5.S.1 The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
5.S.1A The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.
5.S.1A.1 Ask questions used to
1 generate hypotheses for scientific investigations or
2 refine models, explanations, or designs.
5.S.1A.2 Develop, use, and refine models to
1 understand or represent phenomena, processes, and relationships,
5.S.1B Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.
5.S.1B.1 Construct devices or design solutions to solve specific problems or needs:
5.P.2 The student will demonstrate an understanding of the physical properties of matter and mixtures.
5.P.2A Matter is made up of particles that are too small to be seen. Even though the particles are very small, the movement and spacing of these particles determines the basic properties of matter.
5.P.2A.1 Analyze and interpret data from observations and measurements of the physical properties of matter (including volume, shape, movement, and spacing of particles) to explain why matter can be classified as a solid, liquid or gas.
5.P.2B A mixture is formed when two or more kinds of matter are put together. Sometimes when two or more different substances are mixed together, a new substance with different properties may be formed but the total amount (mass) of the substances is conserved. Solutions are a special type of mixture in which one substance is dissolved evenly into another substance. When the physical properties of the components in a mixture are not changed, they can be separated in different physical ways.
5.P.2B.1 Obtain and communicate information to describe what happens to the properties of substances when two or more substances are mixed together.
5.P.2B.2 Analyze and interpret data to support claims that when two substances are mixed the total amount (mass) of the substances does not change.
5.P.2B.4 Construct explanations for how the amount of solute and the solvent determine the concentration of a solution.
5.P.2B.5 Conduct controlled scientific investigations to test how different variables (including temperature change, particle size, and stirring) affect the rate of dissolving.
5.P.2B.6 Design and test the appropriate method(s) (such as filtration, sifting, attraction to magnets, evaporation, chromatography, or floatation) for separating various mixtures.
Earth Science: Changes in Landforms and Oceans
5.E.3 The student will demonstrate an understanding of how natural processes and human activities affect the features of Earth's landforms and oceans.
5.E.3A Some of the land on Earth is located above water and some is located below the oceans. The downhill movement of water as it flows to the ocean shapes the appearance of the land. There are patterns in the location and structure of landforms found on the continents and those found on the ocean floor.
5.E.3A.1 Construct explanations of how different landforms and surface features result from the location and movement of water on Earth's surface through watersheds (drainage basins) and rivers.
5.E.3A.2 Develop and use models to describe and compare the characteristics and locations of the landforms on continents with those on the ocean floor (including the continental shelf and slope, the mid-ocean ridge, the rift zone, the trench, and the abyssal plain).
5.E.3B Earth's oceans and landforms can be affected by natural processes in various ways. Humans cannot eliminate natural hazards caused by these processes but can take steps to reduce their impacts. Human activities can affect the land and oceans in positive and negative ways.
5.E.3B.1 Analyze and interpret data to describe and predict how natural processes (such as weathering, erosion, deposition, earthquakes, tsunamis, hurricanes, or storms) affect Earth's surface.
5.E.3B.2 Develop and use models to explain the effect of the movement of ocean water (including waves, currents, and tides) on the ocean shore zone (including beaches, barrier islands, estuaries, and inlets).
5.E.3B.3 Construct scientific arguments to support claims that human activities (such as conservation efforts or pollution) affect the land and oceans of Earth.
Life Science: Interdependent Relationships in Ecosystems
5.L.4 The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems.
5.L.4A Ecosystems are complex, interactive systems that include both the living components (biotic factors) and physical components (abiotic factors) of the environment. Ecosystems can be classified as either terrestrial (such as forests, wetlands, and grasslands) or aquatic (such as oceans, estuaries, lakes, and ponds).
5.L.4A.1 Analyze and interpret data to summarize the abiotic factors (including quantity of light and water, range of temperature, salinity, and soil composition) of different terrestrial ecosystems and aquatic ecosystems.
5.L.4B All organisms need energy to live and grow. Energy is obtained from food. The role an organism serves in an ecosystem can be described by the way in which it gets its energy. Energy is transferred within an ecosystem as organisms produce, consume, or decompose food. A healthy ecosystem is one in which a diversity of life forms are able to meet their needs in a relatively stable web of life.
5.L.4B.1 Analyze and interpret data to explain how organisms obtain their energy and classify an organisms as producers, consumers (including herbivore, carnivore, and omnivore), or decomposers (such as fungi and bacteria).