jar of water. She covers and shakes both jars and 

sets them on the table for five minutes. The materials Dani used are 

shown below. 

What should Dani expect to observe after those five minutes? 

A. Both the salt and sand dissolved in the water. 

B. Both the salt and the sand settled to the bottom of the jar. 

C. The salt settled to the bottom of the jar, and the sand dissolved in 

the water. 

*D. The salt dissolved in the water, and the sand settled to the 

bottom of the jar. 

One morning, Ryan noticed there were tiny drops of water on the 

grass as he walked to school. That afternoon, he did not see any 

drops of water on the grass when he returned home. Which of the 

following best explains what happened to the drops of water? 

A. The heat from the air caused the water drops to boil. 

B. The air cooled the water and caused the drops to freeze. 

*C. The Sun heated the water and caused the drops to evaporate. 

D. The energy from the Sun caused the water drops to condense. 

June 13, 2012 Matter




PRINCIPLE: 

ESSENTIAL 

QUESTION(S): 

- How do we see the 

effects of forces in 

the world and 

beyond? 

- What are the 

patterns of 

movement that 

affect our world? 

- How are seatbelts 

and force and 

motion related? 

Forces and Changes in Motion 

Benchmark(s): 

SC.5.P.13.1 TSW identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling 

objects. 


SC.3.E.5.4 TSW explore the Law of Gravity by demonstrating that gravity is a force that can be overcome. 

SC.4.P.8.4 TSW investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. 

SC.5.P.13.2 TSW investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. 


SC.4.P.12.1 TSW recognize that an object in motion always changes its position and may change its direction. 

SC.4.P.12.2 TSW investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that 

objects can move at different speeds. 

SC.5.P.13.3 TSW investigate and describe that the more mass an object has, the less effect a given force will have on the object’s 

motion. 

SC.5.P.13.4 TSW investigate and explain that when a force is applied to an object but it does not move, it is because another opposing 

force is being applied by something in the environment so that the forces are balanced. 


� Explain how friction affects motion of objects. 

� Explain how force affects motion (ex. greater force = greater motion). 

� Explain how mass affects force and motion (ex. inertia). 

� Identify familiar forces affecting how objects move (pushes, pulls, friction, gravity, and magnetic force). 

� Identify examples of magnetic attractions (repel and attract). 

� Describe and explain that objects move at different speeds. 

� Describe how speed of an object is determined by distance over time. 

� Identify and describe an object in motion always changes position and/or direction. 

� Investigate how balanced / unbalanced forces affect motion. 

� Identify scenarios where gravity is overcome. 

� Explain and/or demonstrate the concepts behind motion – inertia, acceleration, and forces occur in pairs 

� Demonstrate the ability to replicate a procedure designed by others. 

� Identify characteristics of measurable scientific data. 

� Identify and use tools to measure data. 

� Collect, record, and organize measurable observations / data. 

� Make and use charts, graphs, etc., to record data. 

� Interpret data into such ways as charts, tables, and graphics. 

� Record, compare, and contrast data, observations, and results. 

� Identify the cause of discrepancies in measured and observed data. 

motion 

gravity 

friction 

speed 

force 

attract 

repel 

balanced forces 

unbalanced forces 

acceleration 

magnetic 

attraction 

ESSENTIAL Student 

Vocabulary 

June 13, 2012 Forces and Changes in Motion



UNIT / ORGANIZING PRINCIPLE: Forces and Changes in Motion 



Inquiry Book 96 – 103 


Pages 268 – 283 

Activities and Resources Item Spec Information Pages: 57, 60 – 63 

AIMS 


Teacher Note: The concepts of potential and 

kinetic energy are in the benchmark, but 

students do NOT need to define the terms, just 

understand the concept. 

It is not necessary to memorize or even refer to 

motion laws as “Newton’s Laws”. 


Bar magnets have a 

north pole (N) and a 

south pole (S). Latrisha 

places a bar magnet on 

three small straws so 

that it can roll. Her setup 

is shown below. 

Placing which of the following objects at point X will 

cause the bar magnet to move away from point X? 

A. an iron nail 

B. an aluminum can 

*C. the north end of another bar magnet 

D. the south end of another bar magnet 

June 13, 2012 Forces and Changes in Motion




PRINCIPLE: 


- How does barometric 

pressure, humidity, and 

precipitation affect 

weather patterns? 

- How does weather, 

especially extreme 

weather, affect our lives? 

- How does weather affect 

the survival of living 

things? 

Weather 

Benchmark(s): 

SC.5.E.7.1 TSW create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth 

from one state to another. 


SC.5.E.7.2 TSW recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water reservoirs via evaporation and 

precipitation processes. 

SC.5.E.7.3 TSW recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine 

the weather in a particular place and time. 


SC.5.E.7.4 TSW distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place 

and time. 

SC.5.E.7.5 TSW recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such 

as swamps, deserts, and mountains. 

SC.5.E.7.6 TSW describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to 

bodies of water. 

Not Assessed on FCAT, but to be taught in this unit: SC.5.E.7.7 TSW design a family preparedness plan for natural disasters and identify the 

reasons for having such a plan. 


� Identify and explain the parts of the water cycle, including the states of water and the changes that occur as water moves from one part 

of the water cycle to another (solid, liquid, gas). 

� Differentiate between the various forms of precipitation (rain, snow, sleet, hail) and describe the weather conditions related to each 

such as thunderstorms, blizzards, and fair weather. 

� Identify and describe the role of the ocean in the water cycle. 

� Identify and explain the circumstances in which various forms of precipitation would occur in various environments such as deserts, 

grasslands, tundras, wetlands, rainforests, mountains and swamps. 

� Explain that various weather conditions can produce differing cloud formations (such as, cumulus, cirrus, stratus, and cumulonimbus). 

� Describe the weather in a particular place including air temperature, air pressure, humidity, wind speed and direction, and precipitation. 

� Identify and explain the purpose of various weather tools (thermometer, rain gauge, weather vane, anemometer, hygrometer and 

barometer). 

� Describe severe weather conditions, events and describe what people can do to prepare for severe weather (make a family plan). 

� Read and interpret a weather map containing a key (high pressure, low pressure, weather fronts, and weather symbols). 

� Explain how weather related differences create climate zones (latitude, elevation, and bodies of water). 

� Identify and describe climate zones around the world (polar, tropical, temperate). 

� Explain that scientific explanations can validate natural phenomena. 

� Recognize that scientific explanations are based on evidence. 

� Plan and carry out systematic observations. 

� Identify and use tools to measure data. 

� Collect, record, and organize measurable observations / data. 

� Make and use charts, graphs, etc. to record data. 

� Interpret data into such ways as charts, tables, and graphics. 

weather 

atmosphere 

air pressure 

weather 

pattern 

temperature 

climate 

humidity 

water cycle 

evaporation 

precipitation 

condensation 

climate zone 

polar zone 

tropical zone 

temperate zone 

cloud 

snow 

sleet 

hail 

rain 

wind speed 

wind direction 

humidity 

water vapor 


June 13, 2012 Weather



UNIT / ORGANIZING PRINCIPLE: Weather 


Chapter 4 Lessons 1 – 13 


Water Dance by Thomas Locker 

Cloud Dance by Thomas Locker 

A Raindrop’s Journey by Mark Graber 

Weather by Valeria Wyatt 

Popular Science Almanac for Kids 

Chapter 7 Pages 98-113 


Pages 187 – 189 (water cycle) 

262 – 263 (states of matter) 

264 – 265 (changing states of matter) 

200 – 207 (weather) 

208 – 211 (weather systems & maps) 

212 – 215 (preparedness plan) 

216 – 217 (climate) 


AIMS 

AIMS: Florida 5 th Grade: Earth Science 

Overhead and Underfoot Pages 1-25 

Down to Earth Pages 1-20 

Internet Resource(s) 

Study Jams - Weather 

Pete’s PowerPoint - Weather 

See “The Nature of Science Benchmarks” Map 

to assist in embedding: 

N.1.1 / N.1.2 / N.1.5 / N.1.6 / N.2.2 


A model of the water cycle was made 

using an aquarium with a glass cover, 

a container of ice cubes, water, and a 

lamp. 

Which part of the water cycle causes the water droplets to form on 

the glass cover? 

*A. condensation C. precipitation 

B. evaporation D. runoff 

Earth has many types of 

climate zones. The map 

shows the tundra climate 

zones of the Northern 

Hemisphere. 

Which of the following best 

describes this type of 

climate zone? 

A. It is very hot because it is on the coastline. 

B. It is very wet because it is below sea level. 

C. It receives very little snowfall because it is close to the ocean. 

*D. It has very cold temperatures because it is far from the equator. 

June 13, 2012 Weather




PRINCIPLE: 


-How do we get energy to live? 

-What would happen if a food chain 

was interrupted due to a negative 

event? 

-How does energy flow through a 

food chain? 

Mini Unit: Food Chains 

Benchmark(s): 

SC.4.L.17.3 TSW trace the flow of energy from the Sun as it is transferred along the food 

chain through the produces to the consumers. 


SC.3.L.17.2 TSW recognize that plants use energy from the Sun, air, and water to make their own 

food. 

SC.4.L.17.2 TSW explain that animals, including humans, cannot make their own food and that 

when animals eat plants or other animals, the energy stored in the food source is passed to them. 


� Define and give examples of producers and consumers. 

� Identify consumers as omnivores, carnivores, and herbivores. 

� Identify predators and prey in an ecosystem. 

� Construct a food chain and identify the role each organism plays. 

� Identify the flow of energy through the food chain from Sun, to the producers, to the 

consumers. 

� Understand that most energy flow in ecosystems begins with the Sun. 

predator 

prey 

consumer 

producer 

decomposer 

omnivore 

carnivore 

herbivore 

food chain 


Vocabulary 

June 13, 2012 Mini Unit: Food Chains



UNIT / ORGANIZING PRINCIPLE: Mini Unit: Food Chains 


4 th Grade Textbook 



Who Eats What? By Patricia Lauber 

Picture Perfect Science Lesson 

Chapter 10 Mystery Pellets – Barn Owl 


Pages 133 – 138 


Pete’s Powerpoint – Food Chain 

5 th Grade Science Mini-Unit Resources: 

Food Chains 


AIMS 

AIMS: Florida 5 th Grade: Life Science 


� The Critter Connection: Food Chains 

� Food Chains 

� Chain Games 

� Catch Me if You Can 

� Producing a Producer 


� From Leaf to Soil 


The Sun provides the energy to be used by the 

living things in the lagoon food chain shown 

below. 

Which of the following describes the transfer of 

energy from a producer to a consumer? 

A. from Kingfisher to Perch 

B. from Perch to Brine Shrimp 

C. from Green Algae to the Sun 

*D. from Green Algae to Brine Shrimp 

June 13, 2012 Mini Unit: Food Chains




PRINCIPLE: 


- How does the structure of 

a plant help it to 

survive? 

- Why are plants 

important? 

-How do plants give us 

energy? 

Mini Unit: Plants 

Benchmark(s): 

SC.3.L.14.1 TSW describe structures in plants and their roles in food production, support, water and nutrient 

transport, and reproduction. 


SC.3.L.14.2 TSW investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way 

plant stems grow toward light and their roots grow downward in response to gravity. 

SC.4.L.16.1 TSW identify processes of sexual reproduction in flowering plants, including pollination, fertilization 

(seed production), seed dispersal, and germination. 

Prepping for: SC.5.L.14.2 TSW compare and contrast the function of organs and other physical structures of plants and 

animals, including humans, for example: some animals have skeletons for support – some with internal skeletons others with 

exoskeletons – while some plants have stems for support. 


SC.3.L.15.2 TSW classify flowering and non-flowering plants into major groups such as those that produce seeds, or those like 

ferns and mosses that produce spores, according to their physical characteristics. 


� Know, describe, compare and contrast the functions of the physical parts (structures) of plants 

(stamen, pistil, ovary, petals, roots, stem, eggs, spore, seed, stem, fruit, needle/leaf, sperm, 

flowering parts) 

� Compare characteristics of plants to humans (I.e., skin to plant covering, skeleton to stem, 

reproductive organs for flowering parts.) 

� Describe roles of plants in food production, support, water, nutrient transport, and reproduction. 

� Recognize plants use energy from sun, air, and water to make food. 

� Understand the process of and identify the steps of photosynthesis. 

� Describe how plants respond to stimuli (heat, light, gravity) and realize how these affect plants. 

� Identify processes of sexual reproduction in flowering plants. 

� Describe life cycle of tree as seed, seedling, sapling and tree. 

� Classify flowering and non-flowering plants into major groups according to physical characteristics 

(reproduce with spores, seeds in fruits, seeds in cones). 

� Identify common Florida plants and trees (palms, palmetto, cypress, oak, sand pine, sea oats, 

mangrove.) 

*Teacher Note: The terms ovary and sperm are in relation to reproduction of plants. 

roots 

leaf 

needle 

stem 

flower 

seed 

fruit 

spore 

nutrient 

transport 

dispersal 

petal 

pistil 

stamen 

ovary* 

egg* 

sperm* 

germination 

fertilization 

pollination 

chlorophyll 

photosynthesis 

conifers 


Vocabulary 

June 13, 2012 Mini Unit: Plants



UNIT / ORGANIZING PRINCIPLE: Mini Unit: Plants 


Chapter 2 Lesson 7 (Diagram) 

3 rd Grade Textbook 





Pages 80 – 83, 86 – 89, 96 – 97 


Pete’s Powerpoint – Parts of a Plant 

5 th Grade Science Mini-Unit Resources: Plants 


AIMS 

AIMS: Florida 3 rd Grade: Life Science 

� Enviroscape 

� Plant Parts 

� Getting to the Root of It 

� Down Under 

� Roots Required 

� Stems 

� Stem Stumpers 

� Leaves Make Food 

� Looking at Leaves 

� Flowers 

� A Plant Begins 

� Will I Sprout? 

� Sunlight Studies 

� I Seek the Light 

� Root Rotations 


� Plant Reproduction 

� Pairing Up Pollinators 

� Pollination Stations 

� Plant Paths 

� Seed Scavenger Hunt 

� Exploring Germination 

� Germination Study 

� Waiting for Mr. Rye 

� Seeds of Life 

� Cycles of Life 


Katie put a flowering plant 

on her kitchen table. 

How would the flowers 

respond to light coming 

through the window? 

A. The flowers would begin to wilt. 

B. The flowers would change color. 

*C. The flowers would lean toward the window. 

D. The flowers would open facing away from the 

window. 

June 13, 2012 Mini Unit: Plants




PRINCIPLE: 


- Why would we want to sort animals into 

groups? 

-What characteristics can be used to sort 

animals into groups? 

Mini Unit: Animals 

Benchmark(s): 

Prepping for: SC.5.L.14.2 TSW compare and contrast the function of organs and other physical structures 

of plants and animals, including humans, for example: some animals have skeletons for support – some 

with internal skeletons others with exoskeletons – while some plants have stems for support. 


SC.3.L.15.1 TSW classify animals into major groups (mammals, birds, reptiles, amphibians, 

fish, arthropods, vertebrates and invertebrates, those having live births and those which lay 

eggs) according to their physical characteristics and behaviors. 


� Describe a system in the context of animals. Such as knowing the function of major body 

organs and how they relate to human organs (i.e., gills to lungs). 

� Understand and define a “physical characteristic” of an animal group (mammal, vertebrate, 

invertebrate, fish, amphibian, arthropod, reptile, bird). 

� Classify animals into major groups based on physical characteristics and behaviors 

(mammals, birds, and reptiles; live birth v. lay eggs; vertebrates v. invertebrates). 

� Identify common Florida animals. (for example: Miami butterfly, bear, panther, egret, manatee, 

alligator, gopher tortoise, blue heron, porpoise, sandpiper) 

mammal 

fish 

amphibian 

arthropod 

bird 

reptile 

exoskeleton 

skeleton 

vertebrate 

invertebrate 

organism 

individual 

species 


behaviors 


Vocabulary 

June 13, 2012 Mini Unit: Animals



UNIT / ORGANIZING PRINCIPLE: Mini Unit: Animals 



Chapter 2 


Chapter 1 Lessons 6, 7, & 9 



Chapter 4 Pages 54 – 67 


Pages 139 – 141, 146 – 155 


Animals 

Activities and Resources Item Spec Information Pages: (67 – 68) 

AIMS 


� Skeletal Key Activity 

AIMS: Florida 3 rd Grade: Life Science 

� Carl Linnaeus: Organizer of Living Things 

� Vertebrates and Invertebrates 

� Bare Bones 

� Boning Up on Structure 

� Analyzing Arthropods 

� It’s in the Cards 

� All Sorts of Animals 

� Making Sense of Mammals 

� Wings ‘n’ Things 

� Fish and Their Fins 

� Animal Antics 

� Animal Egg-sperts 


Many animals have a skeletal system that gives 

support to their bodies. Plants also have parts that 

provide support. Which part of the plant functions 

most like the skeletal system of animals? 

A. flower 

B. leaf 

C. root 

* D. stem 

June 13, 2012 Mini Unit: Animals




PRINCIPLE: 


- What is the difference between a plant 

and animal’s life cycle? 

-How will a life cycle be effected if one 

of the stages is interrupted? 

-How are incomplete and complete 

metamorphosis different? 

Mini Unit: Life Cycles 

Benchmark(s): 

SC.4.L.16.4 TSW compare and contrast the major stages in the life cycles of Florida plants and 

animals, such as those that undergo incomplete and complete metamorphosis, and flowering and 

non-flowering seed-bearing plants. 


� Identify, compare, and contrast major life cycles of Florida plants and/or animals. 

� Understand and describe the life cycles of insects limited to egg, larva, pupa and adult 

(complete metamorphosis) or egg, nymph, and adult (incomplete metamorphosis). 

� List examples of insects that undergo complete and incomplete metamorphosis (complete: 

butterfly / incomplete: grasshopper). 

� Describe the life cycle of a flowering and non-flowering plant. 

� Describe the life cycle of a tree (seed, seedling, sapling and tree). 

� Describe the life cycle of animals/humans (egg, embryo, infant, adolescent, and adult). 

� Identify Florida plants and animals (for example: Miami butterfly, saw grass, bear, panther, 

egret, manatee, alligator, gopher tortoise, blue heron, porpoise, sandpiper, palms, 

palmetto, banyan, cypress, oak, sand pine, sea oats, mangrove, snail kite, brine shrimp, 

perch, kingfisher). 

life cycle 

complete metamorphosis 

incomplete metamorphosis 

germinate 

egg 

embryo 

larva 

pupa 

nymph 

seedling 

sapling 

infant 

adult 

adolescent 


Vocabulary 

June 13, 2012 Mini Unit: Life Cycles



UNIT / ORGANIZING PRINCIPLE: Mini Unit: Life Cycles 




Growing Frogs by Vivian French 


Pages 83 – 85 


Pete’s Powerpoint – Living Systems 

Pete’s Powerpoint – Life Cycles 

5 th Grade Science Mini-Unit Resources: Life 

Cycles 


AIMS 


� Exploring Germination 

� Germination Study 

� The Cycle of Life 

� Pasta, Pie Graphs, Painted 

Ladies 

� This is Your Life, Tadpole 

� A Cricket’s Life 

� Waiting for Mr. Rye 

� Seeds of Life 

� Cycles of Life 


The life cycle of both butterflies and grasshoppers 

starts at the same stage. The pictures below show the 

life cycle of both organisms. 

Which of the following is the beginning stage of the 

life cycle for both the butterfly and the grasshopper? 

*A. egg B. larva C. nymph D. pupa 

June 13, 2012 Mini Unit: Life Cycles




PRINCIPLE: 


- Why do some animals become 

extinct? 

- How do structures and behaviors help 

animals survive in their 

environment? 

- Why do some plants and animals only 

stay in certain areas? 

-How does the environment affect plants 

and animals? 


Benchmark(s): 

SC.5.L.17.1 TSW compare and contrast adaptations displayed by animals and plants that enable them 

to survive in different environments such as life cycles variations, animal behaviors and physical 

characteristics. 


SC.3.L.17.1 TSW describe how animals and plants respond to changing seasons. 

SC.4.L.16.2 TSW explain that although characteristics of plants and animals are inherited, some 

characteristics can be affected by the environment. 

SC.4.L.16.3 TSW recognize that animal behaviors may be shaped by heredity and learning. 

SC.4.L.17.1 TSW compare the seasonal changes in Florida plants and animals to those in other regions 

of the country. 

SC.4.L.17.4 TSW recognize ways plants and animals, including humans, can impact the environment. 

SC.5.L.15.1 TSW describe how, when the environment changes, differences between individuals allow 

some plants and animals to survive and reproduce while others die or move to new locations. 


� Identify and explain examples of inherited and learned characteristics. 

� Compare and contrast the characteristics of plants and animals (life cycles, structures, 

and needs). 

� Explain how an animal’s environment can change from season to season. 

� Describe, compare and contrast the response of plants and animals to changing seasons 

in Florida and other regions (ex. migration, hibernation). 

� Explain how a changing environment affects the characteristics of plants and animals 

(some plants and animals survive and reproduce, while others die or move to new 

locations). 

� Explain, compare, and/or contrast how adaptations displayed by animals or plants enable 

them to survive in different environments (such as life cycle variations, animal behavior, 

and physical characteristics). 

� Identify the ways that humans, animals, and plants impact the environment. 

� Distinguish characteristics that are inherited from those that are affected by the 

environment. 

Teacher Note: Refer to food chains, plants, animals, and life cycle 

mini units for additional target skills and resources. 

adaptations 

migration 

hibernation 

environment 

habitat 

ecosystems 

organism 

population 

dormant 

endangered species 

extinct species 


inherited 


seasonal changes 

life cycle 

behavior 

instinct 


June 13, 2012 Interdependence



UNIT / ORGANIZING PRINCIPLE: Interdependence 



Inquiry Book 

Pages 8-11 “Bird Feathers Explore Activity” 

Pages 12-15 “Worm” 

Pages 16-19 “Directed Inquiry” 


Pages 88 – 95 


AIMS 




N.1.1 and N.1.2 


Giant pandas live in the mountain forests of China and 

eat mostly bamboo. The giant panda has a sixth 

“finger,” while other bears have only five. The sixth 

finger is a large wrist bone that giant pandas are able to 

bend and use as a thumb. The picture below shows the 

paw of a giant panda with six fingers and the paw of 

another bear with five fingers. 

Which of the following statements best explains 

why the sixth finger helps the giant panda 

survive in its environment? 

*A. It helps the giant panda hold the bamboo stalks 

it feeds on. 

B. It helps the giant panda crush the bamboo stalks 

before it eats them. 

C. It allows the giant panda to dig in the mountain 

forests to hide its food. 

D. It allows the giant panda to climb to the tops of 

mountain forests to find food. 

June 13, 2012 Interdependence




PRINCIPLE: 


-How is the human body 

similar to other living 

organisms? 

Human Body and Living Organisms 

Benchmark(s): 

SC.5.L.14.1 TSW identify the organs in the human body and describe their functions, including the skin, brain, 

heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and 

sensory organs. 

SC.5.L.14.2 TSW compare and contrast the function of organs and other physical structures of plants and animals, 

including humans, for example: some animals have skeletons for support – some with internal skeletons others 

with exoskeletons – while some plants have stems for support. 


� Define an organ. 

� Identify the organs (as stated in the benchmark above) and describe their functions. 

� Compare and contrast the functions of organs in the human body. 

� Know and describe the function of the small intestine and large intestine. 

� Describe the function of muscles. 

� Review: Compare and contrast human organs to plant parts. 

� Review: Compare and contrast animal organs and systems to human organs and systems. 

� Know and describe the sensory organs: eye, ear, nose, tongue, skin. 

Teacher Note: Understand organ function as part of a system (not necessary for students 

to memorize which organs belong to a specific system). 

organ 

organism 

skeleton 

June 13, 2012 Human Body and Living Organisms 

brain 

heart 

lungs 

stomach 

bladder 

pancreas 

kidney 

liver 

small intestine 

large intestine 

sensory organs 

skin 

reproductive organs 

muscles 


Vocabulary



UNIT / ORGANIZING PRINCIPLE: Human Body and Living Organisms 


Chapter 2 Lessons 1-13 


Let’s Read and Find Out Science (Stage2) 

What happens to a hamburg? 

Hear your heart? 

A drop of blood? 

Popular science Almanac for Kids 



Pages 110 – 125 


AIMS 


Jaw Breakers and Heart Thumpers 

Pages 1-74 

NOTE: Teachers do NOT use 

pages 109 – 113 per Dr. Greene 


Study Jams – The Human Body 

Pete’s Powerpoint – Human Body 



N.1.1 / N.1.2 / N.2.1 


Organs in the human body carry out different 

functions. Which human organ breaks down food 

into nutrients that can be used by the human body? 

A. bladder C. kidneys 

B. heart *D. stomach 

Many animals have a skeletal system that gives 

support to their bodies. Plants also have parts that 

provide support. Which part of a plant functions most 

like the skeletal system of animals? 

A. flower C. root 

B. leaf *D. stem 

June 13, 2012 Human Body and Living Organisms




PRINCIPLE: 

ESSENTIAL 

QUESTION(S): 

- How and when do 

we use energy in 

our daily lives? 

- How can I 

conserve energy? 

-When does 

energy cause 

change? 

-What are 

different forms 

of energy and 

what makes 

them different? 

Basic Forms of Energy 

(See also Electrical Energy) 

Benchmark(s): 

SC.5.P.10.1 TSW investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and 

mechanical. 


SC.3.E.6.1 TSW demonstrate that radiant energy from the sun can heat objects when the sun is not present, heat may be lost. 

SC.3.P.10.1 TSW identify some basic forms of energy such as light, heat, sound, electrical, and mechanical. 

SC.3.P.10.3 TSW demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another. 

SC.3.P.10.4 TSW demonstrate that light can be reflected, refracted, and absorbed. 

SC.3.P.11.1 TSW investigate, observe, and explain that things that give off light often also give off heat. 

SC.3.P.11.2 TSW investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one’s hands together. 

SC.4.P.10.1 TSW observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. 

SC.4.P.10.3 TSW investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. 

SC.4.P.11.1 TSW recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. 

SC.4.P.11.2 TSW identify common materials that conduct heat well or poorly. 

SC.5.P.10.2 TSW investigate and explain that energy has the ability to cause motion or create change. 


SC.3.P.10.2 TSW recognize that energy has the ability to cause motion or create change. 

SC.4.P.10.2 TSW investigate and describe that energy has the ability to cause motion or create change. 

SC.4.P.10.4 TSW describe how moving water and air are sources of energy and can be used to move things. 


� Give examples of each form of energy (light, heat, sound, electrical, chemical, and mechanical). 

� Identify forms of light energy including the sun and manufactured sources (light bulb). 

� Describe how light travels in a straight line until it strikes an object (bend, reflect, or absorb). 

� Describe how friction creates heat energy. 

� Identify the different forms of energy produced by the sun (solar energy). 

� Investigate to see which types of materials conduct heat. 

� Investigate how heat affects hot/cold objects in different ways. 

� Explain that sound is produced by vibration and/or pitch depending on the speed of objects 

vibrations (sound waves). 

� Investigate how sound travels. 

� Identify sources of chemical energy. 

� Explain how friction causes heat energy. 

� Investigate how stored energy is transformed into usable energy. 

� Describe and/or explain how water and/or air are sources of energy. 

Teacher Note: Movement is considered a form of mechanical energy. / Do not cover simple machines in-depth 

in this unit at this grade level, just brief amount of time on the fact that simple machines are mechanical. 

energy 

light energy 

heat energy 

sound energy 

electrical energy 

chemical energy 

mechanical energy 

energy transfer 

conduction 

magnetic 

absorb 

reflect / bounce 

refract / bend 

radiation 

convection 

June 13, 2012 Basic Forms of Energy 

pitch 

vibration 

heat 

ESSENTIAL Student Vocabulary



UNIT / ORGANIZING PRINCIPLE: Basic Forms of Energy 


Chapter 7 

Inquiry Book: pages 118 – 121 

3 rd Grade Textbook (Light) 

Ch. 4 Lessons 2, 3, 9 

Ch. 9 Lessons 2-6 

4 th Grade Textbook (Sound) 493 – 516 

Ch. 14 


Energy Makes Things Happen 

by Kimberly Bradley 


Pages 284 – 294 

Pages 308 – 317 


AIMS 


Pages 191-267 


Jason stretches a rubber band between 

his fingers, as shown below. When he 

plucks the rubber band, it makes a 

sound. 

Which of the following best explains 

why the rubber band makes a sound 

when Jason plucks it? 

A. It heats the air. 

*B. It vibrates the air. 

C. It absorbs energy from the air. 

D. It releases molecules into the air. 

Frank uses a bowling ball to demonstrate how energy 

can cause changes. Which of the following actions 

would NOT demonstrate a change caused by applying 

energy to the ball? 

*A. He holds the bowling ball in both hands. 

B. He spins the bowling ball with one hand. 

C. He rolls the bowling ball across the floor. 

D. He lifts the bowling ball to place it on a shelf. 

Teacher Note: 

Basic Forms of Energy and Electrical Energy will 

be tested together on a single FCA. 

June 13, 2012 Basic Forms of Energy




PRINCIPLE: 


-What is electricity? 

-What are some materials that 

conduct electricity? 

-How is electrical energy essential in 

our lives? 


(See also Basic Forms of Energy) 

Benchmark(s): 

SC.5.P.10.4 TSW investigate and explain that electrical energy can be transformed into heat, light, and 

sound energy, as well as the energy of motion. 


SC.5.P.10.3 TSW investigate and explain that an electrically-charged object can attract an uncharged object 

and can either attract or repel another charged object without any contact between the objects. 

SC.5.P.11.1 TSW investigate and illustrate the fact that the flow of electricity requires a closed circuit (a 

complete loop). 

SC.5.P.11.2 TSW identify and classify materials that conduct electricity and materials that do not. 


� Explain that electrical energy can be transformed into heat, light, and/or sound energy, as well 

as the energy of motion. 

� Explain energy transformation using no more than two energy conversions. 

� Conduct an investigation and illustrate how electricity is used on a daily basis (home: 

appliances, TV, computer). 

� Identify forms of static electricity (lightning). 

� Investigate how the build-up and discharge of charged particles causes static electricity. 

� Describe how an electrically charged object will attract an uncharged object and repel a 

charged object. 

� Explain that the flow of electricity requires a closed circuit. 

� Identify materials that are good conductors and/or insulators of electricity. 

� Plan and carry out systematic observations. 

� Conduct an experiment. 

� Identify and use variables in an experiment 

� Identify, use, and explain the importance of a control group. 

� Recognize that in an experiment, one variable changes while all others should stay the same. 

� Analyze results and make predictions. 

� Defend conclusions. 

� Differentiate between static and current electricity. 

attract 

repel 

insulator 

conductor 

electricity 

current electricity 

static electricity 

circuit 

closed circuit 

open circuit 

transform 


Vocabulary 

June 13, 2012 Electrical Energy



UNIT / ORGANIZING PRINCIPLE: Electrical Energy 


Chapter 8 

Inquiry Book 122 – 129 


The Magic School Bus and the Electric 

Field Trip 

Benjamin Franklin’s Adventure with 

Electricity 




Pages 295 – 307 


AIMS 


Pages 269-341 

Electrical Connections gr. 5-9 

Popping with Power Pages 155-172 


www.abcteach.com/directory/basics/science 

/electricity 

www.brainpop.com: energy 

ccc video: Electrical Current –Bill Nye 

Study Jams – Electricity 

Study Jams – Electric Circuits 


Electric circuits must be properly connected or 

electricity will not flow. Which of the following 

shows a properly 

connected circuit 

that would allow 

electricity to flow 

and light the bulb? 

Teacher Note: 

Electrical Energy and Basic Forms of 

Energy will be assessed together on a 

single FCA. 

June 13, 2012 Electrical Energy




PRINCIPLE: 


-How are the movements of the 

earth, the sun and the moon 

connected? 

-What causes the moon to 

appear to change shape over 

time? 

-Why are we able to see the 

moon at night and sometimes 

during the day? 

-Why do we have day and 

night? 

Benchmark(s): 

Mini Unit: Moon and Star Patterns 

SC.4.E.5.4 TSW relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, 

and stars are connected. 


SC.4.E.5.1 TSW observe that the patterns of stars in the sky stay the same although they appear to shift across 

the sky nightly, and different stars can be seen in different seasons. 

SC.4.E.5.2 TSW describe the changes in the observable shape of the moon over the course of about a month. 

SC.4.E.5.3 TSW recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. 


� Identify and explain why and how the appearance of the moon changes (moon phases). 

� Explain that Earth’s rotation on its axis results in a 24 hour day/night cycle. 

� Explain that Earth’s revolution around the sun results in a 365 day calendar year. 

� Identify that the Earth has an axis and that it tilts on this axis. 

� Explain that stars and star patterns appear to change position (moving from East to West 

overnight and over seasons). 

� Describe the basic phases of the moon as it changes: new moon, first quarter, full moon, 

third quarter. 

Teacher Note: Students do NOT need to 

know the terms waning, waxing, or gibbous. 

axis 

crater 

equator 

moon 

orbit 

revolve 

rotate 

moon phase 


Vocabulary 

June 13, 2012 Mini Unit: Moon and Star Patterns



UNIT / ORGANIZING PRINCIPLE: Mini Unit: Moon and Star Patterns 





Armadillo Ray by John Beifus 

The Moon Book by Gail Gibbons 


Chapter 15 

Picture Perfect Science 

Chapter 17 Page 235 


Pages 222 – 223(moon motion) 

Page 225 (properties of the moon) 


Moon 


AIMS 


� Facing Up to the Moon 

� Lunar Looking 

� Phase Facts: The Moon 

� Dizzy Spells 

� It’s Apparent 

� Spin Cycle 

� Night and Day 

� Rotation and Revolution 

� Star Tracks 


Keisha wants to show Amy what 

happens during one Earth day. Keisha 

holds a small globe representing 

Earth, and Amy holds a large ball 

representing the Sun. What should 

Keisha do to show Amy what happens 

during one Earth day? 

A. Keisha should move the globe in one complete circle 

around Amy. 

B. Keisha should move the globe toward Amy and then 

away from her. 

C. Keisha should slowly lift the globe above her head 

and then lower it. 

*D. Keisha should slowly spin the globe one complete 

time about its axis. 

June 13, 2012 Mini Unit: Moon and Star Patterns




PRINCIPLE: 


- How can we use models to 

demonstrate the relationship 

between objects in our solar 

system? 

- What are some objects that 

make up our solar system? 

- How are stars different from one 

another? 

- What makes a planet different 

from other objects orbiting the 

sun? 

- How would life change without 

the sun? 

Earth and Space in Time 

Benchmark(s): 

SC.5.E.5.1 TSW recognize that a galaxy consists of gas, dust, and many stars, including any 

objects orbiting the stars. The student will identify our home galaxy as the Milky Way. 


SC.3.E.5.1 TSW explain that stars can be different; some are smaller, some are larger, and some 

appear brighter than others; all except the Sun are so far away that they look like points of light. 

SC.3.E.5.2 TSW identify the Sun as a star that emits energy; some of it in the form of light. 

SC.3.E.5.3 TSW recognize that the Sun appears large and bright because it is the closest star to 

Earth. 

SC.5.E.5.3 TSW distinguish among the following objects of the Solar System — Sun, planets, 

moons, asteroids, comets — and identify Earth’s position in it. 


SC.5.E.5.2 TSW recognize the major common characteristics of all planets and compare/contrast 

the properties of inner and outer planets. 


� Identify the galaxy and its components, such as: gas, dust, stars, objects orbiting, asteroids, comets, 

and moons. 

� Identify the Milky Way as our home galaxy. 

� Explain that stars have different characteristics (size, brightness, color, distance). 

� Compare and contrast our sun v. other stars (brightness, size, color, distance) and describe that the 

sun’s appearance is due to its proximity to Earth. 

� Identify characteristics of all planets in our solar system (size, position in relation to the sun, surface, 

solid or gas, atmosphere, presence of moons or rings, orbit length, temperature). 

� Compare and contrast properties of inner/outer planets (surface compositions, atmospheric conditions, 

moons, rings, temperature). 

� Explain the difference between planets and the sun (stars). 

� Explain that stars emit energy as visible light and that our sun is a star that emits light and heat energy. 

� Interpret data in graphs, charts and tables. 

Teacher Note: 

Seasons are now taught in sixth grade. 

Refer to Moon and Star Patterns Mini Unit for additional target skills and resources. 

asteroid 

comet 

galaxy 

gravity 

June 13, 2012 Earth and Space in Time 

model 

planet 

solar system 

Milky Way 

star 

universe 

Sun 

inner planets 

outer planets 

ESSENTIAL Student Vocabulary



UNIT / ORGANIZING PRINCIPLE: Earth and Space in Time 





Chapter 15 Pages 208-227 


Pages 226 - 239 (sun) 

228 – 233 (planets) 

234 – 237 (stars) 


AIMS 



Pete’s Powerpoint – Our Solar System 

Study Jams – Our Solar System 



N.1.1 / N.1.2 / N.1.5 


A star named Sirius appears as the brightest star in the nighttime sky, 

even though a star named Pollux actually gives off more light. 

Which of the following best explains why Sirius appears brighter 

than Pollux in our nighttime sky? 

A. Sirius has a different color than Pollux does. 

B. Sirius has different gases than Pollux does. 

*C. Sirius is closer to Earth than Pollux is. 

D. Sirius is larger than Pollux is. 

Jacob started creating a diagram to show some of 

the common characteristics of the planets in our 

solar system. 

Which characteristic should Jacob write in the 

empty circle of the diagram? 

A. made mostly of gas 

B. has a rocky surface 

*C. revolves around a star 

D. is a satellite of another planet 

June 13, 2012 Earth and Space in Time




PRINCIPLE: 


- What role do minerals play in the 

formation of rocks? 

- Is a rock a mineral? 

- Where do rocks come from? 

- How do rocks change over time? 

Mini Unit: Rocks and Minerals 

Benchmark(s): 

SC.4.E.6.2 TSW identify the physical properties of common earth-forming minerals, including 

hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the 

formation of rocks. 


SC.4.E.6.1 TSW identify the three categories of rocks: igneous, (formed from molten rock); 

sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and 

pressure). 

SC.4.E.6.4 TSW describe the basic differences between physical weathering (breaking down of rock 

by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, 

wind, water, and ice). 


� Identify the differences between weathering and erosion. 

� Compare and contrast stages of physical weathering (breaking down of rock by wind, 

water, ice, temperature changes, plants) and erosion (movement of rock by gravity, wind, 

water, ice). 

� Distinguish between rocks and minerals. 

� Identify the three categories of rocks (igneous, metamorphic, and sedimentary) and how 

they are formed. 

� Explain the role of minerals in the formation of rocks. 

� Identify the properties of minerals (streak, color, hardness, luster, and cleavage). 

� Examine common minerals such as quartz, feldspar, mica, calcite, talc, pyrite, graphite. 

Teacher Note: Students do not need to identify the specific minerals composition. 

weathering 

erosion 

igneous 

metamorphic 

sedimentary 

mineral 

June 13, 2012 Mini Unit: Rocks and Minerals 

fossil 

physical properties 

streak 

luster 

color 

hardness 

cleavage 


Vocabulary



UNIT / ORGANIZING PRINCIPLE: Mini Unit: Rocks and Minerals 






Lets’ Go Rock Collecting by Roma Gans 

Jump Into Science- Sand by Ellen Prager 

Minerals by Darlene R. Stille 


Pages 160 – 163 (minerals) 

164 – 167 (rocks) 

170 – 173 (weathering and erosion) 


Rocks and Minerals 

Activities and Resources Item Spec Information Pages: 41 – 42, 44 

AIMS 


� Weathering Causes Changes 

� Weathering Ways 

� Erosion 

� Evidence for Erosion 

� Rain Away 

� Don’t Rain Away 

� Sandy Beaches 


kathimitchell.com/rock.html 

Pete’s Powerpoint - Rocks 


Daunte performs several tests on a 

mineral to help identify it. The 

picture below shows one of the tests 

he performed. 

Which property of the mineral will 

Daunte be able to identify using this test? 

A. attraction to magnets C. hardness 

*B. streak color D. cleavage 

Earth has a great variety of surface features that are caused 

by weathering and erosion. Which of the following describes 

a change due to weathering? 

A. ocean waves washing sand off the beach 

B. rivers carrying soil and rocks through valleys 

C. wind blowing sand and pebbles off of a sand dune 

*D. tree roots breaking rocks into smaller pieces of rock 

June 13, 2012 Mini Unit: Rocks and Minerals




PRINCIPLE: 


- Why are resources important to me? 

- Why aren’t Earth’s resources unlimited? 

- How do I impact the resources of the world? 

Mini Unit: Natural Resources 

Benchmark(s): 

SC.4.E.6.3 TSW recognize that humans need resources found on Earth and that these are 

either renewable or nonrenewable. 


SC.4.E.6.6 TSW identify resources available in Florida (water, phosphate, oil, limestone, 

silicon, wind, and solar energy). 


� Define and differentiate between renewable and non-renewable. 

� Recognize and name examples of renewable resources. 

� Recognize and name examples of nonrenewable resources. 

� Identify resources found in Florida (water, phosphate, oil, limestone, silicon or sand, wind, 

and solar energy). 

� Recognize that natural resources can be used to produce energy. 

natural resources 

pollution 

resource 

renewable 

nonrenewable 

fossil fuels 

conservation of resource 

limestone 

phosphate 

silicon 


June 13, 2012 Mini Unit: Natural Resources



UNIT / ORGANIZING PRINCIPLE: Mini Unit: Natural Resources 





Pages 320 – 328 (energy sources) 

329 – 333 (material resources) 

334 – 343 (pollution) 

345 – 349 (conserving energy) 

350 – 353 (protecting wildlife) 


Natural Resources 

Activities and Resources Item Spec Information Pages: 43 

AIMS 


� Earth’s Natural Resources 

� Renewable Resources 

� Non-Renewable Resources 

� Resourceful Thinking 

� Researching Resources 

� Shedding Light on Our Water 

� Resources on the Map 

� Were You Aware? 

� Water Sheds 

� Solar Energy and Solar Power 

� In Hot Water 


There are many different natural resources found in Florida. 

Which of the following can be described as a renewable 

resource? 

A. limestone C. phosphate 

B. oil *D. water 

June 13, 2012 Mini Unit: Natural Resources


Social Studies Maps


Grade Level: Fifth Grade Subject: Social Studies 


PRINCIPLE: 


Embedded Benchmarks 

Benchmark(s): 

SS.5.A.1.2 – Utilize timelines to identify and discuss American History time periods. 

SS.5.A.1.1 – Use primary and secondary sources to understand history. 

SS.5.E.1.3 – Trace the development of technology and the impact of major inventions on 

business productivity during the early development of the United States. 

*This map is embedded throughout the year 

Suggested Unit Activities / Projects KEY TERMINOLOGY 

Primary source—Materials written by people who were present at events, either as 

participants or as observers. Letters, diaries, autobiographies, speeches, and photographs 

are examples of primary sources. 

Secondary source—Records of events that were created some time after the events 

occurred; the writers were not directly involved or were not present when the events took 

place. Encyclopedias, textbooks, biographies, most newspaper and magazine articles, and 

books and articles that interpret or review research are examples. 

Scott Foresman Textbook 

Primary Source CD 


primary source 

secondary source 

reliability 

validity 


http://avalon.law.yale.edu 

http://www.ourdocuments.gov/content.php?flash=true&page=milestone 

http://www.loc.gov/rr/program/bib/ourdocs/PrimDocsHome.html 

http://memory.loc.gov/ammem/index.html 

http://www.presidency.ucsb.edu 

July 5, 2012 Embedded Benchmarks




PRINCIPLE: 


� How do we locate new areas? 

� How can you find the location of your 

house? 

� What can geography teach us about 

the Untied States? 


Benchmark(s): 

SS.5.G.1.1 – Interpret current and historical information using a variety of geographic tools. 

SS.5.G.1.2 – Use latitude and longitude to locate places. 

SS.5.G.1.3 – Identify major United States physical features on a map of North America. 

SS.5.G.1.4 – Construct maps, charts, and graphs to display geographic information. 

SS.5.G.1.6 – Locate and identify states, capitals, and United States Territories on a map. 

*See Embedded Benchmark map 


� Construct maps of school campus with map key 

� Create charts and graphs with technology 

� State Project 

� Use GPS to determine an absolute and relative location. 

� Identify different types of maps (physical, topographical, political, etc.) 

� Construct a topographical map of the USA and its properties 


TE – Geography skills pgs. H10-H22 

TE – Overview, Lesson 4 pgs. 24-30 

Time For Kids 

Pgs. 14-20, 86-92, 70-76 

Trade Books 

All About Maps by Catherine Chambers 


geographic tools 

latitude 

longitude 

physical features 

map key 

compass 

prime meridian 

equator 

hemispheres 

geography 

climate 

globe 


http://www.superteacherworksheets.com/maps.html 

http://www.superteacherworksheets.com/states.html 

http://www.youtube.com/watch?v=7LmGYjJzzcY&feature=fvwrel 

www.animatedatlas.com/movie.html 

July 5, 2012 Geography: Maps




PRINCIPLE: 


� How do timelines help us organize 

events? 

� How can a timeline help me in my life? 

Timelines (mini-unit) 

Benchmark(s): 


SS.5.A.1.1 – Use primary and secondary sources to understand history. 



� Focus on the mechanics and elements of a timeline 

� Have students construct simple timelines of their lives 

� Have students create a basic timeline of major historical events they will cover this 

school year to be used as a reference sheet during instruction 

� Create timeline for Treasures: Miss Alaineus 

� Create timeline for Treasures: Pipiola and the Roof Dogs 

� Create timeline of animal life cycle 

� Create a timeline of the life of a scientist 

� Create a timeline of a student’s day 

� Create a class interactive timeline 


TE – Parallel Timelines pgs. 116-117 

TE – Interpreting timelines pgs. 276-282 

Time for Kids 

Issue 7 – Honoring Freedom pgs. 54-65 

Issue 12 – Facing the Music pgs. 94-100 


Teacher’s Professional Library 

Complete DVD History of US Wars 

The Underground Railroad 

Her Story: A Timeline of the Women Who 

Changed America 

timeline 

history 

historical event 

parallel timelines 

chronological order 

decade 

century 

millennium 

A.D./B.C. 

C.E./B.C.E 


http://ethemes.missouri.edu/themes/693 

July 5, 2012 Timelines (mini-unit)




PRINCIPLE: 


� How do people adapt to their 

environment? 

� How did American Indians adapt to 

different environments in North 

America? 

� How did American Indian cultural 

regions differ? 


Benchmark(s): 

SS.5.A.2.3 – Compare cultural aspects of Native American tribes from different geographic 

regions of North America including but not limited to clothing, shelter, food, major beliefs 

and practices, music, art, and interactions with the environment. 

SS.5.A.2.1 – Compare cultural aspects of ancient American civilizations (Aztecs/Mayas; Mound 

Builders/Anasazi/Inuit). 

SS.5.A.2.2 – Compare cultural aspects of Native American tribes from different geographic 

regions of North America including but not limited to clothing, shelter, food, major beliefs 

and practices, music, art, and interactions with the environment. 

SS.5.G.3.1 – Describe the impact that past natural events have had on human and physical 

environments in the United States through 1850. 



� Students draw maps indicating the migration routes of the Aztecs / Mayans; Mound Builders 

/Anasazi /Inuit 

� Students color maps identifying the different geographic regions of the Native Americans 

� Diorama of Native American Tribes 

� Student presentations of tribes 

� Student Museum – groups research individual tribes, develop a display, create a class museum 

to share with parents and school 

� Create a Time Bazaar 

� Match artifacts to environments 


TE see pg. 45 b-c 

Time for Kids 

Pgs. 84-92 


Teacher Professional Library 

Arrow to the Sun: a Pueblo Indian Tale (McDermott) 

Native American Art and Culture (January) 

Native Americans: Projects, Games and Activities for 

Grades 4-6 (Adams) 

American Indian Studies: a bibliographic Guide (White) 

tribe 

civilization 

Native American 

continent 

Ice Age 

glacier 

migrate 

theory 

artifact 

archaeologist 

Bering Strait 

empire 

environment 

slavery 

surplus 

pyramid 

Mesa 

drought 

ceremony 

league 

reservation 

teepee 

powwow 

longhouse 

wampum 

pueblo 


http://whyfiles.org/2011/peopling-the-americas-newevidence/ 

www.socialstudiesforkids.com 

http://www.historyforkids.org/learn/northamerica/before15 

00/index.htm 

July 5, 2012 Early North America




PRINCIPLE: 


� Why do people migrate to new lands? 

� What impact did explorers have on the 

New World? 

� How did exploration of the Americas 

lead to settlement? 

� How did different people get to the New 

World? 


Benchmark(s): 

SS.5.A.3.1 – Describe technological developments that shaped European exploration. 

SS.5.A.3.2 – Investigate (nationality, sponsoring country, motives, dates and routes of 

travel, accomplishments) the European explorers. 

SS.5.A.3.3 – Describe interactions among Native Americans, Africans, English, French, 

Dutch, and Spanish for control of North America. 

*See Embedded Benchmarks map 


� Create a timeline showing European exploration up to the 1600’s 

� Write a travel diary entry / exploration log 

� List events that facilitated European exploration (the Renaissance) 

� Trace and label routes of early explorers 

� List motives for exploration 


Chapter 3 – pgs. 100b,100-119 

Chapter 4 – pgs. 132b,132 – 151 

Chapter 16 – pgs. 529c, 536 – 538 

Chapter 17 – pgs. 529c, 570 – 592 

Reading Through SS wkbk 

Pgs. 37-48, 187-199, 200-211 


CCC Videos 

Spain Comes to America 

Seminoles: Indians of the Southeast 

conquest 

colonization 

navigation 

Renaissance 

magnetic compass 

astrolabe 

pilgrimage 

navigational tools 

Northwest Passage 

conquistadors 


http://www2.scholastic.com/browse/article.jsp?id=3748 

148 

http://www.historyteacher.net/APEuroCourse/WebLink 

s/WebLinks-AgeOfExploration.html#docs 

http://www.chenowith.k12.or.us/tech/subject/social/exp 

lore.html 

http://www.earlyamerica.com/earlyamerica/maps/ 

July 5, 2012 European Exploration




PRINCIPLE: 


� How were the North, Middle, 

and Southern colonies 

different? 

� What was the impact of 

slavery? 

� What challenges faced the 

first English colonies? 


Benchmark(s): 

SS.5.G.1.5 – Identify and locate the original thirteen colonies on a map of North America. 

SS.5.A.4.1 – Identify the economic, political and socio-cultural motivation for colonial settlement. 

SS.5.A.4.5 – Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and 

Europe. 

SS.5.A.4.4 – Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the 

thirteen colonies. 

SS.5.A.4.3 – Identify significant individuals responsible for the development of the New England, Middle, and 

Southern colonies. 

SS.5.A.4.6 – Describe the introduction, impact, and role of slavery in the colonies. 

SS.5.A.4.2 – Compare characteristics of New England, Middle, and Southern colonies. 

SS.5.A.3.3 – Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for 

control of North America. 



� Dramatization 

� Mapping travel overseas 

� Map expansion from New England colonies 

� Persuasive writing project to leave Europe 

� Make models of ships paying attention to their usefulness 

� Make a map of the 13 English colonies 

� Compare/contrast life in the New England, Middle, and Southern colonies. 

� Compare/contrast 3 colonies: Roanoke, Jamestown, Plymouth 

� Choose a colony to research and create a billboard to promote the colony 

� Analyze three dilemmas faced by West Africans in the European Slave Trade. 


TE – see pgs. 193 b-c, 125 b-c 

Primary resources pgs. 84-89 

Hands on Approach pgs. 62-68, 70- 

71, 74-77 

Reading Through SS pgs. 49-60, 61- 

72 

Time For Kids 

Issue 7 


CCC Videos 

Roanoke: The Lost Colony 

Black History: Heritage of the Black West 

Professional Library 

The Underground Railroad-DVD 

Other Resources 

Colonial America by Marykay Carson 

(Scholastic) 

cash crop 

charter 

Northwest passage 

separatist 

indentured servant 

House of Burgess 

pilgrim 

persecution 

Mayflower Compact 

Great Awakening 

puritan 

debtor 

apprentice 

almanac 

Middle Passage 

Triangular trade 

overseer 

colonies 

plantations 

Jamestown 


www.history.org 

http://www.historyisfun.org/Jamestown-Settlement.htm 

http://www.pbs.org/wnet/colonialhouse/history/index.html 

http://www.havefunwithhistory.com/HistorySubjects/colonialAmeri 

ca.html 

http://www.sfsocialstudies.com/g5/index.html 

http://picturingamerica.neh.gov/ 

http://www.earlyamerica.com/earlyamerica/maps/ 

July 5, 2012 Colonial North America




PRINCIPLE: 

ESSENTIAL 

QUESTION(S): 

� What are rights? 

� What led to the 

American 

Revolution? 


Benchmark(s): 

SS.5.A.5.1 – Identify and explain significant events leading up to the American Revolution. 

SS.5.A.5.2 – Identify significant individuals and groups who played a role in the American Revolution. 

SS.5.A.5.3 – Explain the significance of historical documents including key political concepts, origins of these concepts, and 

their role in American independence. 

SS.5.A.5.4 – Examine and explain the changing roles and impact of significant women during the American Revolution. 

SS.5.A.5.5 – Examine and compare major battles and military campaigns of the American Revolution. 

SS.5.A.5.6 – Identify the contributions of foreign alliances and individuals to the outcome of the Revolution. 

SS.5.A.5.7 – Explain economic, military, and political factors which led to the end of the Revolutionary War. 

SS.5.A.5.8 – Evaluate the personal and political hardships resulting from the American Revolution. 

SS.5.A.5.9 – Discuss the impact and significance of land policies developed under the Confederation Congress (Northwest 

Ordinance of 1787). 

SS.5.A.5.10 – Examine the significance of the Constitution including its key political concepts, origins of those concepts, and 

their role in American democracy. 

SS.5.C.2.1 – Differentiate political ideas of Patriots, Loyalists, and "undecideds" during the American Revolution. 



� Project Idea: Teacher becomes the King and declares taxes on students. 

When students “revolt”, write a persuasive essay on why the taxes were unfair 

and what should be done about it. 

� Create a timeline of events that led to war and/or during the war 

� Write a bibliographical sketch of major participants in the conflict 

� List places of historical interest in the Revolution (Colonial Williamsburg, 

Valley Forge, Yorktown) 


Pgs. 230-253, 266-293, 294-308 

Primary Source CD 

Song and Music CD 

Trade Book/CCC Video 

Shh! We’re Writing the Constitution 


Professional Library Resource 

Complete DVD History of US Wars 

The American Revolution-DVD 

Olive Branch 

petition 

traitor 

mercenary 

Battle of Saratoga 

Treaty of Paris 

Parliament 

Sons of Liberty 

Stamp Act 

repeal 

tariff 

boycott 

militia 

primary source 

Natural Law 

Boston Tea Party 

Intolerable Acts 

Townsend Act 


http://www.youtube.com/watch?v=uZfRaWAtBVg&feature=player_embedded 

http://www.youtube.com/watch?v=AhdmDDBjco0&feature=player_embedded 

http://www.youtube.com/watch?v=t- 

9pDZMRCpQ&safety_mode=true&persist_safety_mode=1&safe=active 

http://www.brainpop.com/socialstudies/ushistory/ 

http://www.ouramericanrevolution.org/ 

July 5, 2012 American Revolution




PRINCIPLE: 


� Why is it important to have 

rules in a country? 

� How do rules affect the 

people in a society? 

Development of the U.S. Government 

Benchmark(s): 

SS.5.C.1.5 – Describe how concerns about individual rights led to the inclusion of the Bill of Rights in 

the U.S Constitution. 

SS.5.C.1.6 – Compare Federalist and Anti-Federalist views of government. 

SS.5.C.1.1 – Explain how and why the United States government was created. 

SS.5.C.1.2 – Define a constitution, and discuss its purposes. 

SS.5.C.1.3 – Explain the definition and origin of rights. 

SS.5.C.1.4 – Identify the Declaration of Independence's grievances and Articles of Confederation's 

weaknesses. 



� Create a classroom ”Constitution” – “Bill of Rights” / individuals /specials groups – 

Parchment and yellowing paper to make authentic 

� Split class into Federalist and Anti-Federalist for a debate 

� Writing an essay on why the Constitution / Bill of Rights are important. 


Chapter 10 – pg. 329c 

Scott Foresman Leveled Readers 

Words of Freedom: The US Constitution 

The People Who Gave Us the US Constitution 

CCC Video 

An Introduction: Capitalism, Socialism, & Communism 

Creating the Federal Government 

Against the Tide: Debating the Constitution 

John Adams & Thomas Jefferson 

Teacher’s Professional Library 

Anatomy of a Campaign (video) 


Constitution 

Government 

Declaration of Independence 

Article of Confederation 

Bill of Rights 

Federalist 

Anti-Federalists 


http://www.justiceteaching.org/lesson_plans.shtml 

http://new.civiced.org/resources/curriculum/constitution-day-and-citizenshipday 

http://www.youtube.com/watch?v=LYG_f-y8-VY&feature=player_embedded 

http://www.youtube.com/watch?feature=player_embedded&v=efKy4J81PTg 

http://www.youtube.com/watch?v=ev6uKDfe7mw&feature=player_embedde 

d 

http://www.youtube.com/watch?feature=player_embedded&v=mEJL2UuvoQ&safety_mode=true&persist_safety_mode=1&safe=active 

http://www.youtube.com/watch?annotation_id=annotation_567626&v=uZfR 

aWAtBVg&feature=iv&safety_mode=true&persist_safety_mode=1&safe 

=active 

July 5, 2012 Development of the U.S. Government




PRINCIPLE: 


� Why was it necessary for 

the Early Americans to 

travel west? 

� Read Aloud Workbook pgs. 112-113 

� Hands-On Approach Workbook pgs. 150-151 


Chapter 13 pg. 393c 

Scott Foresman Leveled Readers 

The Search for Land, Gold, and a New Life 

CCC Video 

Westward Ho! 

Ft. Clatsup and the Journey Home 

Over the Rockies to the Pacific 

St. Louis to Ft. Mandan 


Benchmark(s): 

SS.5.A.6.1 – Describe the causes and effects of the Louisiana Purchase. 

SS.5.A.6.2 – Identify roles and contributions of significant people during the period of westward expansion. 

SS.5.A.6.3 – Examine 19th century advancements (canals, roads, steamboats, flat boats, overland wagons, Pony 

Express, railroads) in transportation and communication. 

SS.5.A.6.4 – Explain the importance of the explorations west of the Mississippi River. 

SS.5.A.6.5 – Identify the causes and effects of the War of 1812. 

SS.5.A.6.6 – Explain how westward expansion affected Native Americans. 

SS.5.A.6.7 – Discuss the concept of Manifest Destiny. 

SS.5.A.6.8 – Describe the causes and effects of the Missouri Compromise. 

SS.5.A.6.9 – Describe the hardships of settlers along the overland trails to the west. 




Manifest Destiny 

War of 1812 

expansion 

Missouri Compromise 

Louisiana Purchase 

Pony Express 


http://www.sfmuseum.org/hist1/index0.1.html#gold 

http://www.history.com/topics/westward-expansion 

http://www.youtube.com/watch?v=twFs9Vk6F0A&safety_mode=true&pe 

rsist_safety_mode=1&safe=active 

http://www.pbs.org/lewisandclark/ 

http://www.franksrealm.com/sivu-indians-lewisclark_map.html 

http://www.franksrealm.com/sivu-indians.html 

July 5, 2012 Westward Expansion




PRINCIPLE: 


� How was trade part of the 

life of the average 

Americans? 


Benchmark(s): 

SS.5.E.1.1 – Identify how trade promoted economic growth in North America from pre-Columbian 

times to 1850. 

SS.5.E.1.2 – Describe a market economy, and give examples of how the colonial and early American 

economy exhibited these characteristics. 

SS.5.E.2.1 – Recognize the positive and negative effects of voluntary trade among Native Americans, 

European explorers, and colonists. 

SS.5.G.2.1 – Describe the push-pull factors (economy, natural hazards, tourism, climate, physical 

features) that influenced boundary changes within the United States. 



� Create token economy within the classroom 

trade 

� School supply – supply and demand activities 

market economy 

production 

distribution 

scarcity 

consumer 

supply 

demands 

imports 

exports 


Lesson 2-3 of the Overview – Student Edition 

Time for Kids 

Money Counts pgs. 104-108 

Virtual Millions pgs. 112-115 

Trade Books 

The Hundred Penny Box 

Cloudy with a Chance of Meatballs 

George Washington Carver 



http://www.federalreserveeducation.org/resources/fiftynifty/ 

http://www.icivics.org/teachers/lesson-plans/budget-blast 

http://www.icivics.org/teachers/lesson-plans/money-matters 

http://www.icivics.org/teachers 

http://www.icivics.org/games/peoples-pie 

July 5, 2012 Economics: Trade




PRINCIPLE: 


� Who is responsible 

for making laws in our 

country? 


Benchmark(s): 

SS.5.C.3.1 – Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal 

government as defined in Articles I, II, and III of the U.S. Constitution. 

SS.5.C.3.2 – Explain how popular sovereignty, rule of law, separation of powers, checks and balances, federalism, and 

individual rights limit the powers of the federal government as expressed in the Constitution and Bill of Rights. 

SS.5.C.3.3 – Give examples of powers granted to the federal government and those reserved for the states. 

SS.5.C.3.4 – Describe the amendment process as defined in Article V of the Constitution and give examples. 

SS.5.C.3.5 – Identify the fundamental rights of all citizens as enumerated in the Bill of Rights. 

SS.5.C.3.6 – Examine the foundations of the United States legal system by recognizing the role of the courts in 

interpreting law and settling conflicts. 



� Set up a mock government in the classroom. Bill of Rights 

The Constitution 

Articles of Confederation 

rights / responsibilities 

arbitration 

political party 

The Supreme Court 

Congress 

House of Representatives 

House of Burgesses 


Chapter 10 – Forming a New Government Pgs. 336 – 358 

Treasures 

Getting Out the Vote – Unit 4 week 3 


July 5, 2012 Current U.S. Government 

the right to vote 

universal adult suffrage 

voting rights for women 

separation of powers 

checks & balances 

Executive 

Judicial 

Legislative 


http://www.flrea.org/index.php?option=com_content&view=article&id= 

108:constitution-quiz-&catid=31:curriculum&Itemid=20 

http://www.youtube.com/watch?v=aO1zrnR6q7g&feature=related&sa 

fety_mode=true&persist_safety_mode=1&safe=active 

http://www.youtube.com/watch?v=gLQg7G3hkGY&safety_mode=true 

&persist_safety_mode=1&safe=active




PRINCIPLE: 


� Who is a good citizen? 

� Have class participate in a mock vote. 

� Create a timeline of voting rights. 

Citizenship 

Benchmark(s): 


SS.5.C.2.2 – Compare forms of political participation in the colonial period to today. 

SS.5.C.2.3 – Analyze how the Constitution has expanded voting rights from our nation's early history to today. 

SS.5.C.2.4 – Evaluate the importance of civic responsibilities in American democracy. 

SS.5.C.2.5 – Identify ways good citizens go beyond basic civic and political responsibilities to improve 

government and society. 

SS.5.C.3.5 – Identify the fundamental rights of all citizens as enumerated in the Bill of Rights. 




Student edition - Citizen Heroes pgs. 92, 184, 274, 422, 504, 668 


rights 

responsibilities 

Constitution 

civic 

democracy 

Bill of Rights 


http://www.icivics.org/teachers/lesson-plans/just-facts 

http://www.icivics.org/games/cast-your-vote 

http://www.house.gov/writerep/ 

http://new.civiced.org 

http://www.youtube.com/watch?v=LYG_f-y8-Y&feature=player_embedded 

http://www.youtube.com/watch?v=htIfnDiZa80&safety_mode=true&persist_ 

safety_mode=1&safe=active 

http://www.youtube.com/watch?v=tyeJ55o3El0&feature=related&safety_mo 

de=true&persist_safety_mode=1&safe=active 

http://www.youtube.com/watch?feature=player_embedded&v=efKy4J81PT 

g&safety_mode=true&persist_safety_mode=1&safe=active 

July 5, 2012 Citizenship




PRINCIPLE: 


� What is a current event? 


Benchmark(s): 

SS.5.G.4.1 – Use geographic knowledge and skills when discussing current events. 

SS.5.G.4.2 – Use geography concepts and skills such as recognizing patterns, mapping, 

graphing to find solutions for local, state, or national problems. 



� Implement a weekly or monthly current event article from a newspaper/media. 

� Student Newspaper Project 

o http://ed.fnal.gov/linc/fall95/projects/butcher/Internetproject2.html 

� 25 Great Ideas for Teaching Current Events 

o http://www.educationworld.com/a_lesson/lesson/lesson072.shtml 


TE – Geography skills pgs. H10-H22 

TE – Overview Lesson 4, pgs. 24-30 


geography 

politics 

population 

culture 

globalization 


http://abcnews.go.com/abcnews4kids/kids/index.html 

http://www.timeforkids.com/TFK 

July 5, 2012 Current Events

2012-13 

Curriculum Maps

Physical Education Teachers, 

We are proud to present to you the very first Marion County Public Schools Physical Education Curriculum Maps. These 

maps are aligned to the Next Generation Sunshine State Standards (NGSSS). 

The NGSSS Benchmarks for each grade level are developmentally appropriate and are the required instructional curriculum 

of the State of Florida. In creating these maps, we were able to outline Units of Instruction using the NGSSS Benchmarks for easy 

implementation and planning. These Curriculum Maps are a resource designed to assist you in planning your Physical Education 

Program. The Instructional Sequence (calendar) Outline was designed to work in conjunction with the maps to help pace out the 

benchmarks within our school calendar year. The Instructional Sequence also provides a consistent and unified progression of 

instruction which will address the high rate of mobility of students within our county. The Instructional Sequence does not layout 

specific weeks/windows of instruction and therefore is somewhat flexible due to your teaching environment (equipment, space, 

facility, weather). 

Each Unit (or map) contains clusters of NGSSS Benchmarks, suggested activities that satisfy the benchmarks, suggested 

resources needed, assessment options, and related cross-curricular benchmarks. Additionally, key vocabulary, suggested essential 

questions, and resources are listed. 

With your help and support, we will continue to improve these curriculum maps by adding resources, assessment ideas, best 

practices, and more. As you progress through these maps this first year, please make note of your suggestions for improvement. 

We will update and edit these maps after the first year to make them even better. 

We hope that you will find these maps as useful and valuable planning tools and a guide for your high quality 

units that meet our state required curriculum. 

Thank you, 

The Elementary Education Curriculum Department and 

The MCPS Physical Education Curriculum Committee 

Kristina Belvin, Hammett Bowen Elementary Lori Kolb, College Park Elementary 

Kimberly Davis, Oakcrest Elementary Elizabeth Richardson, Romeo Elementary 

Katherine Hatfield, Ft. McCoy Elementary Greg Solomon, Anthony Elementary 

Jo Hawkins, Sparr Elementary Sandra Watt, Shady Hill Elementary

3rd ‐ 5th 

Kdg ‐ 2nd 

Aug 





Sept 

Spatial Awareness 

Fitness and Technology 

Physical Education Instructional Unit Sequence 2012‐13 SY 

Fitness and Wellness 

Oct 

Movement 

Chasing / Dodging 

Nov 



Volleying and Dribbling 

Dec 

In order to cover all of the required Physical Education Next Generation Sunshine State Standards, 

each unit should be instructed at approximately the time of year outlined above. 

Jan 

Striking and Kicking 

Kicking and Punting 

Jumping and Landing 

Feb 

Sequences 

Rolling, Balancing, and Weight 

Transfer 

Mar 

Wellness & Lifestyle Behaviors 

Rhythms 

Apr 

Striking 


Lifetime Activities 

May 



Grade Level: Upper Elementary Subject: Physical Education & Wellness 


PRINCIPLE: 

Third Grade 

Benchmark(s): 

PE.3.C.1.2 – Understand the importance of safety 

rules and procedures in all physical activities. 

PE.3.C.1.5 – Identify the reasons for warm-up and 

cool-down. 

PE.3.R.1.1 – Work cooperatively with peers of 

differing skill levels. 

PE.3.R.1.2 – Willingly try new activities. 

PE.3.R.1.3 – Take responsibility for his/her own 

behavior. 

PE.3.R.1.4 – Cooperate with all class members by 

sharing and taking turns. 

PE.3.R.1.5 – Show respect for the views of a peer 

from a different cultural background. 

PE.3.R.2.2 – Celebrate own accomplishments without 

gloating. 

PE.3.R.2.4 – Appreciate the good performance of 

others. 

PE.3.L.1.1 – Participate in moderate to vigorous 

physical activity (MVPA) on a daily basis. 

Intro to Physical Education 3 – 5 

Fourth Grade 

Benchmark(s): 

PE.4.C.1.2 – Understand the importance of safety in all 

physical activities, especially those that are high risk. 

PE.4.C.1.4 – Understand the importance of protecting 

parts of the body from the harmful rays of the sun. 

PE.4.C.1.5 – Identify proper warm-up and cool-down 

techniques and the reasons for using them. 

PE.4.R.1.1 – Recognize the influence of individual 

differences on participation in physical activities. 

PE.4.R.1.2 – Regularly encourage others and refrain 

from put-down statements. 

PE.4.R.1.3 – Demonstrate respect and caring for 

student(s) with disabilities through verbal and nonverbal 

encouragement and assistance. 



Fifth Grade 

Benchmark(s): 

PE.5.C.1.5 – Identify basic practice and 

conditioning principles that enhance 

performance. 

PE.5.R.1.1 – Recognize the positive attributes that 

individuals of varying gender, age, disability, 

race, culture, and skill level bring to physical 

activities. 

PE.5.R.1.2 – Arrange equipment safely in a 

manner appropriate for specific skill practice. 

PE.5.R.1.3 – Work productively with a partner to 

improve performance. 

PE.5.R.1.4 – Recognize and appreciate similar 

and different activity choices of peers. 

PE.5.R.2.1 – Recognize that participation in 

physical activity is a source of self-expression 

and meaning. 

PE.5.R.2.2 – Defend the benefits of physical 

activity. 



Suggested Activities Safety Precautions 

Individual Cooperative Team 

goal setting 

self-confidence 

personal improvement 

dress code 

rules / regulations 

equipment / safety issues 

water / hydration importance 

sun exposure risk 

class procedures 

expectations 

rock, paper, scissors 

proper introduction techniques 

cooperative activities eg. board 

games 

gotcha game 

ice breaker activities 

problem solving activities 

brain based activities 

name game activities 

sun 

spatial awareness 

water 

July 12, 2012 Intro to Physical Education



UNIT / ORGANIZING PRINCIPLE: Intro to Physical Education 3 – 5 

Resources for Planning Essential Questions Key Terminology 

Resource Book(s) / Trade 

Book(s) 

Dynamic Physical Education for 

Elementary Children 15 th 

Edition – Robert Pangrazi 

pg. 9 

Assessment Strategies for 

Physical Education, by 

Suzann Schiemer 

PE 4 Life by PE 4 Life 


http://www.bam.gov 

http://www.letsmove.gov 

www.pecentral.org 

* Why do we have Physical Education? 

teacher website 

whiteboard / chalkboard 

medical forms 

DVD player / TV / CD player 

Supplies / Materials 

cones for squads or space 

class schedules / roster list 

journals / planners / pencils 

hand-out of activities 

Suggested Assessment & Grading Options 

Internet: www.aahperd.org/naspe (keyword: Assessment) 

Written Test 

physical education 

aerobic activity 

agility 

cooperate/cooperation 

cardiovascular fitness 

coordination 

flexibility 

health related fitness 

intensity 

lifestyle activities 

physical fitness 

responsibility 

space awareness 

self control 

3 rd Grade Cross Curricular Benchmarks 4 th Grade Cross Curricular Benchmarks 5 th Grade Cross Curricular Benchmarks 

� LA.3.1.6.1 – TSW use new vocabulary that is 

introduced and taught directly. 

� LA.3.1.6.5 – TSW relate new vocabulary to familiar 

words. 

� SC.3.P.11.1 – TSW investigate, observe, and explain 

that things that give off light often also give off heat. 

� SC.3.P.11.2 – TSW investigate, observe, and explain 

that heat is produced when one object rubs against 

another, such as rubbing one’s hands together. 




words. 

� SC.4.P.11.2 – TSW recognize that heat flows from a 

hot object to a cold object and that heat flow may 

cause materials to change temperature. 



� LA.5.1.6.5 – TSW relate new vocabulary to 

familiar words. 

July 12, 2012 Intro to Physical Education




PRINCIPLE: 

Third Grade 

Benchmark(s): 

PE.3.M.1.5 – Maintain control while dribbling with 

hands or feet against a defender. 

PE.3.M.1.7 – Move in different directions to catch 

objects of different sizes and weights thrown by a 

stationary partner. 

PE.3.M.1.8 – Throw balls of various sizes and 

weights to a stationary partner using a correct 

overhand motion. 

PE.3.C.1.6 – Describe basic offensive and defensive 

tactics. 

PE.3.C.1.8 – Analyze peer performance and provide 

feedback. 

PE.3.R.1.1 – Work cooperatively with peers of 

differing skill levels. 

PE.3.R.1.2 – Willingly to try new activities. 

PE.3.R.1.4 – Cooperate with all class members by 

sharing and taking turns. 

PE.3.R.1.5 – Show respect for the views of a peer 

from a different cultural background. 

Cooperation and Teamwork 3 – 5 

Fourth Grade 

Benchmark(s): 

PE.4.M.1.5 – Dribble and pass to a moving partner. 

PE.4.M.1.7 – Move in different directions to catch 

objects of different sizes and weights thrown by a 

stationary partner from varying distances. 

PE.4.M.1.8 – Throw balls of various sizes and weights 

to a stationary partner from varying distances using 

a correct overhand motion. 

PE.4.C.1.6 – Identify basic offensive and defensive 

tactics for modified invasion and net activities. 

PE.4.C.1.8 – Compare and contrast skills/sports that 

use similar movement patterns. 


individuals of varying gender, age, disability, race, 

culture, and skill level bring to physical activities. 

PE.5.R.1.2 – Arrange equipment safely in a manner 

appropriate for specific skill practice. 

PE.4.R.1.3 – Demonstrate respect and caring for 

student(s) with disabilities through verbal and nonverbal 

encouragement and assistance. 

Fifth Grade 

Benchmark(s): 

PE.5.M.1.5 – Apply dribbling skills in modified 

games focusing on offensive strategies. 

PE.5.M.1.7 – Catch a variety of objects while 

traveling and being defended. 

PE.5.M.1.8 – Throw a leading pass overhand to a 

moving partner using a variety of objects. 

PE.5.C.1.6 – Categorize basic offensive and 

defensive tactics for modified invasion and net 

activities. 

PE.5.C.1.8 – Compare and contrast skills/sports 

that use similar patterns/concepts. 


individuals of varying gender, age, disability, 

race, culture, and skill level bring to physical 

activities. 



PE.5.R.1.3 – Work productively with a partner to 

improve performance. 


Individual Cooperative Team sun / water 

dribble tag 

ball handling drills/routines 

animal movements 

jump rope activities 

geo mat activities 

cup stacking 

juggling 

space awareness activities 

partner observation 

partner challenges 

chasing, fleeing, dodging 

activities 

tag games 

throwing/catching activities 

scooter board activities 

multi-cultural activities 

task card activities 

parachute activities 

relays 

basketball and soccer leadup 

games 

cage ball activities 

jump rope activities 


equipment management 

student management 

PE.3.C.1.2 – Understand the importance of 

safety rules and procedures in all physical 

activities. 


protecting parts of the body from the harmful 

rays of the sun. 



July 12, 2012 Cooperation and Teamwork



UNIT / ORGANIZING PRINCIPLE: Cooperation and Teamwork 3 – 5 



Book(s) 

Team Building I / II 

New Game Books by Fame 

Foundation 1996 

The New Games CD-ROM 

201 Games for the Elementary 

PE Program Book 

Assessment Strategies for 

Elementary P.E. by Suzann 

Schiemer 

Assessment Series K-12 

Physical Education, NASPE 



http://pp4life.com 

* What are the components of cooperation? 

* What are the benefits of having rules in play? 


Equipment will vary due to skills taught. 

I.e., soccer, basketball, archery, parachutes 

Assessment & Grading Options 

Internet: www.pecentral.org (keyword: assessment) 

Observation Checklist 

Written Test 

Performance Projects 

problem solving 

compromise 

sportsmanship 

respect 

challenge 

share 

observe 

strategy- (offense/defense) 

agility 

tempo 

reflection / summarize 





words. 

� LA.3.1.7.4 – TSW identify cause-and-effect 

relationships in text. 

� SS.3.C.2.1 – TSW identify group and individual 

actions of citizens that demonstrate civility, 

cooperation, volunteerism, and other civic values. 




words. 









July 12, 2012 Cooperation and Teamwork




PRINCIPLE: 

Third Grade 

Benchmark(s): 

PE.3.C.1.3 – Understand that 

technology can be utilized to assess 

performance. 

PE.3.C.1.5 – Identify the reasons for 

warm-up and cool-down. 

PE.3.L.1.1 – Participate in moderate to 

vigorous physical activity (MVPA) on 

a daily basis. 

PE.3.L.1.2 – Demonstrate involvement 

in physical activities both during and 

after the school day. 

PE.3.L.2.4 – Participate in formal and 

informal physical fitness assessment. 

PE.3.L.2.5 – Identify ways that 

technology can assist in the pursuit 

of physical fitness. 

PE.3.L.2.6 – Identify principles of 

physical fitness. 

PE.3.L.2.7 – Engage in appropriate 

physical activity that results in the 

development of cardio respiratory 

endurance. 

PE.3.L.2.8 – Associate results of fitness 

testing to personal health status and 

ability to perform various activities. 

PE.3.L.2.9 – Know how to safely stretch 

major muscle groups. 

PE.3.L.2.11 – Identify individual 

strengths and weaknesses based 

upon results of a formal fitness test. 

Fourth Grade 

Benchmark(s): 

PE.4.C.1.3 – Use technology to gather information about performance. 

PE.4.C.1.5 – Identify proper warm-up and cool-down techniques and the 

reasons for using them. 

PE.4.L.1.1 – Participate in moderate to vigorous physical activity (MVPA) on a 

daily basis. 

PE.4.L.1.2 – Demonstrate involvement in physical activities both during and 

after the school day. 

PE.4.L.1.3 – Implement at least one lifestyle behavior to increase physical 

activity. 

PE.4.L.1.4 – Use technology and/or information literacy to identify opportunities 

for participation in physical activities. 

PE.4.L.1.5 – Make observations about one's personal level of physical activity. 

PE.4.L.2.1 – Identify the muscles being strengthened during the performance of 

specific physical activities 

PE.4.L.2.2 – Identify several activities related to each component of physical 

fitness. 

PE.4.L.2.3 – Recognize that physiological responses to exercise are related to 

levels of personal fitness. 

PE.4.L.2.4 – Participate in formal and informal physical fitness assessment. 

PE.4.L.2.5 – Describe ways that technology can assist in the pursuit of physical 

fitness. 

PE.4.L.2.6 – Explain principles of physical fitness. 

PE.4.L.2.7 – Maintain heart rate within the target heart rate zone for a specified 

length of time during an aerobic activity. 

PE.4.L.2.8 – Participate in selected physical activities for the purpose of 

improving physical fitness. 

PE.4.L.2.9 – Recognize that specific stretches increase flexibility and reduce 

the chance of injury. 

PE.4.L.2.10 – Recognize the benefits of maintaining a healthy body 

composition. 

PE.4.L.2.11 – Develop strategies for improving selected fitness components. 

PE.4.L.2.12 – Develop short and long-term fitness goals. 

Fitness and Technology 3 – 5 

Fifth Grade 

Benchmark(s): 

PE.5.C.1.3 – Apply feedback gathered from the use of technology to 

enhance performance. 

PE.5.C.1.5 – Identify basic practice and conditioning principles that 


PE.5.L.1.3 – Implement lifestyle behaviors to increase physical activity. 

PE.5.L.1.4 – Use technology and/or information literacy to enhance 

regular participation in physical activities. 

PE.5.L.1.5 – Formulate a plan to increase the amount of time spent in 

physical activity. 

PE.5.L.2.1 – Differentiate between muscular strength and muscular 

endurance. 

PE.5.L.2.2 – Participate in selected activities that develop and maintain 

each component of physical fitness. 

PE.5.L.2.3 – Analyze one's own physical fitness assessment results 

and develop strategies to enhance performance. 

PE.5.L.2.4 – Explain how technology can assist in the pursuit of 


PE.5.L.2.5 – Apply principles of physical fitness to exercise. 

PE.5.L.2.6 – Identify the heart rate intensity that is necessary to 

enhance cardio respiratory endurance. 

PE.5.L.2.7 – Regularly participate in physical activity for the purpose of 

improving physical fitness. 

PE.5.L.2.8 – Select proper stretching exercises to increase flexibility 

and reduce the chance of injury. 

PE.5.L.2.9 – Describe the benefits of maintaining a healthy body 

composition. 

PE.5.L.2.10 – Evaluate progress toward short and long-term fitness 

goals. 

PE.5.L.2.11 – Explain the consequences of a low level of physical 

fitness on the ability to perform various activities. 

PE.5.L.1.1 – Participate in moderate to vigorous physical activity 

(MVPA) on a daily basis. 


Individual Cooperative Team sun / water / equipment management 

FitnessGram 

activity gram 

individual log journals 

heart rate monitor 

pedometers 

goal setting 

fitness stations 

fitness equipment (bikes, 

weights, steppers) 

circuit training 

challenge causes 

aerobic fitness routines 

partner fitness challenge 

track meets 

endurance soccer 

cross country run 

ultimate basketball 

monitor health limitations (e.g., asthma, heart murmur) 


PE.3.C.1.2 – Understand the importance of safety rules and procedures in 

all physical activities. 

PE.4.C.1.4 – Understand the importance of protecting parts of the body from 

the harmful rays of the sun. 

P.E.4.L.1.5 – Make observations about one's personal level of physical 

activity. 

PE.5.R.1.2 – Arrange equipment safely in a manner appropriate for specific 

skill practice. 

July 12, 2012 Fitness and Technology



UNIT / ORGANIZING PRINCIPLE: Fitness and Technology 3 – 5 



Book(s) 

Lessons from the Heart by Beth 

Kirkpatrick 

Physical Best Activity Guide 

Elementary Level 2 nd Edition 


www.presidentschallenge.org 

www.cdc.gov 

www.kidshealth.org 

www.heart.org 

www.polarusa.com 

www.humankinestics.com 

www.aahperd.org 

* What is the importance of goal setting? 

* Why is being physically active important? 


sit and reach box mats 

heart rate monitor pedometer 

shuttle blocks stopwatches 

pacer CD CD player 

pull-up bars student journals 


President’s Challenge 

FitnessGram ActivityGram Test Administration Manual 3 rd edition 

Student Portfolio / Individual Goal Setting Record 

Observation Checklist Anecdotal Record Sheet 

Student Logs Written Test 

Performance Projects Presidential Challenge 

muscular strength 

muscular endurance 

flexibility 

heart rate 

intensity 

aerobic 

non-aerobic 

activity gram 

body composition 

BMI 

circuit training 

cool down/warm up 

duration 

effort 

elasticity 

extension 

frequency 

health related fitness 

journal/log 

interval training 

obesity 

agility 

repetition 

set 

self-assessment 

stretch 

vigorous physical 

activity 

target heart rate 





words. 



� SS.3.A.1.2 – TSW use technology resources to 

gather information from primary and secondary 

sources. 













� SC.5.L.14.1 – TSW identify the organs in the 

human body and describe their functions, 

including the skin, brain, heart, lungs, stomach, 

liver, intestines, pancreas, muscles and skeleton, 

reproductive organs, kidneys, bladder, and 

sensory organs. 

July 12, 2012 Fitness and Technology




PRINCIPLE: 

Third Grade 

Benchmark(s): 

PE.3.M.1.1 – Apply locomotor skills in a variety of 

movement settings. 

PE.3.M.1.5 – Maintain control while dribbling with 

hands or feet against a defender. 

PE.3.M.1.9 – Perform a teacher-designed sequence 

using manipulatives. 

PE.3.M.1.11 – Perform a self-designed gymnastics 

sequence consisting of clear beginning and ending 

balances and two different movement elements 

with correct technique and smooth transitions. 

PE.3.M.1.12 – Continuously jump a self-turned rope. 

PE.3.C.1.1 – Identify the importance of purposeful 

movement and its impact on quality of 

performance. 

PE.3.C.1.7 – Explain how appropriate practice 

improves performance of movement skills. 

PE.3.C.1.8 – Analyze peer performance and provide 

feedback. 

Fourth Grade 

Benchmark(s): 

PE.4.M.1.1 – Apply movement concepts to the 

performance of locomotor skills in a variety of 




with or without manipulatives while demonstrating 

balance, coordination, clear shapes, purposeful 

movements, and smooth transitions. 



balances and three different movement elements 



PE.4.C.1.1 – Understand the importance of purposeful 

movement in a variety of movement settings to 

include designing and performing movement 

routines. 

PE.4.C.1.7 – Detect errors in personal movement 

patterns. 

PE.4.C.1.8 – Compare and contrast skills/sports that 

use similar movement patterns. 

Movement 3 – 5 

Fifth Grade 

Benchmark(s): 


movement settings while applying the 

appropriate movement concepts as the situation 

demands. 

PE.5.M.1.5 – Apply dribbling skills in modified 

games focusing on offensive strategies. 

PE.5.M.1.9 – Perform a self-designed sequence 

with or without manipulatives while 

demonstrating balance, coordination, clear 

shapes, purposeful movements, and smooth 

transitions. 


sequence consisting of clear beginning and 

ending balances and four different movement 

elements with correct technique and smooth 

transitions. 

PE.5.C.1.1 – Understand and apply purposeful 

movement to a variety of movement settings to 

include designing and performing movement 

routines. 

PE.5.C.1.7 – Detect, analyze, and correct errors in 

personal movement patterns. 

PE.5.C.1.8 – Compare and contrast skills/sports 

that use similar patterns/concepts. 


Individual Cooperative Team boundaries / sun / water 

body awareness 

relationships to body parts 

locomotor / non-locomotor 

skills 

balance on body parts 

gymnastic movements 

activities to music 

transfer weight 

dance 

space awareness 

movement patterns 

rhythmic activities 

fleeing, chasing activities 

agility runs 

manipulative activities 

tag activities 

relationship to others 

partner and small group 

activities 

parachute activities 

group juggling 

hoopla games 

noodle games 




PE.3.C.1.2 – Understand the importance of safety rules and 

procedures in all physical activities. 

PE.4.C.1.4 – Understand the importance of protecting parts of 

the body from the harmful rays of the sun. 

PE.5.R.1.2 – Arrange equipment safely in a manner appropriate 

for specific skill practice. 

July 12, 2012 Movement



UNIT / ORGANIZING PRINCIPLE: Movement 3 – 5 



Physical Best Activity Guide Elementary 

level 2 nd Edition NASPE 


Elementary School Children 15 th 

Edition Robert Pangrazi 

Kendall Hunt: Moving with Skill, Moving 

with Confidence, Moving with Team 

(2002) 

Elementary Physical Education Teaching 

& Assessment by Christine Hopple 



www.naspe.net 


www.pelinks4u.org 

* Why is movement important? 

* What are the benefits of movement? 

* What are different ways people can move? 


Equipment will vary due to skills taught. 

Eg., parachutes, jump ropes, geo mats, tumbling mats, 

variety of balls 


Resource: NASPE Assessments 

Internet: www.pecentral.org (keyword: assessment) 

Internet: www.sparkpe.org 

Observation Checklist Anecdotal Record Sheets 

Student Logs Written Tests 


locomotor 

non-locomotor 

patterns 

force 

tempo 

partner/solo 

symmetrical/asymmetrical 

follow-through 

dribbling 

intensity 

sequence 

modeling 

opposition 

progression 

speed 





words. 



� MA.3.A.4.1 – TSW create, analyze, and represent 

patterns and relationships using words, variables, 

tables, and graphs. 

� SC.3.E.5.4 – TSW explore the Law of Gravity by 

demonstrating that gravity is a force that can be 

overcome. 
















liver, intestines, pancreas, muscles and 

skeleton, reproductive organs, kidneys, 

bladder, and sensory organs. 

July 12, 2012 Movement




PRINCIPLE: 

Third Grade 

Benchmark(s): 

PE.3.M.1.7 – Move in different directions to 

catch objects of different sizes and 

weights thrown by a stationary partner. 

PE.3.M.1.8 – Throw balls of various sizes 

and weights to a stationary partner using 

a correct overhand motion. 

Throwing and Catching 3 – 5 

Fourth Grade 

Benchmark(s): 

PE.4.M.1.7 – Move in different directions to 

catch objects of different sizes and weights 

thrown by a stationary partner from varying 

distances. 

PE.4.M.1.8 – Throw balls of various sizes 

and weights to a stationary partner from 

varying distances using a correct overhand 

motion. 

Fifth Grade 

Benchmark(s): 

PE.5.M.1.7 – Catch a variety of objects 

while traveling and being defended. 

PE.5.M.1.8 – Throw a leading pass 

overhand to a moving partner using a 

variety of objects. 


Individual Cooperative Team sun / water 

stationary targets 

moving targets 

underhand throw 

overhand throw 

opposite foot 

bean bag activities 

locomotor activities 

target challenge 

partner skill drills 

throw to partner 

target games 

juggling 

tennis ball activities 

“clean-up your backyard” 

scoops and balls 

yarn balls 

foam balls 

Frisbee 

bowling 

volleyball lead-up 

basketball 

softball/baseball 

Gator ball - modified 

Frisbee golf 

beach ball 

Modified flag / tag football 






activities. 


protecting parts of the body from the 

harmful rays of the sun. 


manner appropriate for specific skill 

practice. 

July 12, 2012 Throwing and Catching



UNIT / ORGANIZING PRINCIPLE: Throwing and Catching 3 – 5 



The Ultimate Sport Lead-Up Game Book 

by Guy Bailey 

Ready-To-Use Pre-Sport Skills Book 

NFL: Punt, Pass, and Kick 

Children Moving by Graham, Holt/Hale, 

and Parker (2004) 


Elementary Children 15 th Edition by 

Robert Pangrazi 

Dynamic Physical Education 

pgs. 105 – 108 



www.pelinks4u.org 

www.naspe.org 

www.humankinetics.com 

* Why is it important to have opposition when throwing? 

* Why is throwing and catching a fun and important skill? 


Equipment will vary due to skills or games being introduced. 

eg., bean bags, variety of balls, scarves, balloons, beach 

balls 


Internet: www.pecentral.org 

Observation Checklist 

Anecdotal Record Sheets 

Student Journals 


follow-through 

tracking (visual) 

opposition 

release 

absorb force 

flex 

overhand 

underhand 

transfer of weight 

trapping 

fielding 





words. 





overcome. 







� SC.4.P.12.1 – TSW recognize that an object in 

motion always changes its position and may 

change its direction. 

� SC.4.P.12.2 – TSW investigate and describe that 

the speed of an object is determined by the 

distance it travels in a unit of time and that objects 

can move at different speeds. 







� SC.5.P.13.1 – TSW identify familiar forces that 

cause objects to move, such as pushes or 

pulls, including gravity acting on falling objects. 

� SC.5.P.13.2 – TSW investigate and describe 

that the greater the force applied to it, the 

greater the change in motion of a given object. 

July 12, 2012 Throwing and Catching




PRINCIPLE: 

Third Grade 

Benchmark(s): 

PE.3.M.1.2 – Strike a stationary object from a 

stationary position using body parts so that 

the object travels in the intended direction at 

the desired height. 

PE.3.M.1.3 – Strike an object continuously using 

a paddle demonstrating correct technique of a 

forehand pattern. 

PE.3.M.1.4 – Strike both moving and stationary 

objects using a long-handled implement. 

Striking and Kicking 3 – 5 

Fourth Grade 

Benchmark(s): 

PE.4.M.1.2 – Strike a moving object using body 

parts from a stationary position so that the 

object travels in the intended direction at the 

desired height. 

PE.4.M.1.3 – Strike an object continuously using 

a paddle/racquet demonstrating correct 

technique of a forehand pattern. 

PE.4.M.1.4 – Strike moving and/or stationary 

objects with long-handled implements using 

correct technique so the objects travel in the 

intended direction. 

Fifth Grade 

Benchmark(s): 

PE.5.M.1.2 – Approach and strike a moving 

object with body parts so that the object 

travels in the intended direction at the 

desired height using correct technique. 

PE.5.M.1.3 – Strike an object continuously 

with a partner using a paddle/racquet 

demonstrating correct technique of a 

forehand pattern. 

PE.5.M.1.4 – Strike moving and/or stationary 

objects with long-handled implements so 

the objects travel in the intended direction 

at the desired height using correct 

technique. 



striking with body parts, 

with paddle or 

racquet, long handle, 

short handle, paddles, 

bats, hockey stick 

kick a rolling ball 

kick a stationary ball 

archery 

partner skill drills 

bowling 

Frisbee 

balloons 

tetherball 

croquet 

paddle ball 

whiffle ball 

lead-up soccer games 

tennis 

badmitton 

shuffleboard 

softball/baseball 

volleyball 

kickball 

racquetball 

football 

hockey 

4-square 

sun / water 










July 12, 2012 Striking and Kicking



UNIT / ORGANIZING PRINCIPLE: Striking and Kicking 3 – 5 



Book(s) 

On the Move pgs. 188 – 205, 

372 – 374 

Bowler’s Education 

50 Ways to Use Your Noodle 

Book 

Chicken and Noodle Game 

Book 

Children Moving 

Ready-To-Use Pre-Sport Skills 

Book 

Dynamic Physical Education 


www.usta.org 


www.naspe.org (toolkit) 

* Why is it important to develop your striking and kicking skills 

when playing a team or individual sport? 


Equipment will vary due to skills or games being taught. 

Eg., variety of balls and racquets, bats, long/short handle 

implements 


On the Move pg. 290 

Dynamic Physical Education pg. 105 – 108 


Student Logs / Journals Performance Projects 

striking 

instep 

toe 

heel 

stationary object 

moving object 

force 

grip 

tracking 

leg extension 

hip flexion 

split vision 

absorbing force 

balance 

opposition 

spiking 





words. 





overcome. 







� SC.4.P.12.1 – TSW recognize that an object in 

motion always changes its position and may 

change its direction. 

� SC.4.P.12.2 – TSW investigate and describe that 

the speed of an object is determined by the 

distance it travels in a unit of time and that objects 

can move at different speeds. 







� SC.5.P.13.1 – TSW identify familiar forces that 

cause objects to move, such as pushes or 

pulls, including gravity acting on falling objects. 

� SC.5.P.13.2 – TSW investigate and describe 

that the greater the force applied to it, the 

greater the change in motion of a given object. 

July 12, 2012 Striking and Kicking




PRINCIPLE: 

Third Grade 

Benchmark(s): 

PE.3.M.1.1 – Apply locomotor skills in a variety 

of movement settings. 

PE.3.M.1.9 – Perform a teacher-designed 

sequence using manipulatives. 

PE.3.M.1.10 – Perform one dance accurately 

and with good technique. 

PE.3.M.1.11 – Perform a self-designed 

gymnastics sequence consisting of clear 

beginning and ending balances and two 

different movement elements with correct 

technique and smooth transitions. 

PE.3.C.1.1 – Identify the importance of 

purposeful movement and its impact on 

quality of performance. 

PE.3.C.1.7 – Explain how appropriate practice 

improves performance of movement skills. 

Fourth Grade 

Benchmark(s): 

PE.4.M.1.1 – Apply movement concepts to the 

performance of locomotor skills in a variety of 



with or without manipulatives while demonstrating 

balance, coordination, clear shapes, purposeful 

movements, and smooth transitions. 

PE.4.M.1.10 – Perform two or more dances 

accurately and with good technique. 



balances and three different movement elements 



purposeful movement in a variety of movement 

settings to include designing and performing 

movement routines. 

PE.4.C.1.7 – Detect errors in personal movement 

patterns. 

Sequences 3 – 5 

Fifth Grade 

Benchmark(s): 


movement settings while applying the appropriate 

movement concepts as the situation demands. 

PE.5.M.1.9 – Perform a self-designed sequence with or 

without manipulatives while demonstrating balance, 

coordination, clear shapes, purposeful movements, and 

smooth transitions. 

PE.5.M..1.10 – Perform a variety of dances accurately 

and with good technique. 



balances and four different movement elements with 

correct technique and smooth transitions. 

PE.5.C.1.1 – Understand and apply purposeful 

movement to a variety of movement settings to include 

designing and performing movement routines. 

PE.5.C.1.7 – Detect, analyze, and correct errors in 

personal movement patterns. 



geo mats 

line dances 

square dancing 

locomotor skills 

juggling 

brain based activities 

jump ropes 

hula hoops 

gymnastic routines 

aerobic activities 

ribbons 

wands 

ball handling 

analyze movement techniques 

sequences with balls, 

movement 

jump ropes activities 

partner and small group 

activities 

copy me activities 

follow me activities 






activities. 


safety in all physical activities, especially 

those that are high risk. 


manner appropriate for specific skill 

practice. 

July 12, 2012 Sequences



UNIT / ORGANIZING PRINCIPLE: Sequences 3 – 5 



Book(s) 

Tony Chestnut 

Jive Bunny 

Rock and Roll Songs that Teach 

Physical Education 

Geo Motion by Debbie Mitchell 

Christy Lane DVDs 

Jump Rope for Heart 

Tinikling 

Lummi Sticks 




* What is the importance of knowing the different counts 

and steps in line dances? 


Equipment will vary due to skills or game being taught. 

Eg., mats, music, CD player, jump ropes, variety of balls 



Written Test Performance Projects 

patterns 

repetitive 

balance 

coordination 

sequence 

locomotor 

non-locomotor 

analyze 

reflection 

mirroring 

transition 

technique 





words. 

� MA.3.A.4.1 – TSW create, analyze, and represent 

patterns and relationships using words, variables, 

tables, and graphs. 









July 12, 2012 Sequences




PRINCIPLE: 

Third Grade 

Benchmark(s): 

PE.3.C.1.3 – Understand that technology can be utilized to assess 

performance. 

PE.3.L.1.2 – Demonstrate involvement in physical activities both during 

and after the school day. 

PE.3.L.2.1 – Describe how muscular strength and endurance enhance 

performance in physical activities. 

PE.3.L.2.2 – Match physical fitness assessment events to the associated 

fitness component. 

PE.3.L.2.3 – Describe the relationship between the heart and lungs 

during physical activity. 

PE.3.R.2.1 – Seek personally challenging physical activity experiences. 

PE.3.R.2.3 – Choose to participate in group physical activities. 

PE.3.R.2.4 – Appreciate the good performance of others. 

PE.3.L.1.1 – Participate in moderate to vigorous physical activity (MVPA) 

on a daily basis. 

PE.3.L.1.3 – Identify lifestyle changes that can be made to increase the 

level of physical activity. 

PE.3.L.1.4 – Identify opportunities in the school and community for 

regular participation in physical activities. 

PE.3.L.1.5 – Use an activity log to maintain a personal record of 

participation in physical activity over a period of time. 

PE.3.L.2.12 – Read food labels for specific nutrition facts. 

Wellness and Lifestyle Behaviors 3 – 5 

Fourth Grade 

Benchmark(s): 

PE.4.C.1.3 – Use technology to gather information about 

performance. 

PE.4.L.1.2 – Demonstrate involvement in physical 

activities both during and after the school day. 

PE.4.L.1.5 – Make observations about one's personal 

level of physical activity. 

PE.4.L.2.1 – Identify the muscles being strengthened 

during the performance of specific physical activities. 

PE.4.L.2.2 – Identify several activities related to each 

component of physical fitness. 

PE.4.L.2.3 – Recognize that physiological responses to 

exercise are related to levels of personal fitness. 

PE.4.L.2.13 – Understand appropriate serving size. 

PE.4.R.2.1 – Recognize physical activity as a positive 

opportunity for social and group interaction. 

PE.4.R.2.2 – Choose to practice skills for which 

improvement is needed. 

PE.4.R.2.3 – Recognize the connection between skill 

competence and enjoyment of physical activity. 

PE.4.L.1.1 – Participate in moderate to vigorous physical 

activity (MVPA) on a daily basis. 

Fifth Grade 

Benchmark(s): 

PE.5.C.1.3 – Apply feedback gathered from the 

use of technology to enhance performance. 

PE.5.L.1.2 – Demonstrate involvement in 

physical activities both during and after the 

school day. 

PE.5.L.1.5 – Formulate a plan to increase the 

amount of time spent in physical activity. 

PE.5.L.2.1 – Differentiate between muscular 

strength and muscular endurance. 

PE.5.L.2.2 – Participate in selected activities 

that develop and maintain each component of 


PE.5.L.2.3 – Analyze one's own physical fitness 

assessment results and develop strategies to 


PE.5.L.2.12 – Plan a menu for a balanced meal. 

PE.5.R.2.3 – Identify enjoyable physical 

activities. 





FitnessGram 

pedometers 

heart rate monitors 

graphing / journals 

trail walking 

walking adventures 

walking club 

presidential fitness awards 

body management 

body composition 

nutrition concepts / food pyramid 

fitness circuit 

reading a map / orienteering 

list lifestyles behaviors/activities 

bike riding, tennis, bowling, new 

inventive games 

tag activities 

partner challenges 

scooter board relays 

weight training 

yoga/stretching 

Frisbee golf 

jump ropes 

movement activities 

create a menu 

food value awareness 

line/folk dance 

recreational activities 

general fitness equipment 

gym etiquette 

sun / water 




PE.3.C.1.2 – Understand the importance 

of safety rules and procedures in all 

physical activities. 


of protecting parts of the body from the 

harmful rays of the sun. 

PE.5.R.1.2 – Arrange equipment safely in 

a manner appropriate for specific skill 

practice. 

July 12, 2012 Wellness and Lifestyle Behaviors



UNIT / ORGANIZING PRINCIPLE: Wellness and Lifestyle Behaviors 3 – 5 


Resource Book(s) / 

Trade Book(s) 

Organ Wise Guys 

Curriculum 

Fitness for Life 

Orienteering 

WOW Curriculum 


www.pe4life.org 

www.mypyramid.gov 

www.dole5aday.com 

www.kidshealth.org 

www.cdc.gov 

* How does a high level of fitness improve the quality of your 

life? 

* How does physical education affect the balance of your life? 


Equipment will vary according to the activities being taught. 

Eg., pedometers, heart rate monitors, CD music and player, 

scooter boards, measuring wheel, jump ropes, compasses, 

clipboards, markers 


FitnessGram Observation Checklist 

Anecdotal Checklists Student Logs / Journals 

Written Tests Performance Projects 

F.I.T.T. – frequency, intensity, 

time and type of activity 

muscular strength 

muscular endurance 

cardiovascular endurance 

obesity 

flexibility 

body mass index (BMI) 

healthy fitness zone 

intensity 

target heart rate 

pace 

aerobic / non-aerobic 

M.V.P.A. – moderate, vigorous, 

physical activity 





words. 



� SS.3.A.1.2 – TSW utilize technology resources to 

gather information from primary and secondary 

sources. 







� SC.4.L.17.2 – TSW explain that animals, including 

humans, cannot make their own food and that 

when animals eat plants or other animals, the 

energy stored in the food source is passed to 

them. 










liver, intestines, pancreas, muscles and 

skeleton, reproductive organs, kidneys, 


July 12, 2012 Wellness and Lifestyle Behaviors




PRINCIPLE: 

Benchmark(s): 

Third Grade 

Design a new game as a cooperative 

activity. (Walking through the steps of 

the 4 th /5 th grade projects as a group 

for preparation.) 

New Creative Games 3 – 5 

Fourth Grade 

Benchmark(s): 


of purposeful movement in a variety of 

movement settings to include designing 

and performing movement routines. 

Fifth Grade 

Benchmark(s): 

PE.5.C.1.2 – Design a new game 

incorporating skills, rules, and 

strategies. 


� It is suggested that this is an end-of-the-year project for all upper 

elementary students. (Sample documents are available.) It is further 

suggested that project directions be distributed about Spring Break time 

with projects being presented the last one or two months of school. 

� In completing this project students will incorporate various physical 

education concepts that were taught through-out the year. 

� Students in 4 th and 5 th (or groups in 3 rd ) should create written directions and 

instructions of the game. Elements that should be included in the 

directions: scoring, space, equipment needed, rules of the game, area type, 

physical skills focused on (striking, kicking, balance, movement, etc), 

vocabulary. 

� Students should then be asked to present, demonstrate, or instruct others 

on the game. 

� A self-evaluation / reflection should be completed after the demonstration / 

presentation. 

boundaries / spatial awareness 



rules of the game 

cooperation / sharing 

respect 







July 12, 2012 New Creative Games



UNIT / ORGANIZING PRINCIPLE: New Creative Games 3 – 5 


At Student Request 

New Games CD-ROM 

Fun Brain 

PE 4 Life Book 

Ready-To-Use P.E. Activity Book 

www.pecentral.com (keyword: 

creative games) 

www.naspe.org 

* Why are rules and safety important? 

* What makes a game fun? 

* What makes a game a sport? 

* What are the important concepts of a game / sport? 

per student activity 

Supplies / Materials Suggested Assessment & Grading Options 

Equipment will vary due to skills or games 

being taught. 

Teacher Observation / Checklist 

Student Performance on Presentation 

Student Journal / Self-Assessment 


� LA.3223 – TSW organize information to show an 

understanding of main ideas within a text through 

charting, mapping, or summarizing. 

� LA.3311 to LA.3313 TSW use prewriting strategies 

to generate ideas and formulate a plan. 

� LA.3321 – TSW draft write a draft appropriate to the 

topic, audience, and purpose. 

� LA.3331 to LA.3334 – TSW revise and refine the 

draft for clarity and effectiveness. 

� LA.3341 to LA.3346 – TSW edit and correct the draft 

for standard language conventions. 

� LA.3351 to LA.3353 – TSW write a final product for 

the intended audience. 

� LA.3421 – TSW write in a variety of informational / 

expository forms. 

� LA.3431 – TSW write persuasive text that attempts 

to influence the reader. 

� LA.3522 – TSW plan, organize, and give an oral 

presentation and use appropriate voice, eye, and 

body movements for the topic, audience, and 

occasion. 

� LA.3641 – TSW use appropriate available 

technologies to enhance communication and 

achieve a purpose. 

� LA.3642 – TSW use digital tools to present and 

publish in a variety of media formats. 

� LA.4223 – TSW organize information to show an 

understanding of main ideas within a text through 

charting, mapping, or summarizing. 

� LA.4311 to LA.4313 TSW use prewriting strategies to 

generate ideas and formulate a plan. 

� LA.4321 – TSW draft write a draft appropriate to the 

topic, audience, and purpose. 

� LA.4331 to LA.4334 – TSW revise and refine the draft 

for clarity and effectiveness. 

� LA.4341 to LA.4346 – TSW edit and correct the draft 

for standard language conventions. 

� LA.4351 to LA.4353 – TSW write a final product for 

the intended audience. 

� LA.4421 to 4423 – TSW develop and demonstrate 

technical writing that provides information related to 

real-world tasks. 

� LA.4431 to 4432 – TSW write persuasive text that 

attempts to influence the reader. 

� LA.4522 – TSW plan, organize, and give an oral 

presentation and use appropriate voice, eye, and 

body movements for the topic, audience, and 

occasion. 

� LA.4525 – TSW make formal and informal oral 

presentations for a variety of purposes, audiences, 

and occasions, demonstrating appropriate language.. 

and use technologies. 

� LA.5311 to LA.5313 TSW use prewriting 

strategies to generate ideas and formulate a 

plan. 

� LA.5321 to 5322 – TSW draft write a draft 

appropriate to the topic, audience, and 

purpose. 

� LA.5331 to LA.5334 – TSW revise and 

refine the draft for clarity and effectiveness. 

� LA.5341 to LA.5345 – TSW edit and correct 

the draft for standard language conventions. 

� LA.5351 to LA.5353 – TSW write a final 

product for the intended audience. 

� LA.5421 to 5425 – TSW develop and 

demonstrate technical writing that provides 

information related to real-world tasks. 

� LA.5431 to 5432 – TSW write persuasive 

text that attempts to influence the reader. 

� LA.5522 – TSW make formal and informal 

oral presentations for a variety of purposes, 

audiences, and occasions, demonstrating 

appropriate language.. and use 

technologies. 

July 12, 2012 New Creative Games

2012-13 SY

Next Generation 

Sunshine State 

Standards

Strand: READING PROCESS 

Standard 4: Phonics/Word Analysis 

New SSS – Reading/Language Arts Standards 

GRADE: 5 

The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read 

text. 

BENCHMARK CODE BENCHMARK 

LA.5.1.4.1 The student will understand spelling patterns; 

LA.5.1.4.2 The student will recognize structural analysis; and 

LA.5.1.4.3 The student will use language structure to read multi-syllabic words in text. 

Standard 5: Fluency 

The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and 

expression. 


LA.5.1.5.1 The student will demonstrate the ability to read grade level text; and 

LA.5.1.5.2 The student will adjust reading rate based on purpose, text difficulty, form, and style. 

Standard 6: Vocabulary Development 

The student uses multiple strategies to develop grade appropriate vocabulary. 


LA.5.1.6.1 The student will use new vocabulary that is introduced and taught directly; 

LA.5.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text; 

LA.5.1.6.3 The student will use context clues to determine meanings of unfamiliar words; 

LA.5.1.6.4 the student will categorize key vocabulary and identify salient features; 

LA.5.1.6.5 The student will relate new vocabulary to familiar words; 

LA.5.1.6.6 The student will identify shades of meaning in related words (e.g., blaring, loud); 

LA.5.1.6.7 The student will use meaning of familiar base words and affixes to determine meanings of unfamiliar 

complex words; 

LA.5.1.6.8 The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine 

meanings of words; 

LA.5.1.6.9 The student will determine the correct meaning of words with multiple meanings in context; 

LA.5.1.6.10 The student will determine meanings of words, pronunciation, parts of speech, etymologies, and 

alternate word choices by using a dictionary, thesaurus, and digital tools; and 

LA.5.1.6.11 The student will use meaning of familiar roots and affixes derived from Greek and Latin to determine 

meanings of unfamiliar complex words. 

Standard 7: Reading Comprehension 

The student uses a variety of strategies to comprehend grade level text. 


LA.5.1.7.1 The student will explain the purpose of text features (e.g., format, graphics, diagrams, illustrations, 

charts, maps), use prior knowledge to make and confirm predictions, and establish a purpose for 

reading; 

LA.5.1.7.2 The student will identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how 

an authors perspective influences text; 

LA.5.1.7.3 The student will determine the main idea or essential message in grade-level text through inferring, 

paraphrasing, summarizing, and identifying relevant details; 

LA.5.1.7.4 The student will identify cause-and-effect relationships in text; 

LA.5.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, 

sequence of events) and explain how it impacts meaning in text; 

LA.5.1.7.6 The student will identify themes or topics across a variety of fiction and nonfiction selections; 

LA.5.1.7.7 The student will compare and contrast elements in multiple texts; and 

LA.5.1.7.8 The student will use strategies to repair comprehension of grade-appropriate text when selfmonitoring 

indicates confusion, including but not limited to rereading, checking context clues, 

predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and 

clarifying by checking other sources.

Strand: LITERARY ANALYSIS 

Standard 1: Fiction 


The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts 

to develop a thoughtful response to a literary selection. 


LA.5.2.1.1 The student will demonstrate knowledge of the characteristics of various genres (e.g., poetry, fiction, 

short story, dramatic literature) as forms with distinct characteristics and purposes; 

LA.5.2.1.2 The student will locate and analyze the elements of plot structure, including exposition, setting, 

character development, rising/falling action, problem/resolution, and theme in a variety of fiction; 

LA.5.2.1.3 The student will demonstrate how rhythm and repetition as well as descriptive and figurative language 

help to communicate meaning in a poem; 

LA.5.2.1.4 The student will identify an author’s theme, and use details from the text to explain how the author 

developed that theme; 

LA.5.2.1.5 The student will demonstrate an understanding of a literary selection, and depending on the selection, 

include evidence from the text, personal experience, and comparison to other text/media; 

LA.5.2.1.6 The student will write a book report, review, or critique that identifies the main idea, character(s), 

setting, sequence of events, conflict, crisis, and resolution; 

LA.5.2.1.7 The student will identify and explain an author’s use of descriptive, idiomatic, and figurative language 

(e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, 

feelings, and objects; 

LA.5.2.1.8 The student will explain changes in the vocabulary and language patterns of literary texts written 

across historical periods; and 

LA.5.2.1.9 The student will use interest and recommendations of others to select a balance of age and ability 

appropriate fiction materials to read (e.g., novels, historical fiction, mythology, poetry) to expand the 

core foundation of knowledge necessary to function as a fully literate member of a shared culture. 

Standard 2: Nonfiction 

The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, 

informational, and expository texts to demonstrate an understanding of the information presented. 


LA.5.2.2.1 The student will locate, explain, and use information from text features (e.g., table of contents, 

glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations); 

LA.5.2.2.2 The student will use information from the text to answer questions related to explicitly stated main 

ideas or relevant details; 

LA.5.2.2.3 The student will organize information to show understanding (e.g., representing main ideas within text 

through charting, mapping, paraphrasing, or summarizing); 

LA.5.2.2.4 The student will identify the characteristics of a variety of types of text (e.g., reference, newspapers, 

practical/functional texts); and 

LA.5.2.2.5 The student will use interest and recommendations of others to select a balance of age and ability 

appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, 

science, history) to continue building a core foundation of knowledge. 

Strand: WRITING PROCESS 

Standard 1: Prewriting 

The student will use prewriting strategies to generate ideas and formulate a plan. 


LA.5.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic 

organizer, drawing, writers notebook, group discussion, printed material) based upon teacher-directed 

topics and personal interests; 

LA.5.3.1.2 The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate, to 

persuade) and intended audience of a writing piece; and 

LA.5.3.1.3 The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic 

organizer, KWL chart, log).

Standard 2: Drafting 


The student will write a draft appropriate to the topic, audience, and purpose. 


LA.5.3.2.1 The student will draft writing by using a prewriting plan to focus on the main idea with ample 

development of supporting details, elaborating on organized information using descriptive language, 

supporting details, and word choices appropriate to the selected tone and mood; 

LA.5.3.2.2 The student will draft writing by organizing information into a logical sequence and combining or 

deleting sentences to enhance clarity; and 

LA.5.3.2.3 The student will draft writing by creating interesting leads by studying the leads of professional 

authors and experimenting with various types of leads (e.g., an astonishing fact, a dramatic scene). 

Standard 3: Revising 

The student will revise and refine the draft for clarity and effectiveness. 


LA.5.3.3.1 The student will revise by evaluating the draft for development of ideas and content, logical 

organization, voice, point of view, word choice, and sentence variation; 

LA.5.3.3.2 The student will revise by creating clarity and logic by deleting extraneous or repetitious information 

and tightening plot or central idea through the use of sequential organization, appropriate transitional 

phrases, and introductory phrases and clauses that vary rhythm and sentence structure; 

LA.5.3.3.3 The student will revise by creating precision and interest by expressing ideas vividly through varied 

language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, 

connotation, denotation) and modifying word choices using resources and reference materials (e.g., 

dictionary, thesaurus); and 

LA.5.3.3.4 The student will revise by applying appropriate tools or strategies to evaluate and refine the draft 

(e.g., peer review, checklists, rubrics). 

Standard 4: Editing for Language Conventions 

The student will edit and correct the draft for standard language conventions. 


LA.5.3.4.1 The student will edit for correct use of spelling, using spelling rules, orthographic patterns, 

generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root 

words and using a dictionary, thesaurus, or other resources as necessary; 

LA.5.3.4.2 The student will edit for correct use of capitalization, including literary titles, nationalities, ethnicities, 

languages, religions, geographic names and places; 

LA.5.3.4.3 The student will edit for correct use of punctuation, including commas in clauses, hyphens, and in 

cited sources, including quotations for exact words from sources; 

LA.5.3.4.4 The student will edit for correct use of the four basic parts of speech (nouns, verbs, adjectives, 

adverbs), and subjective, objective, and demonstrative pronouns and singular and plural possessives 

of nouns; and 

LA.5.3.4.5 The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and 

compound sentences. 

Standard 5: Publishing 

The student will write a final product for the intended audience. 


LA.5.3.5.1 The student will prepare writing using technology in a format appropriate to audience and purpose 

(e.g., manuscript, multimedia); 

LA.5.3.5.2 The student will use elements of spacing and design to enhance the appearance of the document 

and add graphics where appropriate; and 

LA.5.3.5.3 The student will share the writing with the intended audience.

Strand: WRITING APPLICATIONS 

Standard 1: Creative 


The student develops and demonstrates creative writing. 


LA.5.4.1.1 The student will write narratives that establish a situation and plot with rising action, conflict, and 

resolution; and 

LA.5.4.1.2 The student will write a variety of expressive forms (e.g., fiction, short story, autobiography, science 

fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, 

hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format. 

Standard 2: Informative 

The student develops and demonstrates technical writing that provides information related to real-world tasks. 


LA.5.4.2.1 The student will write in a variety of informational/expository forms (e.g., summaries, procedures, 

instructions, experiments, rubrics, how-to manuals, assembly instructions); 

LA.5.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) 

related to a topic, including visual aids to organize and record information on charts, data tables, 

maps and graphs, as appropriate; 

LA.5.4.2.3 The student will write informational/expository essays that state a thesis with a narrow focus, contain 

introductory, body, and concluding paragraphs; 

LA.5.4.2.4 The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal 

letters, messages, invitations) that have a clearly stated purpose and that include the date, proper 

salutation, body, closing and signature; and 

LA.5.4.2.5 The student will write directions to unfamiliar locations using cardinal and ordinal directions, 

landmarks, and distances, and create an accompanying map. 

Standard 3: Persuasive 

The student develops and demonstrates persuasive writing that is used for the purpose of influencing the 

reader. 


LA.5.4.3.1 The student will write persuasive text (e.g., essay, written communication) that establish and develop 

a controlling idea and supporting arguments for the validity of the proposed idea with detailed 

evidence; and 

LA.5.4.3.2 The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, 

hyperbole). 

Strand: COMMUNICATION 

Standard 1: Penmanship 

The student engages in the writing process and writes to communicate ideas and experiences. 


LA.5.5.1.1 The student will demonstrate fluent and legible cursive writing skills. 

Standard 2: Listening and Speaking 

The student effectively applies listening and speaking strategies. 


LA.5.5.2.1 The student will listen and speak to gain and share information for a variety of purposes, including 

personal interviews, dramatic and poetic recitations, and formal presentations; and 

LA.5.5.2.2 The student will make formal oral presentations for a variety of purposes and occasions, 

demonstrating appropriate language choices, body language, eye contact and the use of gestures, 

the use of supporting graphics (charts, illustrations, images, props), and available technologies.


Strand: INFORMATION AND MEDIA LITERACY 

Standard 1: Informational Text 

The student comprehends the wide array of informational text that is part of our day to day experiences. 


LA.5.6.1.1 The student will read and interpret informational text and organize the information (e.g., use outlines, 

timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step 

directions, problem solving, performing a task, supporting opinions, predictions, and conclusions). 

Standard 2: Research Process 

The student uses a systematic process for the collection, processing, and presentation of information. 


LA.5.6.2.1 The student will select a topic for inquiry, formulate a search plan, and apply evaluative criteria (e.g., 

usefulness, validity, currentness, objectivity) to select and use appropriate resources; 

LA.5.6.2.2 The student will read and record information systematically, evaluating the validity and reliability of 

information in text by examining several sources of information; 

LA.5.6.2.3 The student will write an informational report that includes a focused topic, appropriate facts, relevant 

details, a logical sequence, and a concluding statement; and 

LA.5.6.2.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., 

avoids plagiarism). 

Standard 3: Media Literacy 

The student develops and demonstrates an understanding of media literacy as a life skill that is integral to 

informed decision making. 


LA.5.6.3.1 The student will examine how ideas are presented in a variety of print and nonprint media and 

recognize differences between logical reasoning and propaganda; and 

LA.5.6.3.2 The student will use a variety of reliable media sources to gather information effectively and to 

transmit information to specific audiences. 

Standard 4: Technology 

The student develops the essential technology skills for using and understanding conventional and current 

tools, materials and processes. 


LA.5.6.4.1 The student will select and use appropriate available technologies to enhance communication and 

achieve a purpose (e.g., video, presentations); and 

LA.5.6.4.2 The student will determine and use the appropriate digital tools (e.g., word processing, multimedia 

authoring, web tools, graphic organizers) for publishing and presenting a topic.

Mathematics Standards: GRADE: 5 

Big Idea 1: BIG IDEA 1 

Develop an understanding of and fluency with division of whole numbers. 


MA.5.A.1.1 Describe the process of finding quotients involving multi-digit dividends using models, place 

value, properties, and the relationship of division to multiplication. 

Cognitive Complexity/Depth of Knowledge Rating: Moderate 

MA.5.A.1.2 Estimate quotients or calculate them mentally depending on the context and numbers 

involved. 


MA.5.A.1.3 Interpret solutions to division situations including those with remainders depending on the 

context of the problem. 

Cognitive Complexity/Depth of Knowledge Rating: High 

MA.5.A.1.4 Divide multi-digit whole numbers fluently, including solving real-world problems, 

demonstrating understanding of the standard algorithm and checking the reasonableness 

of results. 



Develop an understanding of and fluency with addition and subtraction of fractions and decimals. 


MA.5.A.2.1 Represent addition and subtraction of decimals and fractions with like and unlike 

denominators using models, place value, or properties. 


MA.5.A.2.2 Add and subtract fractions and decimals fluently, and verify the reasonableness of results, 

including in problem situations. 


MA.5.A.2.3 Make reasonable estimates of fraction and decimal sums and differences, and use 

techniques for rounding. 


MA.5.A.2.4 Determine the prime factorization of numbers. 



Describe three-dimensional shapes and analyze their properties, including volume and surface area. 


MA.5.G.3.1 Analyze and compare the properties of two-dimensional figures and three-dimensional 

solids (polyhedra), including the number of edges, faces, vertices, and types of faces. 


MA.5.G.3.2 Describe, define, and determine surface area and volume of prisms by using appropriate 

units and selecting strategies and tools. 


Supporting Idea 4: Algebra 

Algebra 


MA.5.A.4.1 Use the properties of equality to solve numerical and real world situations. 


MA.5.A.4.2 Construct and describe a graph showing continuous data, such as a graph of a quantity 

that changes over time. 

Cognitive Complexity/Depth of Knowledge Rating: High

Supporting Idea 5: Geometry and Measurement 



MA.5.G.5.1 Identify and plot ordered pairs on the first quadrant of the coordinate plane. 

Cognitive Complexity/Depth of Knowledge Rating: Low 

MA.5.G.5.2 Compare, contrast, and convert units of measure within the same dimension (length, mass, 

or time) to solve problems. 


MA.5.G.5.3 Solve problems requiring attention to approximation, selection of appropriate measuring 

tools, and precision of measurement. 


MA.5.G.5.4 Derive and apply formulas for areas of parallelograms, triangles, and trapezoids from the 

area of a rectangle. 


Supporting Idea 6: Number and Operations 

Number and Operations 


MA.5.A.6.1 Identify and relate prime and composite numbers, factors, and multiples within the context 

of fractions. 


MA.5.A.6.2 Use the order of operations to simplify expressions which include exponents and 

parentheses. 


MA.5.A.6.3 Describe real-world situations using positive and negative numbers. 


MA.5.A.6.4 Compare, order, and graph integers, including integers shown on a number line. 


MA.5.A.6.5 Solve non-routine problems using various strategies including “solving a simpler problem” 

and “guess, check, and revise”. 


Supporting Idea 7: Data Analysis 

Data Analysis 


MA.5.S.7.1 Construct and analyze line graphs and double bar graphs. 


MA.5.S.7.2 Differentiate between continuous and discrete data, and determine ways to represent those 

using graphs and diagrams. 

Cognitive Complexity/Depth of Knowledge Rating: Moderate

Big Idea 1: The Practice of Science 

NGSSS – Science Standards 

GRADE: 5 

A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of 

scientifically investigable questions, construction of investigations into those questions, the collection 

of appropriate data, the evaluation of the meaning of those data, and the communication of this 

evaluation. 

B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific 

method." 

C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the 

generation and validation of scientific knowledge. 

D: Scientific knowledge is based on observation and inference; it is important to recognize that these 

are very different things. Not only does science require creativity in its methods and processes, but 

also in its questions and explanations. 


SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and 

carry out scientific investigations of various types such as: systematic observations, experiments 

requiring the identification of variables, collecting and organizing data, interpreting data in charts, 

tables, and graphics, analyze information, make predictions, and defend conclusions. 


SC.5.N.1.2 Explain the difference between an experiment and other types of scientific investigation. 


SC.5.N.1.3 Recognize and explain the need for repeated experimental trials. 


SC.5.N.1.4 Identify a control group and explain its importance in an experiment. 


SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of 

"the scientific method." 


SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified 

observation. 



Big Idea 2: The Characteristics of Scientific Knowledge 

A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the 

natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways 

of knowing, such as art, philosophy, or religion. 

B: Scientific knowledge is durable and robust, but open to change. 

C: Because science is based on empirical evidence it strives for objectivity, but as it is a human 

endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity 

and discovery. 


SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; 

explanation must always be linked with evidence. 


SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by 

those investigations should be replicable by others. 

Big Idea 5: Earth in Space and Time 


Humans continue to explore Earth's place in space. Gravity and energy influence the formation of 

galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need 

to explore continues to lead to the development of knowledge and understanding of our Solar System. 


SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the 

stars. Identify our home galaxy as the Milky Way. 


SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of 

inner and outer planets. 


SC.5.E.5.3 Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, 

comets -- and identify Earth's position in it. 

Cognitive Complexity/Depth of Knowledge Rating: High


Big Idea 7: Earth Systems and Patterns 

Humans continue to explore the interactions among water, air, and land. Air and water are in constant 

motion that results in changing conditions that can be observed over time. 


SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and 

can go back and forth from one state to another. 


SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water 

reservoirs via evaporation and precipitation processes. 


SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and 

precipitation determine the weather in a particular place and time. 


SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections 

to the weather in a particular place and time. 


SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found 

among different environments, such as swamps, deserts, and mountains. 


SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to 

latitude, elevation, and proximity to bodies of water. 


SC.5.E.7.7 Design a family preparedness plan for natural disasters and identify the reasons for having such a 

plan. 


Big Idea 8: Properties of Matter 

A. All objects and substances in the world are made of matter. Matter has two fundamental properties: 

matter takes up space and matter has mass. 

B. Objects and substances can be classified by their physical and chemical properties. Mass is the 

amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of 

attraction (gravitational force) between an object and Earth. 

The concepts of mass and weight are complicated and potentially confusing to elementary students. 

Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight 

in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and 

weight, and use them appropriately. 


SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, 

texture, and temperature. 


SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the 

conditions that will speed up or slow down the dissolving process. 


SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of 

their parts such as particle size, shape, color, and magnetic attraction. 


SC.5.P.8.4 Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is 

composed of parts that are too small to be seen without magnification. 

Cognitive Complexity/Depth of Knowledge Rating: Low

Big Idea 9: Changes in Matter 

A. Matter can undergo a variety of changes. 


B. Matter can be changed physically or chemically. 


SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature. 

Big Idea 10: Forms of Energy 


A. Energy is involved in all physical processes and is a unifying concept in many areas of science. 

B. Energy exists in many forms and has the ability to do work or cause a change. 


SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, 

chemical, and mechanical. 


SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create change. 


SC.5.P.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object and can 

either attract or repel another charged object without any contact between the objects. 


SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, 

as well as the energy of motion. 


Big Idea 11: Energy Transfer and Transformations 

A. Waves involve a transfer of energy without a transfer of matter. 

B. Water and sound waves transfer energy through a material. 

C. Light waves can travel through a vacuum and through matter. 


SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop). 


SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not. 


Big Idea 13: Forces and Changes in Motion 

A. It takes energy to change the motion of objects. 


B. Energy change is understood in terms of forces--pushes or pulls. 

C. Some forces act through physical contact, while others act at a distance. 


SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on 

falling objects. 


SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a 

given object. 


SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on 

the object's motion. 


SC.5.P.13.4 Investigate and explain that when a force is applied to an object but it does not move, it is because 

another opposing force is being applied by something in the environment so that the forces are 

balanced. 


Big Idea 14: Organization and Development of Living Organisms 

A. All plants and animals, including humans, are alike in some ways and different in others. 

B. All plants and animals, including humans, have internal parts and external structures that function 

to keep them alive and help them grow and reproduce. 

C. Humans can better understand the natural world through careful observation. 


SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, 

lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, 



SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, 

including humans, for example: some animals have skeletons for support -- some with internal 

skeletons others with exoskeletons -- while some plants have stems for support. 



Big Idea 15: Diversity and Evolution of Living Organisms 

A. Earth is home to a great diversity of living things, but changes in the environment can affect their 

survival. 

B. Individuals of the same kind often differ in their characteristics and sometimes the differences give 

individuals an advantage in surviving and reproducing. 


SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants 

and animals to survive and reproduce while others die or move to new locations. 

Big Idea 17: Interdependence 


A. Plants and animals, including humans, interact with and depend upon each other and their 

environment to satisfy their basic needs. 

B. Both human activities and natural events can have major impacts on the environment. 

C. Energy flows from the sun through producers to consumers. 


SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in 

different environments such as life cycles variations, animal behaviors and physical characteristics. 


Strand: AMERICAN HISTORY 

Standard 1: Historical Inquiry and Analysis 

NGSSS – Social Studies Standards 

GRADE: 5 


SS.5.A.1.1 Use primary and secondary sources to understand history. 

SS.5.A.1.2 Utilize timelines to identify and discuss American History time periods. 

Standard 2: Pre-Columbian North America 


SS.5.A.2.1 Compare cultural aspects of ancient American civilizations (Aztecs/Mayas; Mound 

Builders/Anasazi/Inuit). 

SS.5.A.2.2 Identify Native American tribes from different geographic regions of North America (cliff dwellers and 

Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of 

the Great Plains, woodland tribes east of the Mississippi River). 

SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North 

America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and 

interactions with the environment. 

Standard 3: Exploration and Settlement of North America 


SS.5.A.3.1 Describe technological developments that shaped European exploration. 

SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) 

the European explorers. 

SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for 

control of North America. 

Standard 4: Colonization of North America 


SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement. 

SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies. 

SS.5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and 

Southern colonies. 

SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the 

thirteen colonies. 

SS.5.A.4.5 Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and 

Europe. 

SS.5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies. 

Standard 5: American Revolution & Birth of a New Nation 


SS.5.A.5.1 Identify and explain significant events leading up to the American Revolution. 

SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. 

SS.5.A.5.3 Explain the significance of historical documents including key political concepts, origins of these 

concepts, and their role in American independence. 

SS.5.A.5.4 Examine and explain the changing roles and impact of significant women during the American 

Revolution. 

SS.5.A.5.5 Examine and compare major battles and military campaigns of the American Revolution. 

SS.5.A.5.6 Identify the contributions of foreign alliances and individuals to the outcome of the Revolution. 

SS.5.A.5.7 Explain economic, military, and political factors which led to the end of the Revolutionary War. 

SS.5.A.5.8 Evaluate the personal and political hardships resulting from the American Revolution. 

SS.5.A.5.9 Discuss the impact and significance of land policies developed under the Confederation Congress 

(Northwest Ordinance of 1787). 

SS.5.A.5.10 Examine the significance of the Constitution including its key political concepts, origins of those 

concepts, and their role in American democracy.

Strand: ECONOMICS 

Standard 1: Market Economy 



SS.5.E.1.1 Identify how trade promoted economic growth in North America from pre-Columbian times to 1850. 

SS.5.E.1.2 Describe a market economy, and give examples of how the colonial and early American economy 

exhibited these characteristics. 

SS.5.E.1.3 Trace the development of technology and the impact of major inventions on business productivity 

during the early development of the United States. 

Standard 2: The International Economy 


SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European 

explorers, and colonists. 

Strand: CIVICS AND GOVERNMENT 

Standard 1: Foundations of Government, Law, and the American Political System 


SS.5.C.1.1 Explain how and why the United States government was created. 

SS.5.C.1.2 Define a constitution, and discuss its purposes. 

SS.5.C.1.3 Explain the definition and origin of rights. 

SS.5.C.1.4 Identify the Declaration of Independence's grievances and Articles of Confederation's weaknesses. 

SS.5.C.1.5 Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. 

Constitution. 

SS.5.C.1.6 Compare Federalist and Anti-Federalist views of government. 

Standard 2: Civic and Political Participation 


SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists, and "undecideds" during the American Revolution. 

SS.5.C.2.2 Compare forms of political participation in the colonial period to today. 

SS.5.C.2.3 Analyze how the Constitution has expanded voting rights from our nation's early history to today. 

SS.5.C.2.4 Evaluate the importance of civic responsibilities in American democracy. 

SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government 

and society. 

Standard 3: Structure and Functions of Government 


SS.5.C.3.1 Describe the organizational structure (legislative, executive, judicial branches) and powers of the 

federal government as defined in Articles I, II, and III of the U.S. Constitution. 

SS.5.C.3.2 Explain how popular sovereignty, rule of law, separation of powers, checks and balances, federalism, 

and individual rights limit the powers of the federal government as expressed in the Constitution and 

Bill of Rights. 

SS.5.C.3.3 Give examples of powers granted to the federal government and those reserved for the states. 

SS.5.C.3.4 Describe the amendment process as defined in Article V of the Constitution and give examples. 

SS.5.C.3.5 Identify the fundamental rights of all citizens as enumerated in the Bill of Rights. 

SS.5.C.3.6 Examine the foundations of the United States legal system by recognizing the role of the courts in 

interpreting law and settling conflicts.

Standard 6: Growth and Westward Expansion 



SS.5.A.6.1 Describe the causes and effects of the Louisiana Purchase. 

SS.5.A.6.2 Identify roles and contributions of significant people during the period of westward expansion. 

SS.5.A.6.3 Examine 19th century advancements (canals, roads, steamboats, flat boats, overland wagons, Pony 

Express, railroads) in transportation and communication. 

SS.5.A.6.4 Explain the importance of the explorations west of the Mississippi River. 

SS.5.A.6.5 Identify the causes and effects of the War of 1812. 

SS.5.A.6.6 Explain how westward expansion affected Native Americans. 

SS.5.A.6.7 Discuss the concept of Manifest Destiny. 

SS.5.A.6.8 Describe the causes and effects of the Missouri Compromise. 

SS.5.A.6.9 Describe the hardships of settlers along the overland trails to the west. 

Strand: GEOGRAPHY 

Standard 1: The World in Spatial Terms 


SS.5.G.1.1 Interpret current and historical information using a variety of geographic tools. 

SS.5.G.1.2 Use latitude and longitude to locate places. 

SS.5.G.1.3 Identify major United States physical features on a map of North America. 

SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information. 

SS.5.G.1.5 Identify and locate the original thirteen colonies on a map of North America. 

SS.5.G.1.6 Locate and identify states, capitals, and United States Territories on a map. 

Standard 2: Places and Regions 


SS.5.G.2.1 Describe the push-pull factors (economy, natural hazards, tourism, climate, physical features) that 

influenced boundary changes within the United States. 

Standard 3: Environment and Society 


SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the 

United States through 1850. 

Standard 4: Uses of Geography 


SS.5.G.4.1 Use geographic knowledge and skills when discussing current events. 

SS.5.G.4.2 Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions 

for local, state, or national problems.

Strand: MOVEMENT COMPETENCY 

Physical Education Standards 

GRADE: 5 

Standard 1: Demonstrate competency in many and proficiency in a few movement forms from a 

variety of categories (locomotor, non-locomotor, manipulative, non-manipulative, educational 

gymnastics and dance, aquatics). 


PE.5.M.1.1 Apply locomotor skills in a variety of movement settings while applying the appropriate 

movement concepts as the situation demands. 

PE.5.M.1.2 Approach and strike a moving object with body parts so that the object travels in the 

intended direction at the desired height using correct technique. 

PE.5.M.1.3 Strike an object continuously with a partner using a paddle/racquet demonstrating 

correct technique of a forehand pattern. 

PE.5.M.1.4 Strike moving and/or stationary objects with long-handled implements so the objects 

travel in the intended direction at the desired height using correct technique. 

PE.5.M.1.5 Apply dribbling skills in modified games focusing on offensive strategies. 

PE.5.M.1.6 Demonstrate proficiency in one or more swim strokes. 

PE.5.M.1.7 Catch a variety of objects while traveling and being defended. 

PE.5.M.1.8 Throw a leading pass overhand to a moving partner using a variety of objects. 

PE.5.M.1.9 Perform a self-designed sequence with or without manipulatives while demonstrating 

balance, coordination, clear shapes, purposeful movements, and smooth transitions. 

PE.5.M.1.10 Perform a variety of dances accurately and with good technique. 

PE.5.M.1.11 Perform a self-designed gymnastics sequence consisting of clear beginning and ending 

balances and four different movement elements with correct technique and smooth 

transitions. 

Strand: COGNITIVE ABILITIES 

Standard 1: Identifies, analyzes and evaluates movement concepts, mechanical principles, 

safety considerations and strategies/tactics regarding movement performance in a variety of 

physical activities. 


PE.5.C.1.1 Understand and apply purposeful movement to a variety of movement settings to 

include designing and performing movement routines. 

PE.5.C.1.2 Design a new game incorporating skills, rules, and strategies. 

PE.5.C.1.3 Apply feedback gathered from the use of technology to enhance performance. 

PE.5.C.1.4 Identify and explain the different types of basic water rescue techniques using various 

types of items. 

PE.5.C.1.5 Identify basic practice and conditioning principles that enhance performance. 

PE.5.C.1.6 Categorize basic offensive and defensive tactics for modified invasion and net activities. 

PE.5.C.1.7 Detect, analyze, and correct errors in personal movement patterns. 

PE.5.C.1.8 Compare and contrast skills/sports that use similar patterns/concepts. 

Strand: LIFETIME FITNESS 

Standard 1: Participate regularly in physical activity. 


PE.5.L.1.1 Participate in moderate to vigorous physical activity (MVPA) on a daily basis. 

PE.5.L.1.2 Demonstrate involvement in physical activities both during and after the school day.

Physical Education Standards 

PE.5.L.1.3 Implement lifestyle behaviors to increase physical activity. 

PE.5.L.1.4 Use technology and/or information literacy to enhance regular participation in physical 

activities. 

PE.5.L.1.5 Formulate a plan to increase the amount of time spent in physical activity. 

PE.5.L.1.6 Discuss the importance of being visible, being predictable, and communicating when 

cycling. 

Standard 2: Develop and implement a personal fitness program to achieve and maintain a 

health-enhancing level of physical fitness. 


PE.5.L.2.1 Differentiate between muscular strength and muscular endurance. 

PE.5.L.2.2 Participate in selected activities that develop and maintain each component of physical 

fitness. 

PE.5.L.2.3 Analyze one's own physical fitness assessment results and develop strategies to 


PE.5.L.2.4 Explain how technology can assist in the pursuit of physical fitness. 

PE.5.L.2.5 Apply principles of physical fitness to exercise. 

PE.5.L.2.6 Identify the heart rate intensity that is necessary to enhance cardiorespiratory 

endurance. 

PE.5.L.2.7 Regularly participate in physical activity for the purpose of improving physical fitness. 

PE.5.L.2.8 Select proper stretching exercises to increase flexibility and reduce the chance of injury. 

PE.5.L.2.9 Describe the benefits of maintaining a healthy body composition. 

PE.5.L.2.10 Evaluate progress toward short and long-term fitness goals. 

PE.5.L.2.11 Explain the consequences of a low level of physical fitness on the ability to perform 

various activities. 

PE.5.L.2.12 Plan a menu for a balanced meal. 

Strand: RESPONSIBLE BEHAVIORS AND VALUES 

Standard 1: Exhibit responsible personal and social behavior that respects self and others in 

physical activity settings. 


PE.5.R.1.1 Recognize the positive attributes that individuals of varying gender, age, disability, race, 

culture, and skill level bring to physical activities. 

PE.5.R.1.2 Arrange equipment safely in a manner appropriate for specific skill practice. 

PE.5.R.1.3 Work productively with a partner to improve performance. 

PE.5.R.1.4 Recognize and appreciate similar and different activity choices of peers. 

Standard 2: Value physical activity for health, enjoyment, challenge, self-expression, and/or 

social interaction. 


PE.5.R.2.1 Recognize that participation in physical activity is a source of self-expression and 

meaning. 

PE.5.R.2.2 Defend the benefits of physical activity. 

PE.5.R.2.3 Identify enjoyable physical activities.

Strand: HEALTH LITERACY: CONCEPTS 

Health Education Standards 

GRADE: 5 

Standard 1: Comprehend concepts related to health promotion and disease prevention to 

enhance health. 


HE.5.C.1.1 Describe the relationship between healthy behaviors and personal health. 

HE.5.C.1.2 Explain the physical, mental/emotional, social, and intellectual dimensions of health. 

HE.5.C.1.3 Explain ways a safe, healthy home environment and school environment promote 

personal health. 

HE.5.C.1.4 Compare ways to prevent common childhood injuries and health problems. 

HE.5.C.1.5 Recognize how appropriate health care can promote personal health. 

HE.5.C.1.6 Explain how human body parts and organs work together in healthy body systems, 

including the endocrine and reproductive systems. 

Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors 

on health behaviors. 


HE.5.C.2.1 Predict how families may influence various health practices of children. 

HE.5.C.2.2 Predict how friends/peers may influence various health practices of children. 

HE.5.C.2.3 Predict how the school and community influence various health practices of children. 

HE.5.C.2.4 Give examples of school and public health policies that influence health promotion and 

disease prevention. 

HE.5.C.2.5 Determine how media influences family health behaviors and the selection of health 

information, products, and services. 

HE.5.C.2.6 Describe ways that technology can influence family health behaviors. 

HE.5.C.2.7 Discuss how various cultures can influence personal health beliefs. 

HE.5.C.2.8 Investigate influences that change health beliefs and behaviors. 

Strand: HEALTH LITERACY: RESPONSIBLE BEHAVIOR 

Standard 1: Demonstrate the ability to access valid health information, products, and services to 

enhance health. 


HE.5.B.1.1 Discuss characteristics of valid health information, products, and services. 

HE.5.B.1.2 Compile resources from home, school, and community that provide valid health 

information. 

HE.5.B.1.3 Evaluate criteria for selecting health resources, products, and services. 

HE.5.B.1.4 Demonstrate the use of a variety of technologies to gather health information. 

Standard 2: Demonstrate the ability to use interpersonal communication skills to enhance health 

and avoid or reduce health risks. 


HE.5.B.2.1 Illustrate techniques of effective verbal and nonverbal communication skills to enhance 

health. 

HE.5.B.2.2 Discuss refusal skills and negotiation skills that avoid or reduce health risks. 

HE.5.B.2.3 Illustrate effective conflict resolution strategies.

Health Education Standards 

HE.5.B.2.4 Determine ways to ask for assistance to enhance the health of self and others. 

Standard 3: Demonstrate the ability to use decision-making skills to enhance health. 


HE.5.B.3.1 Describe circumstances that can help or hinder healthy decision making. 

HE.5.B.3.2 Analyze when assistance is needed when making a health-related decision. 

HE.5.B.3.3 Summarize healthy options to health-related issues or problems. 

HE.5.B.3.4 Compare the potential short-term impact of each option on self and others when making 

a health-related decision. 

HE.5.B.3.5 Select a healthy option when making decisions for yourself and/or others. 

HE.5.B.3.6 Analyze the outcomes of a health-related decision. 

Standard 4: Demonstrate the ability to use goal-setting skills to enhance health. 


HE.5.B.4.1 Specify a personal health goal and track progress toward achievement. 

HE.5.B.4.2 Select reliable resources that would assist in achieving a small group personal health 

goal. 

Strand: HEALTH LITERACY: PROMOTION 

Standard 1: Demonstrate the ability to practice advocacy, health-enhancing behaviors, and 

avoidance or reduction of health risks for oneself. 


HE.5.P.1.1 Model responsible personal health behaviors. 

HE.5.P.1.2 Apply a variety of healthy practices and behaviors to maintain or improve personal 

health. 

HE.5.P.1.3 Demonstrate a variety of behaviors that avoid or reduce health risks. 

Standard 2: Demonstrate the ability to advocate for individual, peer, school, family, and 

community health. 


HE.5.P.2.1 Persuade others to make positive health choices.

Dance Standards 

GRADE: 5 

Big Idea: CRITICAL THINKING AND REFLECTION 

Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret, and 

create with artistic intent. 


DA.5.C.1.1 Identify and discuss, using background knowledge of structure and personal 

experience, concepts and themes in dance pieces. 

DA.5.C.1.2 Learn and produce movement sequences, assisted by the teacher, with speed and 

accuracy. 

DA.5.C.1.3 Demonstrate the use of time, space, effort, and energy to express feelings and ideas 

through movement. 

Enduring Understanding 2: Assessing our own and others’ artistic work, using critical-thinking, 

problem-solving, and decision-making skills, is central to artistic growth. 


DA.5.C.2.1 Visualize and experiment with a variety of potential solutions to a given dance problem 

and explore the effects of each option. 

DA.5.C.2.2 Demonstrate the ability to share objective, positive feedback and constructive criticism, 

and apply suggested changes with the guidance of others. 

Enduring Understanding 3: The processes of critiquing works of art lead to development of 

critical-thinking skills transferable to other contexts. 


DA.5.C.3.1 Critique a dance piece using established criteria. 

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES 

Enduring Understanding 1: The arts are inherently experiential and actively engage learners in 

the processes of creating, interpreting, and responding to art. 


DA.5.S.1.1 Apply choreographic principles to create dance steps or sequences. 

DA.5.S.1.2 Demonstrate dynamic changes in response to one or more sources. 

DA.5.S.1.3 Manipulate given elements of a phrase to produce variations and expand movement 

choices. 

DA.5.S.1.4 Use kinesthetic awareness to respond to shared movement with one or more dancers. 

Enduring Understanding 2: Development of skills, techniques, and processes in the arts 

strengthens our ability to remember, focus on, process, and sequence information. 


DA.5.S.2.1 Demonstrate the ability to focus and maintain presence during dance classes and 

performances. 

DA.5.S.2.2 Practice purposefully, over time, to improve technique and performance in a 

choreographed piece. 

DA.5.S.2.3 Follow and repeat movement on the opposite side of the body or in reverse order. 

DA.5.S.2.4 Adapt and apply ensemble corrections to personal work.


Enduring Understanding 3: Through purposeful practice, artists learn to manage, master, and 

refine simple, then complex, skills and techniques. 


DA.5.S.3.1 Demonstrate basic posture, engage abdominal muscles, lengthen the spine, and show 

awareness of shoulder-to-hip line. 

DA.5.S.3.2 Increase strength, flexibility, and range of motion in the joints based on an awareness of 

safe practices and knowledge of basic anatomy and physiology. 

DA.5.S.3.3 Practice shifting weight from one leg to another using space and various levels and 

shapes. 

DA.5.S.3.4 Perform a phrase that uses complex changes in rhythms and meters. 

DA.5.S.3.5 Apply understanding of support, weight placement, and center of gravity to attain 

balance. 

DA.5.S.3.6 Change the expression or intention of a given dance sequence by applying two 

contrasting dynamic elements. 

DA.5.S.3.7 Dissect dance sequences to understand how movement is initiated, articulated, and 

practiced, and to develop agility and coordination. 

DA.5.S.3.8 Explore the use of sagittal, vertical, and horizontal line. 

Big Idea: ORGANIZATIONAL STRUCTURE 

Enduring Understanding 1: Understanding the organizational structure of an art form provides a 

foundation for appreciation of artistic works and respect for the creative process. 


DA.5.O.1.1 Analyze individual elements of a choreographic work to determine how they comprise 

the structure of a dance piece. 

DA.5.O.1.2 Review and apply the procedures and structures of class and performance to gain 

respect for their purposes and the traditions of the discipline. 

DA.5.O.1.3 Identify and explain the positions and movements within a given step or combination. 

Enduring Understanding 2: The structural rules and conventions of an art form serve as both a 

foundation and departure point for creativity. 


DA.5.O.2.1 Make one or more revisions to a given dance phrase and explain how the meaning or 

feeling was altered. 

DA.5.O.2.2 Identify ways in which dance innovators contributed to new directions in the art form. 

Enduring Understanding 3: Every art form uses its own unique language, verbal and non-verbal, 

to document and communicate with the world. 


DA.5.O.3.1 Practice movements, steps, pantomime, and gestures as a means of communicating 

ideas or intent without using words. 

DA.5.O.3.2 Use accurate dance terminology as a means of identifying, communicating, and 

documenting movement vocabulary. 

DA.5.O.3.3 Use accurate dance terminology and/or movement vocabulary to respond to movement 

based on personal ideas, values, or point of view.


Big Idea: HISTORICAL AND GLOBAL CONNECTIONS 

Enduring Understanding 1: Through study in the arts, we learn about and honor others and the 

worlds in which they live(d). 


DA.5.H.1.1 Share and perform dances from diverse cultural or historical backgrounds and describe 

their significance within their original context. 

DA.5.H.1.2 Describe the dances, music, and authentic costumes from specified world cultures. 

Enduring Understanding 2: The arts reflect and document cultural trends and historical events, 

and help explain how new directions in the arts have emerged. 


DA.5.H.2.1 Describe historical developments and the continuing evolution of various dance forms. 

DA.5.H.2.2 Classify a dance performance or repertoire piece by origin, genre, or period. 

Enduring Understanding 3: Connections among the arts and other disciplines strengthen 

learning and the ability to transfer knowledge and skills to and from other fields. 


DA.5.H.3.1 Create a dance, inspired by another art form, which shows one or more connections 

between the two disciplines. 

DA.5.H.3.2 Demonstrate how math and science concepts may be used in dance. 

DA.5.H.3.3 Describe how the self-discipline required in dance training can be applied to other areas 

of study. 

DA.5.H.3.4 Perform a movement study based on a personal interpretation of a work of art. 

DA.5.H.3.5 Identify the use of world languages in various dance genres. 

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE 

Enduring Understanding 1: Creating, interpreting, and responding in the arts stimulate the 

imagination and encourage innovation and creative risk-taking. 


DA.5.F.1.1 Evaluate the effectiveness of combining other works of art with specified works of 

dance. 

DA.5.F.1.2 Evaluate the impact of technology on a specified work of dance. 

DA.5.F.1.3 Incorporate creative risk-taking when improvising or developing a dance phrase. 

Enduring Understanding 2: Careers in and related to the arts significantly and positively impact 

local and global economies. 


DA.5.F.2.1 Identify dance and dance-related businesses in the community and describe their 

impact. 

Enduring Understanding 3: The 21st-century skills necessary for success as citizens, workers, 

and leaders in a global economy are embedded in the study of the arts. 


DA.5.F.3.1 Show leadership by sharing ideas or by demonstrating or teaching skills to others.


MU.4.H.2.1 Perform, listen to, and discuss music related to Florida’s history. 

MU.4.H.2.2 Identify ways in which individuals of varying ages and cultures experience music. 




MU.4.H.3.1 Identify connections among music and other contexts, using correct music and other 

relevant content-area vocabulary, and explore how learning in one academic area can 

help with knowledge or skill acquisition in a different academic area. 





MU.4.F.1.1 Create new interpretations of melodic or rhythmic pieces by varying or adding 

dynamics, timbre, tempo, lyrics, and/or movement. 




MU.4.F.2.1 Describe roles and careers of selected musicians. 




MU.4.F.3.1 Identify the characteristics and behaviors displayed by successful student musicians, 

and discuss how these qualities will contribute to success beyond the music classroom. 

MU.4.F.3.2 Discuss the safe, legal way to download songs and other media. 

GRADE: 5 





MU.5.C.1.1 Discuss and apply listening strategies to support appreciation of musical works. 

MU.5.C.1.2 Hypothesize and discuss, using correct music vocabulary, the composer’s intent for a 

specific musical work. 

MU.5.C.1.3 Identify, aurally, selected instruments of the band and orchestra. 

MU.5.C.1.4 Identify, aurally, the four primary voice parts, i.e., soprano, alto, tenor, bass, of a mixed 

choir.




MU.5.C.2.1 Define criteria, using correct music vocabulary, to critique one’s own and others’ 

performance. 

MU.5.C.2.2 Describe changes, using correct music vocabulary, in one’s own and/or others’ 

performance over time. 




MU.5.C.3.1 Develop criteria to evaluate an exemplary musical work from a specific period or genre. 





MU.5.S.1.1 Improvise rhythmic and melodic phrases to create simple variations on familiar 

melodies. 

MU.5.S.1.2 Compose short vocal or instrumental pieces using a variety of sound sources. 

MU.5.S.1.3 Arrange a familiar song by manipulating specified aspects of music. 

MU.5.S.1.4 Sing or play simple melodic patterns by ear with support from the teacher. 




MU.5.S.2.1 Use expressive elements and knowledge of musical structure to aid in sequencing and 

memorization and to internalize details of rehearsals and performance. 

MU.5.S.2.2 Apply performance techniques to familiar music. 

MU.5.S.2.3 Perform simple diatonic melodies at sight. 




MU.5.S.3.1 Sing part songs in an appropriate range, using proper vocal technique and maintaining 

pitch. 

MU.5.S.3.2 Play melodies and accompaniments, using proper instrumental technique, on pitched 

and unpitched instruments. 

MU.5.S.3.4 Play melodies and accompaniments, by ear, using classroom instruments. 

MU.5.S.3.5 Notate rhythmic phrases and simple diatonic melodies using traditional notation. 



foundation for appreciation of artistic works and respect for the creative process.


MU.5.O.1.1 Analyze, using correct music vocabulary, the use of musical elements in various styles 

of music as a foundation for understanding the creative process. 




MU.5.O.2.1 Create a new melody from two or more melodic motifs. 




MU.5.O.3.1 Examine and explain how expressive elements, when used in a selected musical work, 

affect personal response. 

MU.5.O.3.2 Perform expressive elements in a vocal or instrumental piece as indicated by the score 

and/or conductor. 





MU.5.H.1.1 Identify the purposes for which music is used within various cultures. 

MU.5.H.1.2 Compare and describe the compositional characteristics used by two or more 

composers whose works are studied in class. 

MU.5.H.1.3 Compare stylistic and musical features in works originating from different cultures. 




MU.5.H.2.1 Examine the contributions of musicians and composers for a specific historical period. 

MU.5.H.2.2 Describe how technology has changed the way audiences experience music. 




MU.5.H.3.1 Examine critical-thinking processes in music and describe how they can be transferred 

to other disciplines. 





MU.5.F.1.1 Create a performance, using visual, kinesthetic, digital, and/or acoustic means to 

manipulate musical elements.

Enduring g Understand ding 2: Care eers in and re elated to thee 

arts significcantly 

and positively 

imppact 

local and d global econ nomies. 

BENCH HMARK CODE E BEENCHMARK 

MU.5.F.2.1 M 

Describe jobs 

associated d with various ttypes 

of concert 

venues and performing artss 

centers. 

MU.5.F.2.2 M 

Explain wh hy live performances 

are important 

to the caareer 

of the arttist 

and the succcess 

of perform mance venues. 

Enduring g Understand ding 3: The 21st-century 

2 y skills necesssary 

for succcess 

as citiizens, 

workeers, 

and leaders 

in a glob bal economy y are embedded 

in the sttudy 

of the aarts. 

BENCH HMARK CODE E 

MU.5.F.3.1 M 

MU.5.F.3.2 M 

BEENCHMARK 

Examine and a discuss the e characteristiccs 

and behavioors 

displayed byy 

successful sttudent 

musicians that can be ap pplied outside tthe 

music classsroom. 

Practice safe, 

legal, and responsible accquisition 

and uuse 

of music mmedia, 

and desccribe 

why it is im mportant to do so. 

This report 

was ge enerated by CPALMS C - www.floridaastandards.oorg





VA.4.F.1.1 Combine art media with innovative ideas and techniques to create two- and/or threedimensional 

works of art. 

VA.4.F.1.2 Examine and apply creative solutions to solve an artistic problem. 




VA.4.F.2.1 Discuss how artists and designers have made an impact on the community. 

VA.4.F.2.2 Identify the work of local artists to become familiar with art-making careers. 




VA.4.F.3.1 Create art to promote awareness of school and/or community concerns. 

VA.4.F.3.2 Collaborate with peers in the art room to achieve a common art goal. 

VA.4.F.3.3 Work purposefully to complete personal works of art in a timely manner, demonstrating 

development of 21st-century skills. 

GRADE: 5 





VA.5.C.1.1 Develop a range of interests in the art-making process to influence personal decisionmaking. 

VA.5.C.1.2 Use prior knowledge and observation skills to reflect on, analyze, and interpret 

exemplary works of art. 

VA.5.C.1.3 Examine and discuss exemplary works of art to distinguish which qualities may be used 

to evaluate personal works. 




VA.5.C.2.1 Revise artwork as a necessary part of the creative process to achieve an artistic goal. 

VA.5.C.2.2 Analyze personal artworks to articulate the motivations and intentions in creating 

personal works of art. 

VA.5.C.2.3 Apply established criteria to the art-making process to measure artistic growth. 

VA.5.C.2.4 Identify examples of constructive criticism and use them to improve artworks and 

enhance artistic growth.




VA.5.C.3.1 Use the structural elements of art and organizational principles of design when engaged 

in art criticism. 

VA.5.C.3.2 Use art-criticism processes to form a hypothesis about an artist’s or designer’s intent 

when creating artworks and/or utilitarian objects. 

VA.5.C.3.3 Critique works of art to understand the content and make connections with other content 

areas. 





VA.5.S.1.1 Use various art tools, media, and techniques to discover how different choices change 

the effect on the meaning of an artwork. 

VA.5.S.1.2 Use media, technology, and other resources to inspire personal art-making decisions. 

VA.5.S.1.3 Create artworks to depict personal, cultural, and/or historical themes. 

VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artistic and creative 

processes. 




VA.5.S.2.1 Organize the structural elements of art to support planning, strengthen focus, and 

implement artistic vision. 

VA.5.S.2.2 Identify sequential procedures to engage in art production. 

VA.5.S.2.3 Visualize the end product to justify artistic choices of tools, techniques, and processes. 




VA.5.S.3.1 Use materials, tools, techniques, and processes to achieve expected results in two- 

and/or three-dimensional artworks. 

VA.5.S.3.2 Use craftsmanship and technical ability in personal works to show refinement of skills 

over time. 

VA.5.S.3.3 Use tools, media, techniques, and processes in a safe and responsible manner. 

VA.5.S.3.4 Use ethical standards, including copyright laws, when producing works of art. 





VA.5.O.1.1 Use structural elements of art and organizational principles of design to develop content 

in artwork.

VA.5.O.1.2 Organize the structural elements of art to achieve visual unity. 

VA.5.O.1.3 Explain how creative and technical ability is used to produce a work of art. 




VA.5.O.2.1 Analyze works of art that document people and events from a variety of places and 

times to synthesize ideas for creating artwork. 

VA.5.O.2.2 Use a variety of sources for ideas to resolve challenges in creating original works. 




VA.5.O.3.1 Create meaningful and unique works of art to effectively communicate and document a 

personal voice. 





VA.5.H.1.1 Examine historical and cultural influences that inspire artists and their work. 

VA.5.H.1.2 Use suitable behavior as a member of an art audience. 

VA.5.H.1.3 Identify and describe the importance a selected group or culture places on specific 

works of art. 

VA.5.H.1.4 Explain the importance of artwork to show why respect is or should be given to the work 

of peer or specified professional artists. 




VA.5.H.2.1 Compare works of art on the basis of style, culture, or artist across time to identify visual 

differences. 

VA.5.H.2.2 Describe the ways in which artworks and utilitarian objects impact everyday life. 

VA.5.H.2.3 Discuss artworks found in public venues to identify the significance of the work within 

the community. 




VA.5.H.3.1 Discuss how skills learned through the analysis and art-making process are used to 

solve problems in non-art areas. 


Enduring Understanding 1: Creating, interpreting, and responding in the arts stimulate the

imagination 

and enco ourage innov vation and creative c risk--taking. 


VA.5.F.1.1 V 

VA.5.F.1.2 V 




imppact 



VA.5.F.2.1 V 

Describe the t knowledge and skills neceessary 

for art-mmaking 

and art-related 

careerrs. 

VA.5.F.2.2 V 

Explore ca areers in which h artworks and utilitarian desiggns 

are createdd. 

VA.5.F.2.3 V 

Discuss co ontributions tha at artists make to society. 



for succcess 

as citiizens, 

workeers, 

and leaders 


in the sttudy 

of the aarts. 


VA.5.F.3.1 V 

Create art twork to promote 

public awareeness 

of commmunity 

and/or global 

concernss. 

VA.5.F.3.2 V 

Create art twork that show ws procedural aand 

analytical tthinking 

to commmunicate 

ideaas. 

VA.5.F.3.3 V 

Work colla aboratively with h others to commplete 

a task inn 

art and show leadership skills. 

VA.5.F.3.4 V 

Follow dire ections and complete 

artworkk 

in the timeframme 

allotted to sshow 

developmment 

of 21st-century 

skills. 

VA. .912.F.3.12 

BEENCHMARK 

Examine and a experiment 

with traditionaal 

or non-traditional 

uses of mmedia 

to apply 

imaginativ ve techniques in n two- and/or thhree-dimensional 

artworks. 

Develop multiple m solution ns to solve artisstic 

problems aand 

justify perssonal 

artistic orr 

aesthetic choices. c 

Use digital 

equipment an nd peripheral devices 

to recorrd, 

create, pressent, 

and/or share 

accurate visual v images with w others. 

This report 





TH.4.H.2.1 Discover how the same idea or theme is treated in a variety of cultural and historic 

periods. 

TH.4.H.2.2 Re-tell stories, fables, and/or tales from cultures that settled in Florida. 




TH.4.H.3.1 Describe how individuals learn about themselves and others through theatre 

experiences. 

TH.4.H.3.2 Compare a historical play with actual historical events. 

TH.4.H.3.3 Create an original story after listening to music or viewing a work of art. 





TH.4.F.1.1 Create a character based on a historical figure and respond to questions, posed by the 

audience, about that character. 

TH.4.F.1.2 Create sound and lighting effects to suggest the mood of a story. 




TH.4.F.2.1 Identify the types of jobs related to putting on a theatre production and compare them 

with other arts-related and non-arts performances or events. 




TH.4.F.3.1 Identify the leadership qualities of directors, actors, and/or technicians. 

GRADE: 5 





TH.5.C.1.1 Devise an original performance piece based on an age-appropriate theme or social 

issue relevant to the school climate and explore different solutions and endings. 

TH.5.C.1.2 Create an original pantomime using instrumental music created or found to set the

mood. 




TH.5.C.2.1 Change and strengthen one’s own performance based on coaching from a director. 

TH.5.C.2.2 Write a self-critique of a performance. 

TH.5.C.2.3 Defend an artistic choice for a theatrical work. 

TH.5.C.2.4 Identify correct vocabulary used in a formal theatre critique. 




TH.5.C.3.1 Discuss alternate performance possibilities of the same character in the same play. 

TH.5.C.3.2 Use a photograph, sculpture, or two-dimensional work of art to inspire creation of an 

original scene or monologue. 

TH.5.C.3.3 Define the visual elements that must be conveyed dramatically to make a scene 

effective. 

Big Idea: SKILLS, TECHNICQUES, AND PROCESSES 




TH.5.S.1.1 Describe the difference in responsibilities between being an audience member at live or 

recorded performances. 

TH.5.S.1.2 Weigh the use of "fourth wall" and "willing suspension of disbelief" in effectively creating 

the illusion of real life in specified theatre performances. 

TH.5.S.1.3 Evaluate a performance, using theatre terminology, and articulate emotional responses 

to the whole and parts of dramatic performances. 




TH.5.S.2.1 Collaborate with others to create productions and solve challenges. 




TH.5.S.3.1 Create and sustain imagined characters and relationships, using basic acting skills, to 

tell an original story based on historical, literary, or everyday situations. 

TH.5.S.3.2 Use information gained from research to shape acting choices in the re-telling of a 

favorite scene from a well-known literary piece. 

TH.5.S.3.3 Use elements of dramatic and technical performance designed to produce an emotional 

response in an audience. 

TH.5.S.3.4 Manipulate, based on research, the relationships between scenery, properties, lighting, 

sound, costumes, and makeup in dramatic scenes and informal play productions to 

create an environment.





TH.5.O.1.1 Explain an actor’s choices in the creation of a character for a scene or play. 

TH.5.O.1.2 Make a list of the types of props that might be found in a play. 

TH.5.O.1.3 Evaluate how an actor or designer’s choices about a character affect the audience’s 

understanding of a play. 




TH.5.O.2.1 Create a story board of the major events in a play. 

TH.5.O.2.2 Make a list of types of props that might be found in a play. 

TH.5.O.2.3 Predict the ending of a play or performance. 

TH.5.O.2.4 Collaborate with others to develop and refine original scripts, and justify writing choices. 




TH.5.O.3.1 Describe a variety of theatrical methods and/or conventions that a group of individuals 

can use to communicate with audiences. 

TH.5.O.3.2 Explore how theatre can communicate universal truths across the boundaries of culture 

and language. 





TH.5.H.1.1 Research and describe the context in which a specified playwright wrote a particular 

dramatic work. 

TH.5.H.1.2 Participate in a performance to explore and celebrate a variety of human experiences. 




TH.5.H.2.1 Recognize theatre works as a reflection of societal beliefs and values. 

TH.5.H.2.2 Identify types of early American theatre. 




TH.5.H.3.1 Identify symbolism in a play that is found in other art forms.

TH.5.H.3.2 

TH.5.H.3.3 

TH.5.H.3.4 

Big Idea: 

INNOVATION, 

TECHN NOLOGY, AND A THE FUUTURE 

Enduring g Understand ding 1: Crea ating, interpre eting, and reesponding 

inn 

the arts stimmulate 

the 

imagination 

and enco ourage innov vation and creative c risk--taking. 


TH.5.F.1.1 

BEENCHMARK 

Create a character c based d on a literary ffigure 

and resppond 

to questioons, 

posed by tthe 

TH.5.F.1.2 

TH.5.F.1.3 

audience, using informat tion inferred in the story. 

Create a new n ending for a familiar storyy. 

Take creative 

risks throu ugh improvisatioon, 

using senssory 

skills to exxplore 

characters’ 

feelings an nd environmen nts. 




imppact 



TH.5.F.2.1 



for succcess 

as citiizens, 

workeers, 

and leaders 


in the sttudy 

of the aarts. 


TH.5.F.3.1 

Compare theatre t to othe er modes of commmunication. 

Demonstra ate how the us se of movemennt 

and sound ennhance 

the telling 

of a story. 

Act out a character c learn ned about in annother 

content aarea. 

BEENCHMARK 

Identify job bs in the comm munity that are associated with 

or impacted by having a theeater 

in the neig ghborhood. 

BEENCHMARK 

Examine and a discuss the e characteristiccs 

displayed byy 

directors, actoors, 

and techniicians 

that can be 

applied to job bs outside the theatre classrooom. 

This report

2012-13 SY Curriculum Documents - Marion County Public Schools

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