Science - Fifth Grade
Life Science
Content Standard: 1. 0 Cell Structure
and Function
The student will investigate the structure and function
of plant and animal cells.
Learning Expectations:
1.1 Know that all organisms are made of one or
more cells.
Accomplishments
Cell Structure and Function:
5.1.1 Know that all organisms are made of one or more cells.
- Draw and label the basic structures of plant and animal cells (i.e.,
cell wall, cell membrane, cytoplasm, nucleus, chloroplasts).
- Compare and contrast the basic structures of plant and animal cells
(i.e., cell membrane, cytoplasm, and nucleus).
- Differentiate among cells, tissues, organs and systems.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.1.spi.1 identify basic structures of plant and animal cells.
at level 2, the student is able to
- 5.1.spi.2 compare and contrast basic structures and functions of plant and animal cells.
at Level 3, the student is able to
- 5.1.spi.3 distinguish between single cell
and multicellular organisms.
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student
is able to
- 5.1.tpi.1 use simple microscopes to identify
parts of living things.
- 5.1.tpi.2 draw and label basic structures
of animal and plant cells.
at Level 2, the student is able to
- 5.1.tpi.3 use a simple microscope to identify
the basic structures of plant and animal
cells (i.e., nucleus, cell wall, cell membrane,
cytoplasm).
- 5.1.tpi.4 examine and describe single-celled
and multicellular organisms using a simple microscope.
- 5.1.tpi.5 explain the difference between
single cell and multicellular organisms.
at Level 3, the student is able to
- 5.1.tpi.6 identify an unknown cell as plant
or animal.
- 5.1.tpi.7 differentiate among cells, tissues,
organs and systems.
Content Standard: 2.0 Interactions Between
Living Things and Their Environment.
The student will investigate how living things interact
with one another and with non-living elements of their
environment.
Learning Expectations:
- 2.1 Investigate the relationships among organisms
in a specific ecosystem.
- 2.2 Recognize that organisms are able to change
their environment.
Accomplishments
Interactions Between Living Things and Their Environment:
5.2.1 Investigate the relationships among organisms in a specific ecosystem.
- Classify specific kinds of relationships among plants and animals
within an ecosystem.
5.2.2 Recognize that organisms are able to change their
environment.
- Predict the consequences of a human action on the environment.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.2.spi.1 identify environmental changes
caused by living things.
at Level 2, the student is able to
- 5.2.spi.2 determine various types of plant
and animal relationships within an ecosystem.
at Level 3, the student is able to
- 5.2.spi.3 predict the effects of human actions
and/or natural disasters on the environment.
Performance Indicators Teachers:
As documented through teacher observations,
at Level 1, the student is able to
- 5.2.tpi.1 examine and describe the relationships
between plants and animals within a specific environment.
- 5.2.tpi.2 determine how organisms may be
affected by environmental factors.
at Level 2, the student is able to
- 5.2.tpi.3 differentiate between the populations
and communities that comprise an ecosystem.
- 5.2.tpi.4 explain how human disasters affect
specific environments.
at Level 3, the student is able to
- 5.2.tpi.5 evaluate how the loss of an organism
affects an environment.
- 5.2.tpi.6 research examples of how environmental
changes affect the organisms inhabiting an ecosystem.
Content Standard: 3.0 Food Production and Energy
for Life
The student will study the basic parts of plants,
investigate how plants produce food, and discover
that plants and animals use food to sustain life.
Learning Expectations:
- 3.1 Realize that plants and animals use food
for energy.
- 3.2 Recognize the function of specific structures
in organisms that allow them to obtain and use energy.
Accomplishments
Food Production and Energy for Life:
5.3.1 Realize that plants and animals use food for energy.
- Explain how plants produce their own food.
5.3.2 Recognize the function of specific structures in
organisms that allow them to obtain and use energy.
- Describe how various plant structures are associated with food production
(i.e., stems, leaves, stomata).
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.3.spi.1 match plant structures with their
functions.
at Level 2, the student is able to
- 5.3.spi.2 identify photosynthesis as the food
manufacturing process in plants.
at Level 3, the student is able to
- 5.3.spi.3 identify what plants need (i.e. water, sunlight, carbon dioxide) to manufacture food.
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student is able to
- 5.3.tpi.1 explain how plants produce their
own food.
- 5.3.tpi.2 compare plant structures with their
functions.
at Level 2, the student is able to
- 5.3.tpi.3 classify the nutritional relationships
among organisms in an ecosystem.
- 5.3.tpi.4 recognize the essential components
of photosynthesis (i.e., sunlight, water, and
carbon dioxide).
- 5.3.tpi.5 explain the connection between plant
structures and food production.
at Level 3, the student is able to
- 5.3.tpi.6 describe the importance of photosynthesis
and list the basic components of the process.
Content Standard: 4.0 Heredity and Reproduction
The student will understand the basic principles
of inheritance.
Learning Expectations:
- 4.1 Realize that certain characteristics are
passed from parent to offspring.
- 4.2 Realize that reproduction is necessary
for the survival of species.
- 4.3 Investigate the life cycles of different organisms.
Accomplishments
Heredity and Reproduction:
5.4.1 Realize that certain characteristics are passed from parents to offspring.
- Explain the function of the flower in plant reproduction.
- Observe specific plants and explain how they grow from and produce
seeds (i.e. sunflowers, beans).
- Compare and contrast how different plants reproduce (i.e. flowers,
spores).
5.4.2 Realize that reproduction is necessary for the survival of the species.
- Recognize that new generations of living things arise through reproduction.
- Explain that the continuation of a species is dependent upon the reproduction
of its members.
5.4.3 Investigate the life cycles of different organisms.
- Describe the life cycle of a fast growing plant.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.4.spi.1 compare the traits of parents and
their offspring.
at Level 2, the student is able to
- 5.4.spi.2 infer the importance of reproduction
in the survival of a species.
at Level 3, the student is able to
- 5.4.spi.3 recognize the difference between
complete and incomplete metamorphosis.
Performance Indicators Teacher:
As
documented through teacher observation,
at Level 1, the student is able to
- 5.4.tpi.1 compare and contrast the characteristics
of organisms and show how these are related to
the parental traits.
at Level 2, the student is able to
- 5.4.tpi.2 compare and contrast the ways that
plants reproduce and are pollinated.
- 5.4.tpi.3 observe and graph the growth of
an organism as it matures.
at Level 3, the student is able to
- 5.4.tpi.4 differentiate between organisms
that undergo complete and incomplete metamorphosis.
Content Standard: 5.0 Diversity and Adaptation
Among Living Things
The student will understand that living things have
characteristics that enable them to survive in their
environment.
Learning Expectations:
- 5.1 Realize that plants and animals can be
grouped according to similarities and difference
in their characteristics.
- 5.2 Determine that adaptations help organisms to
survive in their environments.
Accomplishments
Diversity and Adaptation Among Living Things:
5.5.1 Realize that plants and animals can be grouped according
to similarities and differences in their characteristics.
- Classify plants according to their characteristics.
5.5.2 Determine that adaptations help organisms to survive in their environments.
- Compare how plants are adapted to different environments (e.g., palm
tree, fir tree, cactus).
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.5.spi.1 compare how organisms adapt to different environments.
- 5.5.spi.2 match the form with the function of structures in living
things.
at Level 2, the student is able to
- 5.5.spi.3 identify characteristics that enhance
the survival of organisms in an environment.
at Level 3, the student is able to
- 5.5.spi.4 determine which organisms are likely to survive in a particular environment.
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student is
able to
- 5.5.tpi.1 investigate and explain how organisms
have adaptations that allow for survival in their
environment. /p>
at Level 2, the student is able to
- 5.5.tpi.2 provide examples of adaptations
that allow animals to avoid predation.
- 5.5.tpi.3 explain how the form of specific
structures relates to their function (e.g., flower
shape to pollination, teeth shape to food selection).
at Level 3, the student is able to
- 5.5.tpi.4 describe how specific characteristics
help an organism to survive in a particular environment.
- 5.5.tpi.5 design an organism with adaptations
necessary for surviving in a particular (imaginary)
habitat.
Content Standard: 6.0 Biological Change
The student will understand that living things have
changed over time.
Learning Expectations:
- 6.1 Realize that fossils show connections
between organisms that lived in the past and those
that live in the present.
- 6.2 Recognize that extinction has occurred in
the past and continues today.
Accomplishments
Biological Change:
5.6.1 Realize that fossils show connections between organisms that lived
in the past and those that live in the present.
- Explain how fossils provide information about the past.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.6.spi.1 compare the causes that led to
the extinction of various organisms.
at Level 2, the student is able to
- 5.6.spi.2 analyze how fossils provide information
about the past.
at Level 3, the student is able to
- 5.6.spi.3 compare the relative age of fossils
in rock layers.
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student is able to
- 5.6.tpi.1 evaluate factors that might cause
the extinction of a species.
at Level 2, the student is able to
- 5.6.tpi.2 explain how fossils form and how
they provide information about the past.
- 5.6.tpi.3 compare the characteristics of
fossil imprints and fossil remains.
at Level 3, the student is able to
- 5.6.tpi.4 determine the relative age of fossils
based upon their position in sedimentary rock.
- 5.6.tpi.5 evaluate how human decisions have
affected the survival of some species.
Earth and Space Science
Content Standard: 7.0 Earth and Its Place
in the Universe
The student will investigate the structure of the
universe.
Learning Expectations:
- 7.1 Know that objects in space have identifiable
characteristics, such as appearance, location,
and apparent motion.
- 7.2 Investigate the patterns and movement of
objects in space.
Accomplishments
Earth and Its Place in the Universe:
5.7.1 Know that objects in space have identifiable characteristics
(e.g., appearance, location, and apparent motion).
- Compare and contrast characteristics of the planets.
5.7.2 Investigate the patterns and movement of objects in space.
- Demonstrate how moon phases occur.
- Explain why the moon appears to change shape.
- Explain the difference between rotation and revolution in the solar
system.
Performance Indicator State:
As documented through state assessment,
at Level 1, the student is able to
- 5.7.spi.1 identify and arrange the phases
of the moon in the correct sequence.
at Level 2, the student is able to
- 5.7.spi.2 distinguish among the planets according
to specific characteristics.
- 5.7.spi.3 identify the force that pulls object
toward the Earth.
- 5.7.spi.4 differentiate between the Earth’s
rotation and its revolution.
at Level 3, the student is able to
- 5.7.spi.5 recognize that the appearance of
an object in the sky is affected by its size,
motion, and distance from the earth.
Performance Indicator Teacher:
As documented through teacher observation,
at Level 1, the student is able to
- 5.7.tpi.1 observe, draw, label, and sequence
the phases of the moon.
at Level 2, the student is able to
- 5.7.tpi.2 demonstrate the difference between
rotation and revolution in the solar system.
at Level 3, the student is able to
- 5.7.tpi.3 design a model that illustrates
how the appearance of an object in the sky is
affected by its size, motion, and distance from
the earth.
Content Standard: 8.0 Atmospheric Cycles
The student will investigate the relationships among
atmospheric conditions, weather, and climate.
Learning Expectations:
- 8.1 Recognize that atmospheric conditions vary
and can be measured.
- 8.2 Recognize that landforms and bodies of
water affect weather and climate.
- 8.3 Recognize the basic features of the water
cycle.
Accomplishments
Atmospheric Cycles:
5.8.1 Recognize that atmospheric conditions vary and can be measured.
- Analyze data obtained from studies of atmospheric conditions (i.e.,
air pressure, temperature, wind speed, precipitation).
5.8.2Recognize that landforms and bodies of water affect
weather and climate.
- Explain the effects of landforms on weather and climate.
5.8.3 Recognize the basic features of the water cycle.
- Demonstrate the components and processes of the water cycle.
- Analyze how temperature affects evaporation, condensation and precipitation.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.8.spi.1 distinguish between weather and
climate.
at Level 2, the student is able to
- 5.8.spi.2 identify the basic features of
the water cycle.
- 5.8.spi.3 predict weather conditions based
on an analysis of atmospheric data.
at Level 3, the student is able to
- 5.8.spi.4 identify how various geographic features affect weather and climate.
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student is able to
- 5.8.tpi.1 investigate and describe the differences
between weather and climate.
at Level 2, the student is able to
- 5.8.tpi.2 create a model of the water cycle
and identify its major components.
at Level 3, the student is able to
- 5.8.tpi.3 relate the type of weather and
climate associated with specific landforms.
Content Standard: 9.0 Earth Features
The student will understand that the earth has many
geological features that are constantly changing.
Learning Expectations:
- 9.1 Recognize that the earth’s geological
features change.
- 9.2 Know that the earth is composed of different
layers.
Accomplishments
Earth Features:
5.9.1 Recognize that the earth’s geological features
change.
- Explain how certain forces cause changes in the earth’s geological
features (i.e., wind, water, plate tectonics).
5.9.2 Know that the earth is composed of different layers.
- Construct a model that depicts the layers of the earth.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.9.spi.1 identify forces that cause geological
change.
at Level 2, the student is able to
- 5.9.spi.2 recognize that the age of Earth
materials can be determined by their position
in rock layers.
at Level 3, the student is able to
- 5.9.spi.3 identify characteristics of the
Earth’s layers.
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student is able to
- 5.9.tpi.1 illustrate how various forces contribute
to geological change.
at Level 2, the student is able to
- 5.9.tpi.2 create a cross section model of
the earth’s crust.
at Level 3, the student is able to
- 5.9.tpi.3 design and describe a model of a
fault.
- 5.9.tpi.4 research the characteristics of
materials within the earth’s layers.
Content Standard: 10.0 Earth Resources
The student will investigate the properties, uses,
and conservation of earth’s resources.
Learning Expectations:
- 10.1 Recognize that earth materials have a
variety of practical uses.
- 10.2 Know the basic characteristics of soils.
- 10.3 Realize the difference between renewable and
non-renewable resources.
Accomplishments
Earth Resources:
5.10.1 Recognize that earth materials have a variety of practical uses.
- Choose the appropriate use for an earth material (e.g., fuel, monument,
house foundation).
5.10.2 Know the basic characteristics of soils.
- Describe the process of soil formation.
- Identify soil characteristics that best support plant growth.
5.10.3 Realize the difference between renewable and non-renewable resources.
- Explain the implications of society’s dependence on non-renewable
resources.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.10.spi.1 select a diagram that illustrates
the most appropriate use of an earth material.
at Level 2, the student is able to
- 5.10.spi.2 select the soil characteristics
that best support plant growth.
at Level 3, the student is able to
- 5.10.spi.3 recognize the impact of society's use of nonrenewable resources over time.
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student is able to
- 5.10.tpi.1 describe methods for conserving
natural resources.
at Level 2, the student is able to
- 5.10.tpi.2 test the suitability of soils
for a variety of purposes.
at Level 3, the student is able to
- 5.10.tpi.3 write a story indicating how the
various types of coal were created.
- 5.10.tpi.4 debate the implications of society’s
dependence on fossil fuels.
Physical Science
Content Standard: 11.0 Forces and Motion
The student will investigate the characteristic
properties of matter.
Learning Expectations:
- 11.1 Recognize that gravity is the force that
pulls objects toward the earth.
- 11.2 Recognize the relationship between force
and motion.
- 11.3 Recognize that the motion of objects is affected
by friction.
Accomplishments
Forces and Motion:
5.11.1 Recognize that gravity is the force that pulls objects toward the
earth.
- Explain the effect that gravity has on objects found on earth.
5.11.2 Recognize the relationship between force and motion.
- Explain the relationships among mass, force, and distance traveled.
- Explain how slope affects the amount of force.
- Explore and explain the use of simple machines.
5.11.3 Recognize that the motion of objects is affected by friction.
- Explore and explain how friction affects motion.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.11.spi.1 identify the effect that gravity
has on objects found on or near the earth’s
surface.
at Level 2, the student is able to
- 5.11.spi.2 determine the effect of slope and friction on the speed of an object.
at Level 3, the student is able to
- 5.11.spi.3 match simple machines with their
uses.
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student
is able to
- 5.11.tpi.1 investigate and describe gravity
as a force in nature.
- 5.11.tpi.2 describe the effect that gravity
has on objects found on or near the earth’s
surface.
at Level 2, the student is able to
- 5.11.tpi.3 investigate how slope affects
the amount of force required to move an object
along a ramp.
at Level 3, the student is able to
- 5.11.tpi.4 construct a simple machine.
- 5.11.tpi.5 investigate how simple machines
change the direction of a force
Content Standard: 12.0 Structure and Properties
of Matter
The student will investigate the characteristic
properties of matter
Learning Expectations:
- 12.1 Recognize that matter has predictable
properties and is composed of basic units, some
too small to be seen with the naked eye.
- 12.2 Recognize conditions that are associated
with different states of matter
Accomplishments
Structure and Properties of Matter:
5.12.1 Recognize that matter has predictable properties
and is composed of basic units, some too small to be seen with the naked
eye.
- Explain the law of conservation of matter.
5.12.2 Recognize conditions that are associated with different states of
matter.
- Describe how evaporation and condensation occur as a result of temperature
change.
- Explain why different types of matter freeze, melt, and/or evaporate
at different rates.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.12.spi.1 select a material according to
a description of its physical properties.
at Level 2, the student is able to
- 5.12.spi.2 recognize the law of conservation
of matter.
- 5.12.spi.3 recognize how temperature is associated
with a change in the state of matter.
at Level 3, the student is able to
- 5.12.spi.4 determine the appropriate metric unit of measurement for specific properties of matter.
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student is able to
- 5.12.tpi.1 compare the properties of materials
and infer their state.
- 5.12.tpi.2 describe a material according
to its physical properties.
at Level 2, the student is able to
- 5.12.tpi.3 use appropriate tools and metric
units to measure and compare the mass, volume
and length of various objects.
- 5.12.tpi.4 investigate and explain the law
of conservation of matter.
- 5.12.tpi.5 recognize that evaporation and
condensation occur as a result of temperature
changes.
at Level 3, the student is able to
- 5.12.tpi.6 compare the difference between
physical and chemical properties of matter.
Content Standard: 13.0 Interactions of Matter
The student will investigate the interactions of
matter.
Learning Expectations:
- 13.1 Describe the types of changes that result
from interactions of matter.
Accomplishments
Interactions of Matter:
5.13.1 Describe the types of changes that result from interactions of matter.
- Identify conditions associated with a chemical change.
- Distinguish between physical and chemical changes.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.13.spi.1 distinguish between physical and chemical changes.
at Level 2, the student is able to
- 5.13.spi.2 compare the effect of physical
and chemical changes on matter.
at Level 3, the student is able to
- 5.13.spi.3 identify a substance as an acid (i.e. vinegar or lemon juice) or a base (i.e. soap or baking soda).
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student is able to
- 5.13.tpi.1 investigate and describe various
physical changes in matter.
at Level 2, the student is able to
- 5.13.tpi.2 compare and contrast the characteristics
of physical and chemical changes.
at Level 3, the student is able to
- 5.13.tpi.3 describe how temperature changes
affect the behavior of a substance.
Content Standard:14.0 Energy
The student will investigate energy and its uses.
Learning Expectations:
- 14.1 Know that energy exists in many forms.
- 14.2 Recognize the characteristics of light
energy and sound energy.
- 14.3 Recognize the properties and uses of magnets.
- 14.4 Recognize the basic concept of electricity.
Accomplishments
Energy:
5.14.1 Know that energy exists in many forms.
- Demonstrate and explain how energy can change form.
- Differentiate between potential and kinetic energy.
5.14.2 Recognize the characteristics of light energy and sound energy.
- Observe and describe how lenses affect a beam of light.
5.14.3 Recognize the properties and uses of magnets.
- Explore and describe the uses of magnets.
- Demonstrate and describe a magnetic field.
5.14.4 Recognize the basic concept of electricity.
- Construct and explain a parallel circuit.
- Compare series and parallel circuits.
- Explain the use of a specific type of electrical circuit.
Performance Indicators State:
As documented through state assessment,
at Level 1, the student is able to
- 5.14.spi.1 identify the poles of a magnet.
- 5.14.spi.2 recognize how various materials
conduct heat.
at Level 2, the student is able to
- 5.14.spi.3 identify the description of a magnetic
field.
- 5.14.spi.4 identify ways that energy is transferred.
- 5.14.spi.5 differentiate between potential
and kinetic energy.
at Level 3, the student is able to
- 5.14.spi.6 distinguish between series and
parallel circuits.
- 5.14.spi.7 select the illustration that depicts
how lenses refract light.
Performance Indicators Teacher:
As documented through teacher observation,
at Level 1, the student is able
to
- 5.14.tpi.1 demonstrate and explain the relationship
between two magnets and identify their poles.
- 5.14.tpi.2 demonstrate how different kinds
of materials conduct heat.
at Level 2, the student is able to
- 5.14.tpi.3 explore and describe a magnetic
field.
- 5.14.tpi.4 describe the difference between
potential and kinetic energy.
- 5.14.tpi.5 investigate and describe ways energy
is transferred.
- 5.14.tpi.6 investigate and describe ways that
the sun’s energy is used in everyday life.
at Level 3, the student is able to
- 5.14.tpi.7 demonstrate and explain the difference
in series and parallel circuits.
- 5.14.tpi.8 distinguish between translucent,
opaque, and clear materials.
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