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Skills available for Montana 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.

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1 Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.

  • 1 Identify a question, determine relevant variable and a control, formulate a testable hypothesis, plan and predict the outcome of an investigation, safely conduct scientific investigation, and compare and analyze data

    • A Recognize and select a testable question when presented with multiple choices

    • B Write a testable question for an investigation

    • C Identify a hypothesis

    • D Explain the relationship between a testable question and a hypothesis

    • E Plan an investigation to test a hypothesis

    • F Identify the independent and dependent variable

    • G Identify a control group and explain its purpose

    • H List and follow appropriate safety procedures

    • I Conduct the investigation

  • 2 Select and use appropriate tools including technology to make measurements (in metric units), gather, process and analyze data from scientific investigations

  • 3 Review, communicate and defend results of investigations, including considering alternative explanations

  • 4 Create models to illustrate scientific concepts and use the model to predict change. (e.g., computer simulation, stream table, graphic representation)

  • 5 Identify strengths and weakness in an investigation design

  • 6 Compare how observations of nature form an essential base of knowledge among the Montana American Indians

    • A Identify examples of Montana American Indians using observation to create knowledge of nature

    • B Explain how Montana American Indians have used observation to explain processes of nature

2 Students, through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.

3 Students, through the inquiry process, demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment.

4 Students, through the inquiry process, demonstrate knowledge of the composition, structures, processes and interactions of Earth's systems and other objects in space.

  • 1 Model and explain the internal structure of the Earth and describe the formation and composition of earth's external features in terms of the rock cycle and plate tectonics and constructive and destructive forces

  • 2 Differentiate between rocks types and minerals types and classify both by how they are formed and the utilization by humans

  • 3 Use fossils to describe the geological timeline

  • 4 Describe the water cycle, the composition and structure of the atmosphere and the impact of oceans on large-scale weather patterns

    • A Explain the water cycle and its application to weather

    • B Identify different types of clouds and how they can be used to predict weather

    • C Describe properties of air masses moving across the earth's surface

    • D Discuss how interactions of air masses are used to forecast the weather

    • E Interpret a weather map using correct symbols

  • 5 Describe and model the motion and tilt of Earth in relation to the sun, and explain the concepts of day, night, seasons, year, and climatic changes

    • A Compare and contrast revolution and rotation

    • B Illustrate/model Earth's rotation in relation to the sun

    • C Explain how the Earth's rotation causes day and night

    • D Illustrate and model Earth's revolution in relation to the sun

    • E Describe and model the causes of seasons and year due to the revolution and tilt of the Earth in relation to the sun

  • 6 Describe the Earth, moon, planets and other objects in space in terms of size, force of gravity, structure, and movement in relation to the sun

    • A Identify the relationship between the Earth, the sun, and the moon

    • B Recognize that the moon is lighted by the sun

    • C Model the relative movements of the moon, Earth and sun

    • D Identify phases of the moon by how much of the lighted part of moon can be seen from Earth

  • 7 Identify scientific theories about the origin and evolution of the earth and solar system

5 Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.

  • 1 Describe the specific fields of science and technology as they relate to occupations within those fields

    • A Identify specific fields of science

    • B Identify occupations within specific fields of science

    • C Identify uses of technology unique to specific occupations within each field of science

  • 2 Apply scientific knowledge and process skills to understand issues and everyday events

    • A Identify a local current event or problem involving science

    • B Research and summarize the scientific issues relevant to that local current event or problem

  • 3 Simulate collaborative problem solving and give examples of how scientific knowledge and technology are shared with other scientists and the public

  • 4 Use scientific knowledge to investigate problems and their proposed solutions and evaluate those solutions while considering environmental impacts

    • A Identify a local issue with an environmental impact

    • B List possible environmental impacts

    • C Research and discuss proposed solutions

  • 5 Describe how the knowledge of science and technology influences the development of the Montana American Indian cultures

    • A Investigate how science and technology have an impact on Montana American Indians

    • B Explain the impact of science and technology on Montana American Indians

6 Students understand historical developments in science and technology.

  • 1 Give examples of scientific discoveries and describe the interrelationship between technological advances and scientific understanding, including Montana American Indian examples

    • A Identify examples of technological advances throughout history, including Montana American Indian examples

    • B Identify and discuss scientific discoveries influenced by these technologies

    • C Discuss how technology advances science understanding

  • 2 Identify major milestones in science that have impacted science, technology, and society

    • A Chart the history of scientific milestones (see Grades 6-8.)

    • B Discuss how milestones have impacted society over time

  • 3 Describe and explain science as a human endeavor and an ongoing process

    • A Investigate occupations that use science

    • B Identify the features of science that make it a human endeavor and an ongoing process