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    Mrs. YoungWilliams Grade Science Syllabus 2020-2021 

    Units We Will Cover 

     

     

    First 9 Weeks

     

    Physical Properties of Matter At the end of this unit we will be able to: 

    * 3.3C predict, observe, and record changes in the state of matter caused by heating or cooling. Supporting Standard * 3.5A classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy; Readiness Standard * 3.5B identify the boiling and freezing/melting points of water on the Celsius scale; Supporting Standard 

    Properties of Mixtures, Solutions, & Water At the end of this unit we will be able to: 

    * 3.6C demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and Supporting Standard * 3.5D identify changes that can occur in the physical properties of the ingredients of solutions such as dis- solving salt in water or adding lemon juice to water. Supporting Standard 

     

    Second 9 Weeks

     

    Experimenting with Force At the end of this unit we will be able to: 

    * 3.6B demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons. Supporting Standard * 3.6D design an experiment that tests the effect of force on an object. Supporting Standard 

    Electrical Energy At the end of the unit we will be able to: 

    3.6A explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy 3.6B demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound 

    Light Energy At the end of this unit we will be able to: 

    3.6C demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water 

     

    Third 9 Weeks

     

    Sedimentary Rocks & Fossil Fuels At the end of this unit we will be able to: 

    * 4.7A examine properties of soils, including color and texture, capacity to retain water, and ability to sup- port the growth of plants; and Supporting Standard * 3.7A explore the processes that led to the formation of sedimentary rocks and fossil fuels; Readiness Standard 

    Alternative Energy Resources At the end of this unit we will be able to: * 4.7C identify and classify Earth’s renewable resources, including air, plants, water, and animals; and non- renewable resources, including coal, oil, and natural gas; and the importance of conservation. Supporting Standard * 5.7C identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and Readiness Standard 

    Changes to the Earth’s Surface At the end of this unit we will be able to: * 3.7B investigate rapid changes in Earth’s surface such as volcanic eruptions, earthquakes, and landslides. Supporting Standard * 5.7B recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice; Readiness Standard 

    Comparing the Sun, Earth, & Moon At the end of this unit we will be able to: * 3.8D identify the planets in Earth’s solar system and their position in relation to the Sun. Supporting Standard * 5.8D identify and compare the physical characteristics of the Sun, Earth, and Moon. Supporting Standard 

    Day & Night Cycle At the end of this unit we will be able to: 

    * 4.8C collect and analyze data to identify sequences and predict patterns of change in shadows, tides, sea- sons, and the observable appearance of the Moon over time. Supporting Standard * 5.8C demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and Readiness Standard 

     

    Fourth 9 Weeks

     

    Comparing Weather & Climate At the end of this unit we will be able to: * 4.8A measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key; Supporting Standard * 5.8A differentiate between weather and climate; Supporting Standard 

    Sun, Ocean, & The Water Cycle At the end of this unit we will be able to: * 4.8B describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process; and Supporting Standard * 5.8B explain how the Sun and the ocean interact in the water cycle; Supporting Standard 

    Ecosystem Interactions At the end of this unit we will be able to: * 3.9A observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem. Supporting Standard * 5.9 observe the way organisms live and survive in their ecosystem by interacting with the living and non- living elements; Readiness Standard * 3.9B describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers; Readiness Standard * 3.9 predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and Supporting Standard * 3.9D identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals. Supporting Standard 

    Life Cycles/ Inherited Traits/ Learned Behaviors At the end of this unit we will be able to: * 5.10C investigate and compare how animals and plants undergo a series of orderly changes in their di- verse life cycles such as tomato plants, frogs, and lady bugs. Supporting Standard * 5.10C describe the differences between complete and incomplete metamorphosis of insects. Supporting Standard 

    At the end of this unit we will be able to: * 3.10A compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals; Readiness Standard * 5.10B differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; Readiness Standard 

    At the end of this unit we will be able to: * 5.10B differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; Readiness Standard 

     

     

    Mrs. YoungWilliams Grade Social Studies Syllabus 2020-2021 

    Units We Will Cover 





    First 9 Weeks:

    Economics - At the end of this unit you will be able to: 

    Understands the purposes of earning, spending, and saving and donating money. 3.6A. Identify ways of earning, spending, saving, and donating money. Understands the concept of the free enterprise system. 3.7C. Explain the concept of a free market as it relates to the U.S. free enterprise system. (Readiness Skills) 3.6B Create a simple budget that allocates money for spending, saving, and donating. Understands how businesses operate in the U.S. free enterprise system. 3.8A. Identify examples of how a simple business operates. 3.8B. Explain how supply and demand affect the price of a good or service. 3.8C Explain how the cost of production and selling price affect profits.(Supporting Skills) 3.7A Define and identify examples of scarcity. 3.7B Explain the impact of scarcity on the production, distribution, and consumption of goods and services 3.8D Explain how government regulations and taxes impact consumer costs. (Spiraled Supporting)


    Citizenship - At the end of this unit you will be able to:

    3.1A Describe how individuals, events, and ideas have changed communities, past, and present. 3.11B Identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby Bridges and military and first responders who exemplify good citizenship.(Readiness) 3.10A Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.  3.12B Identify examples of actions individuals and groups can take to improve the community. 3.12C Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.(Supporting Skills). 3.11A identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by education oneself about the issues, respectfully holding public officials to their word, and voting. (Spiraled Readiness)




    Second 9 Weeks:

    Culture - At the end of this unit you will be able to: 

    Understand the ethnic and/or cultural celebrations of the local community and other cos communities. 3.13A explains the significance of various ethnic and/or cultural celebrations in the local community, and other communities. 3.13B compare ethnic and/or cultural celebrations in the local community with other communities. Understand the role of heroes in shaping the culture of communities, the state, and the nation. 3.14A identify and compare the heroic deeds of state and national heroes including Hector P. Garcia, James A. Lovell, and individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John “Danny” Olivas. 3.14B identify and analyze the heroic deeds of individuals, including military and First Responders, such as the Four Chaplains.



    Government - At the end of this unit you will be able to:

    Understands the basic structure and functions of various levels of government.  3.9A describes the basic structure of government in the local communities, state, and nation. 3.9B identify local, state, national government officials and explain how they are chosen. 3.9C Identify services commonly provided by local, state, national government. 3.9D Explain how local, state, national government services are financed. Understands important ideas in historical documents at various levels of government. 3.10A identify the purpose of  Declaration of Independence and the U.S. Constitution including Bill of Rights.  3.10B describes and explains the importance of the concept of “consent of the governed” as it relates to the functions of local, state, national government.





    Third 9 Weeks: 

    History - At the end of this unit you will be able to:

    Understands how individuals, events, and ideas have influenced the history of various communities. 3.1A describe how individuals, events, and ideas have changed communities, past and present. 3.1B identify individuals, including Pierre-Charles L Enfant, Benjamin Banneker, Benjamin Franklin, who have helped to shape communities. 3.1C describes how individuals including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Onate, have contributed to the expansion of existing communities or the creation of new communities.  Understand common characteristics of communities, past and present. 3.2A identify reasons people have formed communities, including a need for security, religious freedom, law, material well-being. 3.2B identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation. 3.2C Compare ways in which various other communities meet their needs.  Understands the concepts of time and chronology. 3.3A Use vocabulary related to chronology, including past, present, and future times. 3.3B Create and interpret timelines; 3.3C Apply the terms year, decade, and century to describe historical times.




    Fourth 9 Weeks:

    Geography - At the end of this unit you will be able to:

    Understands how humans adapt to variations in the physical environment. 3.4A describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards. 3.4B identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains. 3.4C describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes, in shaping the landscape. 3.4D describes the effects of human processes such as building new homes, conservation and pollution in shaping landscapes. 3.4E identify and compare the human characteristics of various regions.  Understands the concepts of location, distance, and direction on maps and globes. 3.5A use cardinal and intermediate directions to locate places on maps and globes such as Rocky Mountains, the Mississippi local community. 3.5B uses a scale to determine the distance of places on maps and globes.  3.5C identifies and uses the compass rose, grid system, and symbols to locate places on maps and globes. 3.5D creates and interprets maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.

     

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