Walker Parent Connection
5th Grade:
In order to ensure that all subjects are covered before the SOL
tests at the end of the year we have developed a pacing guide for each of the seven units. It is important to cover each unit before the SOL tests are given which cover material from both fourth and fifth grades.
Each time a new SOL begins one of the fifth grade teachers will
develop a bulletin board featuring important information from last year.
The other teachers will take their students to this board to use as a review. This strategy allows the teachers to discuss how the fourth grade units are related to those studied in fifth grade. It is important that students see how this years units build on last years.
Our pacing guide calls for these units to be covered according to this schedule:
Dates Topic SOL #
9/4 - 9/25
Scientific Investigation, Reasoning, and Logic 5.1
9/27 - 10/26
Matter 5.4
10/29 - 11/30
Earth Patterns, Cycles, and Change 5.7 (geology)
12/3 - 1/11
Interrelationships in Earth/Space Systems 5.6
(oceanography)
1/14 - 3/29
Living Systems 5.5(cells, plants, and animals)
4/8 - 4/24
Force, Motion, and Energy 5.2 (sound)
4/25 - 5/10
Force, Motion, and Energy 5.3 (light)
This schedule allows at least a week for review before the SOL
tests. For the remainder of the year teachers are given the freedom to develop lessons that further their students knowledge in any of the above areas.
To reinforce skills from 5.1 we encourage you to have your
students measure items outside and inside their homes, experiment with volume, read thermometers, take temperatures in different locations, read and interpret charts and graphs, estimate and weigh things and so on. We are using the Metric system and encourage you to use this system with your children.
Please feel free to contact your child's teacher for additional
information. We welcome your questions.
6th Grade:
Concept Based: Change
The sixth grade science curriculum is centered on essential questions that incorporate the essential concepts of change and the essential concept of each unit. These essential questions focus instruction.
Pacing Guide: We have five triads (15 science classes) teaching science. To insure that all units are covered adequately, we have the following pacing guide.
Aug.26 � Oct. 1
SOL 6.1 Scientific Investigation, Reasoning, Logic, and Measurement (6 weeks)
- Why is continuity important in scientific investigations?
- How do scientists worldwide conduct investigations?
- How so we collect and use data to solve problems in our everyday lives?
Oct. 4 � Nov. 17
SOL 6.4 Matter (6 weeks)
- How is one element distinguished from another element?
- How do differences in the structure of atoms determine their identity, function, and properties?
- How do chemical reactions cause change within systems? (human body, household, ecosystem, space)
- How has the contributions of scientists advanced our knowledge of matter and atomic structure?
Nov. 18 � Jan. 21
SOL 6.8 Space (7 weeks)
- How do abiotic and biotic conditions affect the way that people explore?
- How do planetary systems interact?
- How have scientific beliefs/views changed over time?
- When you lose, what do you change in order to win?
Jan. 24 � Feb. 17
SOL 6.2 and 6.9 Energy and Resources (4 weeks)
- How is energy made available for human use?
- Why is it important to use resources wisely?
- How can we conserve energy?
Feb. 22 � April 1
SOL 6.3 and 6.6 Solar Energy, Air, and Weather (6 weeks)
- How does solar energy affect natural processes within the atmosphere, the hydrosphere, and the Earth�s surface?
- How and why do change in air pressure affect humans and the weather?
- Why is it important to protect and maintain air quality?
- How do we forecast the weather that is constantly changing?
April 11 � June 3
SOL 6.5 and 6.7 Water and Watersheds (7 weeks)
- How does water affect people and their environment?
- Why is it important to protect and maintain water resources?
- How do natural processes and human interaction affect watershed systems?
- Why should we be concerned about our watersheds?
Unit Structure:
The students are introduced to each unit followed by a pretest and ending with a culminating project and posttest. The culminating project gives students the opportunity to demonstrate what they�ve learned. Skills are taught through labs and activities to prepare students for the culminating project. Students will complete a scientific investigation using the scientific method for each unit. Culminating projects will be assessed on how well students apply appropriate skills and concepts; communicate results, and draw conclusions based on the data that is supported or not supported.
Student Journals:
Students begin each day by writing down a fact of the day in their journals. The fact of the day can be used as a review for the posttest. Science work can also be found in the science section of their three ring binders. Students participate in a Post Lab Question and Discussion session after each lab. The teacher and students pose questions to discuss concerning the lab. Key science concepts are defined. Students also relate what happened in the lab with the overarching questions.
Textbook: Earth Science and a separate Physical Science text. We have class sets of each book. Students may check out the Earth Science for short periods of time. We also have a Note-Taking Reading Study Guide for each student.
Units of Study:
SOL 6.1 Scientific Investigations, Reasoning, Logic, and Measurement
Students are introduced to the scientific method that is used in all units throughout the year. The students are introduced to qualitative observations, quantitative observations, and inferences. Lab safety is discussed in all units. Students are taught how to use the �Four Question Strategy: to identify independent variables (�I change,� experimental) and dependent variables (what�s measured, responds to the change). They use their knowledge of variables to write problems for scientific investigations in the form of questions. The �Four Question Strategy� makes it easy for students to make experiments found in books their own. Scientists use the scientific method to share and collaborate with each other about their work. A few of the labs completed by students in this unit include: Bubble-ology, �Dress A Scientist� and Lycopodium powder, Gobstoppers, siphons, black boxes, pendulums, speed of bubble tubes and measurement tasks. Students design experiments, write up lab reports, and present a final product with visuals to the class (authentic audience) extending another lab or using student ideas. Our ultimate goal is for students to conduct experiments like experts in the field. Students learn that scientists in the working world use the scientific method but not in the quick time span done in school. Our goal is for students to practice using the scientific method so that it becomes second nature in solving problems.
SOL 6.4 Matter
Our unit on matter will introduce students to the following: the make up of atoms, elements and compounds, chemical formulas, using chemical equations, and the limited elements that comprise the largest portion of the solid Earth, living matter, the oceans, and the atmosphere. Students will participate in an activity in which they will identify examples of physical and chemical changes using �Elephant Toothpaste,� polyurethane systems A&B, and other engaging demonstrations. They will also identify chemical reactions from a kit that insure safety for the students. We will also work on an engineering project with UVA students in which students will design a submergible vehicle using their knowledge of density, drag, buoyancy, and different materials. The periodic table will be explored extensively to help students understand the role of elements in their everyday lives.
SOL 6.2, 6.9 Energy, Resources:
In this unit students will study energy sources and their transformations as well as an emphasis on the conservation of energy. Students will understand that energy can be changed from one form to another, but cannot be created or destroyed; energy sources can be either nonrenewable or renewable. Students will work through stations as they investigate different energy sources. Models are used to demonstrate how energy can be transformed. Ramps and pendulums may be used to help students understand the difference between potential and kinetic energy. Students will investigate and debate the pros and cons of using different energy sources as well as the need to conserve energy. Our recent water shortage reiterates the importance of conservation.
SOL 6.10 Interrelationships in Earth/Space Systems:
The unit will begin with the following questions: How was the solar system formed and organized? What is the relationship among the various bodies in the solar system? Students will study the reasons for the seasons using computer software, models, and group tasks. They will also be involved in the activities: �The Great Solar System Rescue,� designing experiments with straw rockets, creating brochures, experiments and projects on individual planets, the phases of the moon, and scale models of the planets. Students should come away with an understanding of terrestrial and Jovian planets.They will also come away with an understanding of the concepts of gravity, and the difference between weight and mass. Students will be asked the question, �Who do you think won the Space Race, the United States or the Soviet Union (Russia)? Explain?� What an interesting time to study all of the technological advances in our study of the universe.
SOL 6.3, 6.6 Solar Energy, Air, and Weather
Our understanding of the weather affects us daily. In this unit students will develop an understanding of the role of radiation and convection in the distribution of energy, the role of heat energy and air in weather-related phenomena. They will also investigate: air as a mixture of gaseous elements and compounds; air pressure, temperature, and humidity; how the atmosphere changes with altitude; the relationship of atmospheric measures and weather conditions; and the importance of protecting and maintaining air quality. Students will use weather maps and instruments to track and predict weather patterns. After using �The Weathercycler,� students will be better able to make sense out of the maps and numbers of weather from television, radio, and newspapers.
SOL 6.5, 6.7 Water and Watersheds
Students will understand the properties of water, the water cycle, and how it affects our daily lives and the environment as well as the importance of protecting and maintaining water resources. How many people know their watershed address? Our students will work with the �EnviroScape Watershed/Nonpoint Source� model and make their own models of different watersheds. They will test the water in the natural area near our school as well as look at the porosity of soils and waterflow.