• 5th Grade Science

    A - Earth Science

    • obtain, evaluate, and communicate information to identify surface features on Earth caused by constructive and/or destructive processes

    B - Physical Science

    • obtain, evaluate, and communicate information to investigate electricity
    • obtain, evaluate, and communicate information about magnetism and its relationship to electricity
    • obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change

    C - Life Science

    • obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms
    • obtain, evaluate, and communicate information to group organisms using scientific classification procedures
    • obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells
    • obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired

  • 5th Grade Science -- Science Grade 5 Enrich

    A - Content

    • construct a model to explain the function of plant and animal organelles (i.e., cell membrane, cell wall, cytoplasm, nucleus, and chloroplasts)
    • develop a model that illustrates how animals are sorted into groups (i.e., vertebrate and invertebrate) and how vertebrates are further sorted into groups (i.e., fish, amphibians, reptile, bird, and mammal) using data from multiple sources
    • develop a model that illustrates how plants are sorted into groups (i.e., vascular and nonvascular) and how vascular plants are further sorted into groups (i.e., seed producers and non-seed producers) using data from multiple sources
    • construct an explanation to compare and contrast inherited and acquired physical traits
    • plan and carry out investigations by manipulating, separating, and mixing dry and liquid materials and communicate collected data to demonstrate physical changes
    • plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (i.e., color, gas, temperature change, odor, and/or new substances produced)
    • construct an argument supported by scientific evidence to identify surface features (e.g., deltas, sea arches, sand dunes, mountains, canyons, and volcanoes) as being caused by constructive and/or destructive processes (e.g., plate movement, deposition, weathering, erosion, impact of organisms)
    • develop simple, interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes
    • design a complete, simple electric circuit, and explain all necessary components
    • plan and carry out an investigation to test common materials to determine if they are insulators or conductors of electricity
    • plan and carry out an investigation to observe the interaction between a magnet and a magnetic object on opposite sides of various materials such as wood, paper, glass, metal, and rocks

  • 5th Grade Science -- STEM Exploratory/Grade 5

    A - STEM

    • identify and solve a real-world issue that requires classifying organisms based on their characteristics
    • use a variety of technologies within a design process to identify and solve a real- world issue that involves the physical changes in the state of water
    • identify and solve a real-world issue that involves constructive and destructive processes on Earth by creating a new and imaginative solution
    • use a variety of technologies within a design process to identify and solve a real- world issue that involves electricity and magnetism

  • 5th Grade Science -- Computer Science/Grade 5

    A - Computer Science

    • identify the features of current technologies and use that knowledge to understand emerging technologies
    • curate (analyze and evaluate) a variety of resources and digital tools to construct knowledge and produce creative artifacts
    • identify the rights, responsibilities, and opportunities of living, learning, and working in an interconnected society and model behaviors that are safe, legal, and ethical
    • use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions
    • develop and employ strategies for understanding and solving problems in ways that use the power of technological methods to develop and test solutions
    • select and use the most appropriate platform, tool, style, format, and digital media to express thoughts, messages, goals, or positions clearly and creatively
    • use digital tools to expand personal viewpoints and enrich learning by collaborating effectively both locally and globally
    • gather, evaluate, and organize quality information from multiple sources
    • understand the relationship between technology, lifelong learning, and the appropriate use of information