South Carolina

P.2 Physical Science: Matter and Mixtures

• 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.

      • Compare properties of objects (5-A.1)

  • 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.

      • Compare physical and chemical changes (5-D.1)
      • Identify reactants and products (5-D.2)

    • 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.

      • Understand conservation of matter using graphs (5-B.2)

    • 5.P.2B.3 Develop models using observations to describe mixtures, including solutions, based on their characteristics.

      • Identify mixtures (5-D.3)

    • 5.P.2B.4 Construct explanations for how the amount of solute and the solvent determine the concentration of a solution.

      • Compare concentrations of solutions (6-L.1)

    • 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.

E.3 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.

      • Classify changes to Earth's surface I (3-U.1)
      • Classify changes to Earth's surface II (3-U.2)
      • Find evidence of changes to Earth's surface (3-U.3)

    • 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.

      • Science literacy: how can a community protect sea turtles? (5-Q.1)

    • 5.E.3B.4 Define problems caused by natural processes or human activities and test possible solutions to reduce the impact on landforms and the ocean shore zone.

      • Science literacy: how can a community protect sea turtles? (5-Q.1)

L.4 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.

      • Identify ecosystems (5-P.1)
      • Describe ecosystems (5-P.2)

    • 5.L.4A.2 Obtain and communicate information to describe and compare the biotic factors (including individual organisms, populations, and communities) of different terrestrial and aquatic ecosystems.

      • Identify ecosystems (5-P.1)
      • Describe ecosystems (5-P.2)

  • 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).

      • Identify the photosynthetic organism (5-L.7)
      • Identify roles in food chains (5-P.3)
      • How does matter move in food chains? (5-P.4)
      • Interpret food webs I (5-P.5)
      • Interpret food webs II (5-P.6)

    • 5.L.4B.2 Develop and use models of food chains and food webs to describe the flow of energy in an ecosystem.

      • Identify roles in food chains (5-P.3)
      • How does matter move in food chains? (5-P.4)
      • Interpret food webs I (5-P.5)
      • Interpret food webs II (5-P.6)

    • 5.L.4B.3 Construct explanations for how organisms interact with each other in an ecosystem (including predators and prey, and parasites and hosts).

      • Identify roles in food chains (5-P.3)
      • How does matter move in food chains? (5-P.4)
      • Interpret food webs I (5-P.5)
      • Interpret food webs II (5-P.6)

    • 5.L.4B.4 Construct scientific arguments to explain how limiting factors (including food, water, space, and shelter) or a newly introduced organism can affect an ecosystem.

P.5 Physical Science: Forces and Motion

• 5.P.5 The student will demonstrate an understanding of the factors that affect the motion of an object.

  • 5.P.5A The motion of an object can be described in terms of its position, direction, and speed. The rate and motion of an object is determined by multiple factors.

    • 5.P.5A.1 Use mathematical and computational thinking to describe and predict the motion of an object (including position, direction, and speed).

      • Identify directions of forces (5-G.1)
      • How does mass affect force and acceleration? (5-G.3)

    • 5.P.5A.2 Develop and use models to explain how the amount or type of force (contact and non-contact) affects the motion of an object.

      • How do balanced and unbalanced forces affect motion? (5-G.2)
      • How does mass affect force and acceleration? (5-G.3)

    • 5.P.5A.3 Plan and conduct controlled scientific investigations to test the effects of balanced and unbalanced forces on the rate and direction of motion of objects.

    • 5.P.5A.4 Analyze and interpret data to describe how a change of force, a change in mass, or friction affects the motion of an object.

      • How do balanced and unbalanced forces affect motion? (5-G.2)
      • How does mass affect force and acceleration? (5-G.3)

    • 5.P.5A.5 Design and test possible devices or solutions that reduce the effects of friction on the motion of an object.