Michigan

Science Processes

• S.IP Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.

  • S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

    • S.IP.05.11 Generate scientific questions based on observations, investigations, and research.

      • Observe and compare traits (3-N.1)
      • What affects traits? Use observations to support a hypothesis (3-N.2)

    • S.IP.05.12 Design and conduct scientific investigations.

    • S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens) appropriate to scientific investigations.

    • S.IP.05.14 Use metric measurement devices in an investigation.

      • Collect and graph temperature data (5-V.1)

    • S.IP.05.15 Construct charts and graphs from data and observations.

      • Collect and graph temperature data (5-V.1)

    • S.IP.05.16 Identify patterns in data.

      • Use climate data to make predictions (5-V.5)
      • Use data to describe climates (5-V.6)

• S.IA Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology.

  • S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

    • S.IA.05.11 Analyze information from data tables and graphs to answer scientific questions.

      • Compare fossils to modern organisms (5-U.3)
      • Use climate data to make predictions (5-V.5)
      • Use data to describe climates (5-V.6)

    • S.IA.05.12 Evaluate data, claims, and personal knowledge through collaborative science discourse.

    • S.IA.05.13 Communicate and defend findings of observations and investigations using evidence.

      • What affects traits? Use observations to support a hypothesis (4-Q.1)
      • Use evidence to classify mammals, birds, fish, reptiles, and amphibians (5-K.3)
      • Use evidence to classify animals (5-K.4)
      • Inherited and acquired traits: use evidence to support a statement (5-P.4)
      • Interpret evidence from fossils in rock layers (5-U.5)
      • Weather or climate? Cite text (5-V.4)

    • S.IA.05.14 Draw conclusions from sets of data from multiple trials of a scientific investigation.

    • S.IA.05.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data.

• S.RS Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology.

  • S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.

    • S.RS.05.11 Evaluate the strengths and weaknesses of claims, arguments, and data.

    • S.RS.05.12 Describe limitations in personal and scientific knowledge.

    • S.RS.05.13 Identify the need for evidence in making scientific decisions.

    • S.RS.05.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

      • Read and construct animal life cycle diagrams (5-M.1)
      • Compare fossils to modern organisms (5-U.3)
      • Collect and graph temperature data (5-V.1)

    • S.RS.05.16 Design solutions to problems using technology.

    • S.RS.05.17 Describe the effect humans and other organisms have on the balance in the natural world.

    • S.RS.05.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures.

Physical Science

• P.FM Develop an understanding that the position and/or motion of an object is relative to a point of reference. Understand forces affect the motion and speed of an object and that the net force on an object is the total of all of the forces acting on it. Understand the Earth pulls down on objects with a force called gravity. Develop an understanding that some forces are in direct contact with objects, while other forces are not in direct contact with objects.

  • P.FM.M.2 Some forces between objects act when the objects are in direct contact (touching), such as friction and air resistance, or when they are not in direct contact (not touching), such as magnetic force, electrical force, and gravitational force.

    • P.FM.05.21 Distinguish between contact forces and non-contact forces.

    • P.FM.05.22 Demonstrate contact and non-contact forces to change the motion of an object.

  • P.FM.M.3 Forces have a magnitude and direction. Forces can be added. The net force on an object is the sum of all of the forces acting on the object. The speed and/or direction of motion of an object changes when a non-zero net force is applied to it. A balanced force on an object does not change the motion of the object (the object either remains at rest or continues to move at a constant speed in a straight line).

    • P.FM.05.31 Describe what happens when two forces act on an object in the same or opposing directions.

    • P.FM.05.32 Describe how constant motion is the result of balanced (zero net) forces.

    • P.FM.05.33 Describe how changes in the motion of objects are caused by a non-zero net (unbalanced) force.

      • Identify directions of forces (5-F.1)

    • P.FM.05.34 Relate the size of change in motion to the strength of unbalanced forces and the mass of the object.

      • How does mass affect force and acceleration? (5-F.3)

  • P.FM.M.4 Motion can be described by a change in position relative to a point of reference. The motion of an object can be described by its speed and the direction it is moving. The position and speed of an object can be measured and graphed as a function of time.

    • P.FM.05.41 Explain the motion of an object relative to its point of reference.

    • P.FM.05.42 Describe the motion of an object in terms of distance, time and direction, as the object moves, and in relationship to other objects.

    • P.FM.05.43 Illustrate how motion can be measured and represented on a graph.

Life Science

• L.OL Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions.

  • L.OL.M.4 Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism.

    • L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).

      • Body systems: circulation and respiration (5-M.4)
      • Body systems: digestion (5-M.5)
      • Body systems: removing waste (5-M.6)
      • Body systems: perception and motion (5-M.7)

    • L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities.

      • Body systems: circulation and respiration (5-M.4)
      • Body systems: digestion (5-M.5)
      • Body systems: removing waste (5-M.6)
      • Body systems: perception and motion (5-M.7)

• L.HE Develop an understanding that all life forms must reproduce to survive. Understand that characteristics of mature plants and animals may be inherited or acquired and that only inherited traits are passed on to their young. Understand that inherited traits can be influenced by changes in the environment and by genetics.

  • L.HE.M.1 The characteristics of organisms are influenced by heredity and environment. For some characteristics, inheritance is more important; for other characteristics, interactions with the environment are more important.

    • L.HE.05.11 Explain that the traits of an individual are influenced by both the environment and the genetics of the individual.

    • L.HE.05.12 Distinguish between inherited and acquired traits.

      • Identify inherited and acquired traits (5-P.3)
      • Inherited and acquired traits: use evidence to support a statement (5-P.4)

• L.EV Develop an understanding that plants and animals have observable parts and characteristics that help them survive and flourish in their environments. Understand that fossils provide evidence that life forms have changed over time and were influenced by changes in environmental conditions. Understand that life forms either change (evolve) over time or risk extinction due to environmental changes and describe how scientists identify the relatedness of various organisms based on similarities in anatomical features.

  • L.EV.M.1 Species with certain traits are more likely than others to survive and have offspring in particular environments. When an environment changes, the advantage or disadvantage of the species' characteristics can change. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival.

    • L.EV.05.11 Explain how behavioral characteristics (adaptation, instinct, learning, habit) of animals help them to survive in their environment.

      • Identify inherited and acquired traits (5-P.3)
      • Inherited and acquired traits: use evidence to support a statement (5-P.4)

    • L.EV.05.12 Describe the physical characteristics (traits) of organisms that help them survive in their environment.

      • Animal adaptations: beaks, mouths, and necks (5-O.1)
      • Animal adaptations: feet and limbs (5-O.2)
      • Animal adaptations: skins and body coverings (5-O.3)

    • L.EV.05.13 Describe how fossils provide evidence about how living things and environmental conditions have changed.

      • Compare fossils to modern organisms (5-U.3)
      • Compare ancient and modern organisms: use observations to support a hypothesis (5-U.4)
      • Interpret evidence from fossils in rock layers (5-U.5)

    • L.EV.05.14 Analyze the relationship of environmental change and catastrophic events (for example: volcanic eruption, floods, asteroid impacts, tsunami) to species extinction.

  • L.EV.M.2 Similarities among organisms are found in anatomical features, which can be used to infer the degree of relatedness among organisms. In classifying organisms, biologists consider details of internal and external structures to be more important than behavior or general appearance.

    • L.EV.05.21 Relate degree of similarity in anatomical features to the classification of contemporary organisms.

      • Identify mammals, birds, fish, reptiles, and amphibians (5-K.1)
      • Identify vertebrates and invertebrates (5-K.2)
      • Use evidence to classify mammals, birds, fish, reptiles, and amphibians (5-K.3)
      • Use evidence to classify animals (5-K.4)
      • Describe, classify, and compare kingdoms (5-K.5)

Earth Science

• E.ES Develop an understanding of the warming of the Earth by the sun as the major source of energy for phenomenon on Earth and how the sun's warming relates to weather, climate, seasons, and the water cycle. Understand how human interaction and use of natural resources affects the environment.

  • E.ES.M.6 Seasons result from annual variations in the intensity of sunlight and length of day due to the tilt of the axis of the Earth relative to the plane of its yearly orbit around the sun.

    • E.ES.05.61 Demonstrate and explain seasons using a model.

    • E.ES.05.62 Explain how the revolution of the Earth around the sun defines a year.

• E.ST Develop an understanding that the sun is the central and largest body in the solar system and that Earth and other objects in the sky move in a regular and predictable motion around the sun. Understand that those motions explain the day, year, moon phases, eclipses and the appearance of motion of objects across the sky. Understand that gravity is the force that keeps the planets in orbit around the sun and governs motion in the solar system. Develop an understanding that fossils and layers of Earth provide evidence of the history of Earth's life forms, changes over long periods of time, and theories regarding Earth's history and continental drift.

  • E.ST.M.1 The sun is the central and largest body in our solar system. Earth is the third planet from the sun in a system that includes other planets and their moons, as well as smaller objects, such as asteroids and comets.

    • E.ST.05.11 Design a model that of the solar system that shows the relative order and scale of the planets, dwarf planets, comets, and asteroids to the sun.

  • E.ST.M.2 Gravity is the force that keeps most objects in the solar system in regular and predictable motion.

    • E.ST.05.21 Describe the motion of planets and moons in terms of rotation on axis and orbits due to gravity.

    • E.ST.05.22 Explain the phases of the moon.

    • E.ST.05.23 Explain the apparent motion of the stars (constellations) and the sun across the sky.

    • E.ST.05.24 Explain lunar and solar eclipses.

    • E.ST.05.25 Explain the tides of the oceans as they relate to the gravitational pull and orbit of the moon.