USJ Curriculum

5^th Grade Curriculum

Math

Math Goal 1: Number Sense

[1.01] Develop number sense for rational numbers from 0.001 at least to 1,000,000

Demonstrate multiple ways to represent numbers using models, words and symbolic representations

Identify the place and the value of a given digit in order to determine the magnitude of the number

Compare and order (including the use of symbolic notation)

Identify factors and multiples including square, prime, and composite whole numbers to 100

[1.02] Develop fluency and flexibility with all whole number operations (including but not limited to standard algorithms) involving:

up to three-digit by two-digit multiplication (larger numbers with calculators)

up to three-digit by two-digit division with and without remainder (larger numbers with calculators)

estimation of products and quotients and justification of the reasonableness of solutions in meaningful contexts

analyzing the relationships among operations

[1.03] Develop fluency with addition and subtraction of decimals and fractions with unlike denominators (within fraction families):

-halves, fourths, eighths, sixteenths and mixed numbers;

-thirds, sixths, twelfths, and mixed numbers;

-fifths, tenths, hundredths, thousandths and mixed numbers.

Develop and analyze strategies for adding and subtracting numbers.

Estimate sums and differences and justify the reasonableness of the solutions in meaningful contexts.

Math Goal 2: Measurement

[2.01] Use appropriate standard units and tools to develop fluency and flexibility with unit conversions within same systems of measure; solve problems using these skills.

[2.02] Identify, estimate, and measure the angles of plane figures using appropriate tools.

[2.03] Solve problems using the concepts and procedures involving elapsed time.

Math Goal 3: Geometry

[3.01] Identify, describe, analyze, compare, and classify triangles and quadrilaterals by properties including sides, angles and diagonals.

[3.02] Make and test conjectures about polygons involving:

parallelism and perpendicularity of sides

sum of measures of interior angles

[3.03] Use spatial reasoning to analyze three-dimensional shapes.

Describe the number of edges, faces, and vertices of polyhedral

Relate a three-dimensional shape to its two-dimensional representation (net)

[3.04] Explore concepts of volume and surface area for rectangular prisms.

Math Goal 4: Data Analysis and Probability

[4.01] Use the processes of statistical investigation.

Pose questions, formulate hypotheses, and design studies involve single or multiple sets of data to investigate and verify hypotheses.

Collect, organize, analyze, and display data using various representations, including stem-and-leaf plots.

Analyze data using measures of center (mode, median) and variability (minimum and maximum values, unusual data points, and range).

Explore the mean as a measure of center and its interpretation as a fair share.

[4.02] Compare and contrast different representations of the same data, discuss the appropriateness of each representation for the context.

Math Goal 5: Algebra

[5.01] Analyze nonnumeric and numeric growing patterns.

Use rules to describe these patterns as functional relationships (arithmetic sequences only).

Create, extend, and find missing terms.

Display numeric results using coordinate graphs.

Write equations with symbolic rules.

[5.02] Model, write and evaluate whole number equations and equations involving addition/subtraction of decimals and fractions.

Represent a problem including using variables to represent unknown quantities.

Demonstrate an understanding of equality and inequality.

Find the value of variables.

[5.03] Develop and test generalizations based on observations of patterns and relationships:

identity principle for addition and multiplication

associative property for addition and multiplication

distributive property

[5.04] Apply order of operations in meaningful contexts.

Math Goal 6: Problem Solving

[6.01] Recognize and apply connections among mathematical ideas.

Connect concepts and skills from previous years to current objectives

Connect concepts and skills from multiple strands to solve problems

[6.02] Develop fluency in solving single and multi-step problems that arise in mathematics and in other contexts, building mathematical knowledge through problem solving.

[6.03] Use reasoning to solve problems.

Understand situations and communicate mathematical problem solving

Make estimates with appropriate ranges

Reflect, extend and refine thinking

[6.04] Use the language and symbols of mathematics and appropriate technology to:

solve problems

communicate mathematical ideas

demonstrate understanding of problems and solutions through oral, pictorial, and written explanations

[6.05] Create and use representations to organize, record and communicate mathematical ideas.

Reading

Reading Goal 1: Reading Habits

[1.051] Reads independently daily from self-selected materials to increase fluency

[1.052] Reads independently daily from self- selected materials to build background knowledge

[1.053] Reads independently daily from self-selected materials to expand and refine vocabulary

[2.031] Reads a variety of texts including fiction (e.g., tall tales and myths)

[2.032] Reads a variety of texts including nonfiction (e.g., books of true experience, newspaper and magazine articles, schedules)

[2.033] Reads a variety of texts including poetry

[2.034] Reads a variety of texts including drama e.g., plays and skits)

Reading Goal 2: Vocabulary and Word Work

[1.011] Expands and refines vocabulary through knowledge of derivatives, roots, and word origins (e.g., rupt, struct, vis, vid, spec, pect, opt)

[1.012] Expands and refines vocabulary through knowledge of prefixes, suffixes, and syllable patterns (e.g., -ous, -ward, -ive, -ic, sur-, sub-, VCCV and CV syllable patterns)

[1.013] Uses context clues to figure out unfamiliar words

[1.014] Expands and refines vocabulary through knowledge of prefixes, suffixes, and syllable patterns (e.g., -ly, -ness, -ment, -ful, -less, -ion, un-, dis-, in-, re-, VCCCV and V V syllable patterns)

[1.015] Expands and refines vocabulary through knowledge of prefixes and suffixes (e.g., com-, con-, en-, ex-, pre-, pro-, -ent, -ant, -able, -ible

[1.031] Increases reading and writing vocabulary through wide reading, word study, discussion, and writing process elements

[1.032] Increases reading and writing vocabulary through wide reading, content area study, and writing as a tool

[1.033] Increases reading and writing vocabulary through wide reading, use of word reference materials, and examining the author’s craft

[1.034] Increases reading and writing vocabulary through debates and seminars

[1.041] Uses a dictionary to identify and comprehend unknown words

[1.042] Uses dictionaries and glossaries to identify and comprehend unknown words

[1.043] Uses a thesaurus to identify synonyms for common words

[1.044] Uses online reference tools to identify and comprehend unknown words

Reading Goal 3: Comprehending Text

[1.021] Selects key vocabulary critical to the text and applies appropriate meanings as necessary for comprehension

[ 2.01] Uses metacognitive strategies flexibly and independently to monitor comprehension and extend vocabulary (skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question)

[2.021] making predictions

[2.022] formulating questions

[2.023] Supports answers to questions by referring to information in a text, to previous experiences, and/or other sources

[2.024] Interacts with the text by drawing on personal, literary, and cultural understandings

[2.025] Interacts with text before, during, and after reading by seeking additional information

[2.0261] Previews text and uses knowledge of text structure to predict the content of a selection (narrative)

[2.0262] Previews text and uses knowledge of text structure to predict the content of a selection (expository

[2.027] Previews the text and activates prior knowledge

[2.028] making connections with previous experiences, information, and ideas

[2.0311] Reads and comprehends grade appropriate fiction text

[2.0321] Reads and comprehends grade appropriate nonfiction text

[2.0331] Reads and comprehends grade appropriate poetry (e.g., narrative, lyric, cinquain

[2.0341] Reads and comprehends grade appropriate drama

[2.041] Determines plot development and supports by referencing the text

[2.042] Examines the author’s choice of words and their impact on the reader

[2.0431] Identifies evidence of personification

[2.0432] Identifies evidence of the use of flashback

[2.0433] Identifies evidence of an author’s tone

[2.05] Evaluates inferences, conclusions, and generalizations and provides evidence by referencing the texts

[2.06] Analyzes choice of reading material congruent with purposes (e.g., reading for information, to extend content area learning, for pleasure)

[2.07] Evaluates the usefulness and quality of information and ideas based on purpose, experiences, texts, and graphics

[2.081] cause and effect

[2.082] hierarchical (one idea is more important than another)

[2.083] time/sequence

[2.084] problem/solution

[2.091] Listens actively and critically by asking questions

[2.092] Listens actively and critically by delving deeper into the topic

[2.093] elaborating on the information and ideas presented

[2.094] evaluating information and ideas

[2.095] Listens actively and critically by making inferences and drawing conclusions

[2.096] making judgments

[2.10] Identifies strategies used by a speaker or writer to inform, entertain, or influence an audience

[3.011] Analyzes word choice and content

[3.012] Examines the reasons for a character’s actions, taking into account the situation and basic motivation of the character

[3.013] Responds to text by creating and presenting a product that effectively demonstrates a personal response to a selection or experience

[3.014] Examines alternative perspectives of characters and authors

[3.015] Evaluates the differences among genres

[3.016] Examines relationships among characters

[3.017] Makes and evaluates inferences and conclusions about characters, events, and themes

[3.02] Makes connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message

[3.03] Justifies evaluation of characters and events from different selections by citing supporting evidence in the text

[3.04] Makes informed judgments about television, radio, video/film productions, and other electronic media and/or print formats

[3.05] Integrates main idea and supporting details from multiple sources to expand understanding of texts

[3.06] Conducts research (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, data based, computer networks) for assigned or self- selected projects

[3.07] Makes informed judgments about bias, propaganda, stereotyping, and media techniques

Science

Science Goal 1 - Ecosystems

The learner will conduct investigations to build an understanding of the interdependence of plants and animals.

[1.01] Describe and compare several common organisms (communities of organisms and their interaction with the environment)

[1.02] Identify and analyze the functions of organisms within the Population of the ecosystem: Producers, Consumers, Decomposers

[1.03] Explain why an ecosystem can support a variety of organisms

[1.04] Discuss and determine the role of light, temperature, and soil composition in an ecosystem’s capacity to support life

[1.05] Determine the interaction of organisms within an ecosystem

[1.06] Explain and evaluate some ways that humans affect ecosystems: Habitat reduction due to development: Pollutants, Increased Nutrients

[1.07] Determine how materials are recycled in nature.

Science Goal 2 - Landforms

The learner will make observations and conduct investigations to build an understanding of landforms.

[2.01] Identify and analyze forces that cause changes in landforms over time including: water and ice, wind, gravity

[2.02] Investigate and discuss the role of the water cycle and how movement of water over and through the landscape helps shape land forms

[2.03] Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in forming: Canyons, Valleys, Meanders, and Tributaries

[2.04] Describe the deposition of eroded material and its importance in establishing landforms including: Deltas, Flood Plains

[2.05] Discuss how the flow of water and the slope affect erosion.

[2.06] Identify and use models, maps, and aerial photographs as ways of representing landforms

[2.07] Discuss and analyze how humans influence erosion and deposition in local communities, including school grounds, as a result of: Clearing land, Planting vegetation, Building dams

Science Goal 3 - Weather

The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate.

[3.01] Investigate the water cycle including the processes of:

Evaporation

Condensation

Precipitation

Run-off

[3.02] Discuss and determine how the following are affected by predictable patterns of weather:

Temperature

Wind direction and speed

Precipitation

Cloud cover

Air pressure

[3.03] Describe and analyze the formation of various types of clouds and discuss their relation to weather systems.

[3.04] Explain how global atmospheric movement patterns affect local weather.

[3.05] Compile and use weather data to establish a climate record and reveal any trends.

[3.06] Discuss and determine the influence of geography on weather and climate:

Mountains

Sea breezes

Water bodies

Science Goal 4 - Motion and Design

The learner will conduct investigations and use appropriate technologies to build an understanding of forces and motion in technological designs.

[4.01] Determine the motion of an object by following and measuring its position over time.

[4.02] Evaluate how pushing and pulling forces can change the position and motion of an object.

[4.03] Explain how energy is needed to make machines move.

Moving air

Gravity

[4.04] Determine that an unbalanced force is needed to move an object or change its direction.

[4.05] Determine the factors that affect motion including: force, friction, inertia, momentum.

[4.06] Build and use a model to solve a mechanical design problem.

Devise a test for the model

Evaluate the results of the test

[4.07] Determine how people use simple machines to solve problems.

Social Studies

Social Studies Goal 1 - Geography

Apply key geographic concepts to the United States and other countries of North America

location of major landforms, bodies of water, and natural resources in the United States and other countries of North America

how absolute and relative location influence ways of living in the United States and other countries of North America

physical and cultural characteristics of regions within the United States, and other countries of North America

economic and social differences between developed and developing regions in North America

population distribution within and between countries of North America

how people of the United States and other countries of North America adapt to, modify, and use their physical environment

movement of people, goods, and ideas within and among the United States, Canada, Mexico, and Central America past and present

Social Studies Goal 2 - Government and Society

Analyze political and social institutions in North America and examine how these institutions respond to human needs, structure society, and influence behavior

major documents that formed the foundations of the American idea of constitutional government.

local, state, and national levels of government in the United States and their legislative, executive, and judicial functions.

how the United States government has changed over time.

Similarities and differences in the governments of the United States, Canada, Mexico, and selected countries of Central America.

the role of political parties in society.

the role of public education in the United States.

movement of people, goods, and ideas within and among the United States, Canada, Mexico, and Central America past and present

the educational structure of the United States, Canada, Mexico, and selected countries of Central America.

the role the family plays in the societal structures of the United States, Canada, Mexico, and selected countries of Central America.

Social Studies Goal 3 - Cultural Groups

Examine the roles various ethnic groups have played in the development of the United States and its neighboring countries

people of diverse ethnic and religious cultures, past and present, in the United States

how changes in the movement of people, goods, and ideas have affected ways of living in the United States

cultural interaction within and among the regions of the United States

how the differences and similarities among people have produced diverse American cultures

religious and ethnic impact of settlement on different regions of the United States

roles various religious and ethnic groups have played in the development of the United States with those of Canada, Mexico, and selected countries of Central America

art, music, and craft forms in the United States, Canada, Mexico, and selected countries of Central America

Social Studies Goal 4 - History

Trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries

the role of an historian and the importance of studying history

when, where, why, and how groups of people settled in different regions of the United States

contributions of people of diverse cultures throughout the history of the United States

causes and effects of the American Revolution, and their influence on the adoption of the Articles of Confederation, Constitution, and the Bill of Rights

impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism

civil rights and social movements throughout United States' history that reflect the struggle for equality and constitutional rights for all citizens

changes in rural and urban settlement patterns in the United States, Canada, Mexico, and selected countries of Central America

development of the United States as a world leader and the impact of its relationships with Canada, Mexico, and selected countries of Central America

Social Studies Goal 5 - Economics

Evaluate ways the United States and other countries of North America make decisions about the allocation and use of economic resources

Availability of human, natural, and capital economic resources in the United States and neighboring countries

Economic effects of the unequal distribution of natural resources on the United States and its neighbors

How economic institutions enable people to meet their needs

Interdependence of the United States and its neighbors and the impact of increasing international economic interdependence

Influence of discoveries, inventions, and innovations on economic interdependence

Economic systems such as traditional, command, and market developed in selected countries of North America and assess their effectiveness in meeting basic needs

Ways the United States and its neighbors specialize in economic activities, and the impact on production and consumption

Surplus and scarcity in the American market and the economic effects

Social Studies Goal 6 - Technology

Recognize how technology has influenced change within the United States and other countries in North America

technology from the first primitive tools to today's personal computer.

technological discoveries that have changed the course of history and the broader social and environmental changes that can occur from the discovery of such technologies

how technology can be managed to have the greatest number of people enjoy the benefits

how citizens can preserve fundamental values and beliefs in a world that is rapidly becoming more technologically oriented

changes that technology has brought to the United States to its impact in Canada, Mexico, and Central America

future trends in technology management

Writing

Writing Goal 1: Writing Variety

[4.012] Reads familiar text with fluency and an awareness of volume and pace

[4.014] Reads familiar text with fluency, expression, and personal style with an awareness of audience and purpose

[4.031] Makes oral presentations

[4.041] Selects a self-evaluated composition for publication

[4.042] Selects a self-evaluated composition for publication and justifies rationale for selection

[4.071] Composes a variety of texts using self- selected and assigned topics and forms including poetry

[4.072] Composes a variety of texts using self- selected and assigned topics and forms including news articles, and letters-to-the-editor

[4.073] Composes a variety of texts using self- selected and assigned topics and forms including fiction and feature stories

[4.074] Composes a variety of texts using self- selected and assigned topics and forms including research reports

[4.091] Produces work that follows the conventions of particular genres such as essays and business letters

[4.092] Produces work that follows the conventions of particular genres such as feature stories

[4.093] Produces work that follows the conventions of particular genres such as business letters

Writing Goal 2: The Writing Process

Prewriting

Drafting

Revising

Editing

Sharing or publishing

Writing Goal 3: Focus

[4.021] formulate hypotheses

[4.022] evaluate information and ideas

[4.023] present and support arguments

[4.024] influence the thinking of others

[4.032] Makes written presentations to inform

[4.061] Composes a draft that elaborates on major ideas and adheres to the topic

[4.063] Composes a draft that elaborates on major ideas and adheres to the topic and effectively communicates its content

Writing Goal 4: Organization

[4.051] Uses a variety of preliminary strategies to plan and organize the writing and speaking task considering the purpose and audience

[4.052] Uses a variety of preliminary strategies to plan and organize the writing and speaking task considering the purpose, audience, and timeline

[4.062] Composes a draft that uses an appropriate organizational pattern that accomplishes the purpose of writing Revises by focusing on:

[4.082] rearranging text for clarity

Writing Goal 5: Support and Elaboration

[4.061] Composes a draft that elaborates on major ideas and adheres to the topic

[4.063] Composes a draft that elaborates on major ideas and adheres to the topic and effectively communicates its content

[4.064] Composes a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content

[4.084] developing a lead, characters, or mood

[5.031] Elaborates information and ideas in speaking and writing by using prepositional phrases

[5.032] Elaborates information and ideas in writing and speaking by using transitions

Writing Goal 6: Style

[4.033] Makes oral and written presentations to inform or persuade, selecting vocabulary for impact

[4.081] improving word choice

[4.083] creating simple or complex sentences for clarity or impact

[5.04] Determines the impact of word choice on written and spoken language

Writing Goal 7: Conventions

[4.10] Uses technology as a tool to enhance and/or publish a product

[5.011] Consistently uses correct punctuation including commas used in compound sentences

[5.012] Consistently uses correct capitalization and punctuation including capitals for names of magazines, newspapers, and organizations and a colon to introduce a list 5.013 Consistently uses correct punctuation including commas in apposition

[5.021] Demonstrates understanding in speaking and writing by using troublesome verbs

[5.022] Demonstrates understanding in speaking and writing by using nominative, objective, and possessive pronouns 5.033 Elaborates information and ideas in speaking and writing by using coordinating conjunctions (e.g., and, or, but, nor, so, yet) and/or subordinating conjunctions (e.g., after, although, as if, as long as, when, where, unless)<>/li>
[5.05 ]Spells most commonly used words accurately using a multi-strategy approach to the learning of new words

[5.06] Proofreads for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors

[5.07] Edits final product for grammar, language conventions, and format

[5.081] Creates readable documents through legible handwriting (cursive)

[5.082] Creates readable documents through word processing