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Skills available for Wisconsin 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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Wisconsin Standards for Science Wisconsin Standards for Science
Wisconsin Model Academic Standards (2000) Wisconsin Model Academic Standards (2000)

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SCI.LS Life Science

SCI.LS1 Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problems.
- SCI.LS1.C Organization for Matter and Energy Flow in Organisms
  - SCI.LS1.C.5 Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter, and obtain energy from sunlight, which is used to maintain conditions necessary for survival.
SCI.LS2 Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.
- SCI.LS2.A Interdependent Relationships in Ecosystems
  - SCI.LS2.A.5 The food of almost any animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants, while decomposers restore some materials back to the soil.
- SCI.LS2.B Cycles of Matter and Energy Transfer in Ecosystems
  - SCI.LS2.B.5 Matter cycles between the air and soil and among organisms as they live and die.

SCI.PS Physical Science

SCI.PS1 Students use science and engineering practices, crosscutting concepts, and an understanding of matter and its interactions to make sense of phenomena and solve problems.
- SCI.PS1.B Chemical Reactions
  - SCI.PS1.B.5.i Chemical reactions that occur when substances are mixed can be identified by the emergence of substances with different properties.
    - Compare physical and chemical changes (5-B.4)
  - SCI.PS1.B.5.ii In chemical reactions the total mass remains the same.
    - Understand conservation of matter using graphs (5-A.4)
SCI.PS2 Students use science and engineering practices, crosscutting concepts, and an understanding of forces, interactions, motion and stability to make sense of phenomena and solve problems.
- SCI.PS2.B Types of Interactions
  - SCI.PS2.B.5 The gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center.
    - What is gravity? (5-E.)
    - Evidence that Earth is round (5-Z.)
SCI.PS3 Students use science and engineering practices, crosscutting concepts, and an understanding of energy to make sense of phenomena and solve problems.
- SCI.PS3.D Energy in Chemical Processes and Everyday Life
  - SCI.PS3.D.5.i Plants capture energy from sunlight which can be used as fuel or food.
    - How do plants make food? (5-O.3)
    - Identify the photosynthetic organism (5-O.7)
  - SCI.PS3.D.5.ii Stored energy in food or fuel can be converted to useable energy.
    - Body systems: digestion (5-N.5)
    - Evaluate natural energy sources (5-T.3)

SCI.ESS Earth and Space Science

SCI.ESS1 Students use science and engineering practices, crosscutting concepts, and an understanding of Earth's place in the universe to make sense of phenomena and solve problems.
- SCI.ESS1.A The Universe and Its Stars
  - SCI.ESS1.A.5 Stars range greatly in size and distance from Earth, and this can explain their relative brightness.
    - Brightness of the Sun and other stars (5-Z.4)
- SCI.ESS1.B Earth and the Solar System
  - SCI.ESS1.B.5 The Earth's orbit and rotation, and the orbit of the moon around the Earth cause observable patterns.
SCI.ESS2 Students use science and engineering practices, crosscutting concepts, and an understanding of Earth's systems to make sense of phenomena and solve problems.
- SCI.ESS2.A Earth Materials and Systems
  - SCI.ESS2.A.5 Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around.
    - Changes to Earth's surface: erosion (5-U.2)
    - Describe the geosphere, biosphere, hydrosphere, and atmosphere (5-X.4)
- SCI.ESS2.C The Roles of Water in Earth's Surface Processes
  - SCI.ESS2.C.5 Most of Earth's water is in the ocean, and much of the Earth's freshwater is in glaciers or underground.
    - Describe and graph water on Earth (5-X.1)
SCI.ESS3 Students use science and engineering practices, crosscutting concepts, and an understanding of the Earth and human activity to make sense of phenomena and solve problems.
- SCI.ESS3.C Human Impacts on Earth Systems
  - SCI.ESS3.C.5 Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth's resources and environments.
    - Science literacy: how can a community protect sea turtles? (5-T.1)

SCI.ETS Engineering, Technology, and the Application of Science

SCI.ETS1 Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems.
- SCI.ETS1.A Defining and Delimiting Engineering Problems
  - SCI.ETS1.A.3-5 Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
    - Evaluate multiple design solutions to prevent flooding (5-AA.1)
    - Identify the best design solution to prevent hurricane damage (5-AA.2)
- SCI.ETS1.B Developing Possible Solutions
  - SCI.ETS1.B.3-5.i Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.
    - Science literacy: how can a community protect sea turtles? (5-T.1)
  - SCI.ETS1.B.3-5.ii At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.
    - Science literacy: how can a community protect sea turtles? (5-T.1)
  - SCI.ETS1.B.3-5.iii Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.
- SCI.ETS1.C Optimizing the Design Solution
  - SCI.ETS1.C.3-5 Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.
    - Evaluate multiple design solutions to prevent flooding (5-AA.1)
    - Identify the best design solution to prevent hurricane damage (5-AA.2)
SCI.ETS2 Students use science and engineering practices, crosscutting concepts, and an understanding of the links among Engineering, Technology, Science, and Society to make sense of phenomena and solve problems.
- SCI.ETS2.A Interdependence of Science, Engineering, and Technology
  - SCI.ETS2.A.3-5.i Science and technology support each other.
    - Communicating with patterns: Morse code (5-K.2)
    - Explore the engineering-design process: going to the Moon! (6-C.4)
  - SCI.ETS2.A.3-5.ii Tools and instruments are used to answer scientific questions, while scientific discoveries lead to the development of new technologies.
- SCI.ETS2.B Influence of Engineering, Technology, and Science on Society and the Natural World
  - SCI.ETS2.B.3-5.i People's needs and wants change over time, as do their demands for new and improved technologies.
  - SCI.ETS2.B.3-5.ii Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.
    - Communicating with patterns: Morse code (5-K.2)
    - Science literacy: how can a community protect sea turtles? (5-T.1)
  - SCI.ETS2.B.3-5.iii When new technologies become available, they can bring about changes in the way people live and interact with one another.
SCI.ETS3 Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.
- SCI.ETS3.A Science and Engineering Are Human Endeavors
  - SCI.ETS3.A.3-5.i Science and engineering knowledge have been created by many cultures.
  - SCI.ETS3.A.3-5.ii People use the tools and practices of science and engineering in many different situations (e.g., land managers, technicians, nurses and welders).
  - SCI.ETS3.A.3-5.iii Science and engineering affect everyday life.
- SCI.ETS3.B Science and Engineering Are Unique Ways of Thinking with Different Purposes
  - SCI.ETS3.B.3-5.i Science and engineering are both bodies of knowledge and processes that add new knowledge to our understanding.
    - Design an experiment about a balloon rocket on a string (5-E.3)
  - SCI.ETS3.B.3-5.ii Scientific findings are limited to what can be supported with evidence from the natural world.
    - Design an experiment about a balloon rocket on a string (5-E.3)
  - SCI.ETS3.B.3-5.iii Basic laws of nature are the same everywhere in the universe (e.g., gravity, conservation of matter, energy transfer, etc.).
  - SCI.ETS3.B.3-5.iv Engineering solutions often have drawbacks as well as benefits.
    - Evaluate multiple design solutions to prevent flooding (5-AA.1)
    - Identify the best design solution to prevent hurricane damage (5-AA.2)
- SCI.ETS3.C Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems
  - SCI.ETS3.C.3-5.i The products of science and engineering are not developed through one set "scientific method" or "engineering design process." Instead, they use a variety of approaches described in the Science and Engineering Practices.
    - Use data from tests to compare engineering-design solutions (6-C.3)
  - SCI.ETS3.C.3-5.ii Science explanations are based on a body of evidence and multiple tests, and describe the mechanisms for natural events. Science explanations can change based on new evidence.
    - Describe and graph water on Earth (5-X.1)
  - SCI.ETS3.C.3-5.iii There is no perfect design in engineering. Designs that are best in some ways (e.g., safety or ease of use) may be inferior in other ways (e.g., cost or aesthetics).
    - Evaluate multiple design solutions to prevent flooding (5-AA.1)
    - Identify the best design solution to prevent hurricane damage (5-AA.2)

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SCI.LS Life Science

SCI.LS1 Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problems.

SCI.LS1.C Organization for Matter and Energy Flow in Organisms

SCI.LS1.C.5 Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter, and obtain energy from sunlight, which is used to maintain conditions necessary for survival.

SCI.LS2 Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.

SCI.LS2.A Interdependent Relationships in Ecosystems

SCI.LS2.A.5 The food of almost any animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants, while decomposers restore some materials back to the soil.

SCI.LS2.B Cycles of Matter and Energy Transfer in Ecosystems

SCI.LS2.B.5 Matter cycles between the air and soil and among organisms as they live and die.

SCI.PS Physical Science

SCI.PS1 Students use science and engineering practices, crosscutting concepts, and an understanding of matter and its interactions to make sense of phenomena and solve problems.

SCI.PS1.B Chemical Reactions

SCI.PS1.B.5.i Chemical reactions that occur when substances are mixed can be identified by the emergence of substances with different properties.

SCI.PS1.B.5.ii In chemical reactions the total mass remains the same.

SCI.PS2 Students use science and engineering practices, crosscutting concepts, and an understanding of forces, interactions, motion and stability to make sense of phenomena and solve problems.

SCI.PS2.B Types of Interactions

SCI.PS2.B.5 The gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center.

SCI.PS3 Students use science and engineering practices, crosscutting concepts, and an understanding of energy to make sense of phenomena and solve problems.

SCI.PS3.D Energy in Chemical Processes and Everyday Life

SCI.PS3.D.5.i Plants capture energy from sunlight which can be used as fuel or food.

SCI.PS3.D.5.ii Stored energy in food or fuel can be converted to useable energy.

SCI.ESS Earth and Space Science

SCI.ESS1 Students use science and engineering practices, crosscutting concepts, and an understanding of Earth's place in the universe to make sense of phenomena and solve problems.

SCI.ESS1.A The Universe and Its Stars

SCI.ESS1.A.5 Stars range greatly in size and distance from Earth, and this can explain their relative brightness.

SCI.ESS1.B Earth and the Solar System

SCI.ESS1.B.5 The Earth's orbit and rotation, and the orbit of the moon around the Earth cause observable patterns.

SCI.ESS2 Students use science and engineering practices, crosscutting concepts, and an understanding of Earth's systems to make sense of phenomena and solve problems.

SCI.ESS2.A Earth Materials and Systems

SCI.ESS2.A.5 Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around.

SCI.ESS2.C The Roles of Water in Earth's Surface Processes

SCI.ESS2.C.5 Most of Earth's water is in the ocean, and much of the Earth's freshwater is in glaciers or underground.

SCI.ESS3 Students use science and engineering practices, crosscutting concepts, and an understanding of the Earth and human activity to make sense of phenomena and solve problems.

SCI.ESS3.C Human Impacts on Earth Systems

SCI.ESS3.C.5 Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth's resources and environments.

SCI.ETS Engineering, Technology, and the Application of Science

SCI.ETS1 Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems.

SCI.ETS1.A Defining and Delimiting Engineering Problems

SCI.ETS1.B Developing Possible Solutions

SCI.ETS1.B.3-5.i Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

SCI.ETS1.B.3-5.ii At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

SCI.ETS1.B.3-5.iii Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.

SCI.ETS1.C Optimizing the Design Solution

SCI.ETS1.C.3-5 Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

SCI.ETS2 Students use science and engineering practices, crosscutting concepts, and an understanding of the links among Engineering, Technology, Science, and Society to make sense of phenomena and solve problems.

SCI.ETS2.A Interdependence of Science, Engineering, and Technology

SCI.ETS2.A.3-5.i Science and technology support each other.

SCI.ETS2.A.3-5.ii Tools and instruments are used to answer scientific questions, while scientific discoveries lead to the development of new technologies.

SCI.ETS2.B Influence of Engineering, Technology, and Science on Society and the Natural World

SCI.ETS2.B.3-5.i People's needs and wants change over time, as do their demands for new and improved technologies.

SCI.ETS2.B.3-5.ii Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.

SCI.ETS2.B.3-5.iii When new technologies become available, they can bring about changes in the way people live and interact with one another.

SCI.ETS3 Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.

SCI.ETS3.A Science and Engineering Are Human Endeavors

SCI.ETS3.A.3-5.i Science and engineering knowledge have been created by many cultures.

SCI.ETS3.A.3-5.ii People use the tools and practices of science and engineering in many different situations (e.g., land managers, technicians, nurses and welders).

SCI.ETS3.A.3-5.iii Science and engineering affect everyday life.

SCI.ETS3.B Science and Engineering Are Unique Ways of Thinking with Different Purposes

SCI.ETS3.B.3-5.i Science and engineering are both bodies of knowledge and processes that add new knowledge to our understanding.

SCI.ETS3.B.3-5.ii Scientific findings are limited to what can be supported with evidence from the natural world.

SCI.ETS3.B.3-5.iii Basic laws of nature are the same everywhere in the universe (e.g., gravity, conservation of matter, energy transfer, etc.).

SCI.ETS3.B.3-5.iv Engineering solutions often have drawbacks as well as benefits.

SCI.ETS3.C Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems

SCI.ETS3.C.3-5.i The products of science and engineering are not developed through one set "scientific method" or "engineering design process." Instead, they use a variety of approaches described in the Science and Engineering Practices.

SCI.ETS3.C.3-5.ii Science explanations are based on a body of evidence and multiple tests, and describe the mechanisms for natural events. Science explanations can change based on new evidence.

SCI.ETS3.C.3-5.iii There is no perfect design in engineering. Designs that are best in some ways (e.g., safety or ease of use) may be inferior in other ways (e.g., cost or aesthetics).