| FIFTH GRADE |
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Physical Sciences
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Standard
1.
Elements
and their combinations account for all the varied types of matter in the
world. As a basis for understanding this concept, students know:
a. During chemical
reactions, the atoms in the reactants rearrange to form products with different
properties.
b. All matter is made of atoms, which may combine
to form molecules.
c. Metals have properties in common, such as
electrical and thermal conductivity. Some metals, such as aluminum (Al),
iron (Fe), nickel (Ni), copper (Cu), silver (Ag), gold (Au), are pure elements
while others, such as steel and brass, are composed of a combination of
elemental metals.
d. Each element is made of one kind of atom.
These elements are organized in the Periodic Table by their chemical properties.
e. Scientists have developed instruments that
can create images of atoms and molecules showing that they are discrete
and often occur in well ordered arrays.
f. Differences in chemical and physical properties
of substances are used to separate mixtures and identify compounds.
g. Properties of solid, liquid, and gaseous
substances, such as sugar (C6H12O6), water
(H2O), helium (He), oxygen (O2), nitrogen (N2),and carbon dioxide
(CO2).
h. Living organisms and most materials are
composed of just a few elements.
i. Common properties of salts, such as sodium
chloride (NaCl).
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Life Sciences
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Standard
2.
Plants and animals
have structures for respiration, digestion, waste disposal, and transport
of materials. As a basis for understanding this concept, students know:
a. Many multicellular
organisms have specialized structures to support the transport of materials.
b. How blood circulates through the heart chambers,
lungs, and body, and how carbon dioxide (CO2) and oxygen (O2)
are exchanged in the lungs and tissues.
c. The sequential steps of digestion, and the
roles of teeth and mouth, esophagus, stomach, small intestine, large intestine,
and colon in the function of the digestive system.
d. The role of the kidney in removing cellular
wastes from blood and converting them into urine, which is stored in the
bladder.
e. How sugar, water, and minerals are transported
in a vascular plant.
f. Plants use carbon dioxide (CO2)
and energy from sunlight to build molecules of sugar and release oxygen.
g. Plant and animal cells break down sugar
to obtain energy, forming carbon dioxide (CO2) and water (respiration).
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Earth Sciences
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Standard
3.
Water on Earth moves
between the oceans and land through the processes of evaporation and condensation.
As a basis for understanding this concept, students know:
a. Most of the Earthís
water is present as salt water in the oceans, which cover most of the Earthís
surface.
b. When liquid water evaporates, it turns
into water vapor in the air and can reappear as a liquid when cooled, or
as a solid if cooled below the freezing point of water.
c. Water moves in the air from one place to
another in the form of clouds or fog, which are tiny droplets of water
or ice, and falls to the Earth as rain, hail, sleet, or snow.
d. The amount of fresh water, located in rivers,
lakes, underground sources, and glaciers, is limited, and its availability
can be extended through recycling and decreased use.
e. The origin of water used by their
local communities.
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Standard
4.
Energy from
the sun heats the Earth unevenly, causing air movements resulting in changing
weather patterns. As a basis for understanding this concept, students know:
a. Uneven heating
of the Earth causes air movements (convection currents).
b. The influence of the ocean on weather, and
the role of the water cycle in weather.
c. Causes and effects of different types of
severe weather.
d. How to use weather maps and weather forecasts
to predict local weather, and that prediction depends on many changing
variables.
e. The Earth's atmosphere exerts a pressure
that decreases with distance above the Earth's surface, and is the same
in all directions.
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Standard
5.
The solar system
consists of planets and other bodies that orbit the sun in predictable
paths. As a basis for understanding this concept, students know:
a. The sun, an average
star, is the central and largest body in the solar system and is composed
primarily of hydrogen and helium.
b. The solar system includes the Earth, moon,
sun, eight other planets and their satellites, and smaller objects such
as asteroids and comets.
c. The path of a planet around the sun is due
to the gravitational attraction between the sun and the planet.
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Investigation
and Experimentation
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Standard
6.
Scientific
progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept, and to address
the content the other three strands, students should develop their own
questions and perform investigations. Students will:
a. Classify objects
(e.g., rocks, plant, leaves) based on appropriate criteria.
b. Develop a testable question.
c. Plan and conduct a simple investigation based on a student-developed
question, and write instructions others can follow to carry out the procedure.
d. Identify the dependent and controlled variables in an investigation.
e. Identify a single independent variable in a scientific investigation
and explain what will be learned by collecting data on this variable.
f. Select appropriate tools (e.g., thermometers, meter sticks, balances,
and graduated cylinders) and make quantitative observations.
g. Record data using appropriate graphic representation (including
charts, graphs, and labeled diagrams), and make inferences based on those
data.
h. Draw conclusions based on scientific evidence and indicate whether
further information is needed to support a specific conclusion.
i. Write a report of an investigation that includes tests conducted,
data collected or evidence examined, and conclusions drawn.
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