Alaska

Alaska flag
Skills available for Alaska fifth-grade science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

Showing alignments for:

Actions

A1 Science as Inquiry and Process

B1 Concepts of Physical Science

C1 Concepts of Life Science

D1 Concepts of Earth Science

  • SD Students develop an understanding of the concepts, processes, theories, models, evidence, and systems of earth and space sciences.

    • SD1 Students develop an understanding of Earth's geochemical cycles.

      • SD1.1 observing a model of the rock cycle showing that smaller rocks come from the breaking and weathering of larger rocks and that smaller rocks (e.g., sediments and sands) may combine with plant materials to form soils.

    • SD2 Students develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

    • SD3 Students develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

      • SD3.1 observing a model that shows how the regular and predictable motion of the Earth and moon determine the apparent shape (phases) of the moon over time.

      • SD3.2 comparing heat absorption and loss by land and water.

    • SD4 Students develop an understanding of the theories regarding the evolution of the universe.

E1 Science and Technology

  • SE Students develop an understanding of the relationships among science, technology, and society.

    • SE1 Students develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.

    • SE2 Students develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.

      • SE2.1 investigating a problem or project over a specified period of time and identifying the tools and processes used in that project.

      • SE2.2 comparing multiple explanations (e.g., oral traditions, folklore, scientific theory) of everyday events (e.g., weather, seasonal changes).

    • SE3 Students develop an understanding of how scientific discoveries and technological innovations affect and are affected by our lives and cultures.

      • SE3.1 describing the various effects of an innovation (e.g., snow machines, airplanes, immunizations) on the safety, health, and environment of the local community.

F1-F3 Cultural, Social, Personal Perspectives, and Science

  • SF Students develop an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives.

    • SF1 Students develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology.

      • SF1.1 telling a local or traditional story that explains a natural event (e.g., animal adaptation, weather, rapid changes to Earth's surface) and relating it to a scientific explanation.

    • SF2 Students develop an understanding that some individuals, cultures, and societies use other beliefs and methods in addition to scientific methods to describe and understand the world.

      • SF2.1 telling a local or traditional story that explains a natural event (e.g., animal adaptation, weather, rapid changes to Earth's surface) and relating it to a scientific explanation.

    • SF3 Students develop an understanding of the importance of recording and validating cultural knowledge.

      • SF3.1 telling a local or traditional story that explains a natural event (e.g., animal adaptation, weather, rapid changes to Earth's surface) and relating it to a scientific explanation.

G1 History and Nature of Science

  • SG Students develop an understanding of the history and nature of science.

    • SG1 Students develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.

    • SG2 Students develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

      • SG2.1 reviewing and recording results of investigations into the natural world.

    • SG3 Students develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s).

    • SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base.

      • SG4.1 investigating that scientists' curiosity led to advancements in science.