5th Grade Science standards

     

       hysical Science

 

1. Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept:

 

                          a. Students know that during chemical reactions the atoms in the reactants rearrange to form                                          products with different properties.

                          b. Students know all matter is made of atoms, which may combine to form molecules.

                    c. Students know metals have properties in common, such as high electrical and thermal conductivity.                 Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are                 pure elements; others, such as steel and brass, are composed of a combination of elemental metals.

                    d. Students know that each element is made of one kind of atom and that the elements are                        organized in the periodic table by their chemical properties.

                    e. Students know scientists have developed instruments that can create discrete images of atoms                  and molecules that show that the atoms and molecules often occur in well-ordered arrays.

                    f. Students know differences in chemical and physical properties of substances are used to separate                  mixtures and identify compounds.

                    g. Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water                         (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).

                    h. Students know living organisms and most materials are composed of just a few elements.      

                    i. Students know the common properties of salts, such as sodium chloride (NaCl).

 

 

      

       ife Sciences

2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:

 

                          a. Students know many multicellular organisms have specialized structures to support the                         transport of materials.

                    b. Students know how blood circulates through the heart chambers, lungs, and body and how carbon                       dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

                    c. Students know the sequential steps of digestion and the roles of teeth and the mouth,                             esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive                  system.

                    d. Students know the role of the kidney in removing cellular waste from blood and converting it into                    urine, which is stored in the bladder.

                          e. Students know how sugar, water, and minerals are transported in a vascular plant.

                          f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar                               and release oxygen.

                    g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in                            carbon dioxide (CO ) and water (respiration).

 

     

             arth Sciences

3.          Water on Earth moves between the oceans and land through the processes of evaporation and condensation.              As a basis for understanding this concept:

                          a. Students know most of Earth’s water is present as salt water in the oceans, which cover most of                                  Earth’s surface.

                          b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as                               a liquid or as a solid if cooled below the freezing point of water.

                          c. Students know water vapor in the air moves from one place to another and can form fog or clouds,                               which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.

                    d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and                      glaciers is limited and that its availability can be extended by recycling and decreasing the use of                  water.

                           e. Students know the origin of the water used by their local communities.

4.           Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns.        As a basis for understanding this concept:

                           a. Students know uneven heating of Earth causes air movements (convection currents).

                           b. Students know the influence that the ocean has on the weather and the role that the water cycle                         plays in weather patterns.

                          c. Students know the causes and effects of different types of severe weather.

                          d. Students know how to use weather maps and data to predict local weather and know that                               weather forecasts depend on many variables.

                          e. Students know that the Earth’s atmosphere exerts a pressure that decreases with

                 distance above Earth’s surface and that at any point it exerts this pressure equally in all                         directions.

5. The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept:

                          a. Students know the Sun, an average star, is the central and largest body in the solar system                  and is composed primarily of hydrogen and helium.

                    b. Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets                  and their satellites, and smaller objects, such as asteroids and comets.

                    c. Students know the path of a planet around the Sun is due to the gravitational attraction         `                 between the Sun and the planet.

     

             nvestigation and Experimentation

 

6.           Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis        for understanding this concept and addressing the content in the other three strands, students should        develop their own questions and perform investigations. Students will:

 

                    a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.

                          b. Develop a testable question.

                           c. Plan and conduct a simple investigation based on a student-developed question and write                                             instructions others can follow to carry out the procedure.

                       d. Identify the dependent and controlled variables in an investigation.

                       e. Identify a single independent variable in a scientific investigation and explain how this                            variable can be used to collect information to answer a question about the results of                            the experiment.

                       f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated                              cylinders) and make quantitative observations.

                       g. Record data by using appropriate graphic representations (including charts, graphs, and                            labeled diagrams) and make inferences based on those data.

                       h. Draw conclusions from scientific evidence and indicate whether further information is                            needed to support a specific conclusion.

                           i. Write a report of an investigation that includes conducting tests, collecting data or examining                                  evidence, and drawing conclusions.

 

b. Develop a testable question.

c.Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.

d. Identify the dependent and controlled variables in an investigation. e.Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment. f.Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. g.Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data. h.Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.

i.Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

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Structural Features of Informational Materials

2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).

2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

2.5 Compare and contrast information on the same topic after reading several passages or articles.

2.6 Distinguish between cause and effect and between fact and opinion in expository text.

2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games).