FIFTH GRADE SCIENCE

Alaska Content Standards

 

Standard A.  A student should understand scientific facts, concepts, 

                        principles, and theories.

Standard B.  A student should possess and understand the skills of

                        scientific inquiry.

Standard C.  A student should understand the nature and history of

                        science.

Standard D.  A student should be apply scientific knowledge and skills

                        to make reasoned decisions about the use of science and

                        scientific innovations.

 

Students will investigate environments, levers and pulleys, landforms and variables.  The scientific process skills utilized by fifth graders will include: observing, communicating, classifying, measuring, hypothesizing, inferring, formulating problems, and transfer of concepts.

·        Use a variety of methods to gather information

·        Classify objects in accordance with appropriate criteria

·        Develop ideas/theories about what may be happening when presented with new and unfamiliar situations

·        Gain accuracy with estimations of measurements

·        Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations

·        Determine what test to apply to a question

·        Design an experiment in which the variables are manipulated

·        Use various methods of presentation which clearly show relationship in data

·        Repeat and average specific experiments to validate their results

·        Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on the data

·        Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions

 

Alaska Science Performance Standards

 

A 1.  Students use models to represent matter as solids, liquids or gases and the change from one state to another.

A 2.  Students observe physical and chemical properties of common substances and observe changes to those properties.

A 3.  Students make observations of the daytime and nighttime sky and create a 3-dimensional model to explain the movement of the earth and moon in our solar system.

A 4.  Students observe natural events related to weather, seasons, and phases of the moon, and identify patterns in their observation.

A 5.  Students observe the force and energy manifestations of nature, such as gravity, magnetism, light and electricity and their interactions with a variety of materials.

A 6.  Students predict how an object’s speed, motion and direction change when they apply an outside force.

A 7.  Students observe and describe changes in the local environment caused by weather, waves, wind, water, ice, and living organisms.

A 8a.  Students observe and describe physical and chemical changes to a system.

A 8b.  Students observe and describe heat flow from one object to another.

A 8c.  Students determine heat conductivity of various materials

A 9.  Students describe the cycling of matter and transfer of energy in the local ecosystem.

A 10.  Students recognize the basic requirements for all living things: food, water, waste disposal, and reproduction.

A 11.  Students identify characteristics of plants and animals that inherited as well as characteristics of plants and animals that are influenced by the environment.

A 12.  Students categorize groups of plants and animals according to external features and explain how these features help organisms survive in different environments.

A 13.  Students describe how living organisms have changed over time.

A 14a.  Students classify familiar plants and animals based on their position in a simple food chain.

A 14b.  Students identify groups of plants and animals that live within characteristic biomes.

A 14c.  Students describe migration, hibernation, and  other seasonal patterns of local animals.

B 1.  Students observe, measure, and collect data from experiments and use this information to classify, predict, and communicate about their everyday world and verify those predictions.

B 2.  Students conduct simple experiments to answer a specific question about the natural or designed world.

B 3.  Students discuss multiple explanations for an observed phenomenon.

B 4.  Students use collaboration to investigate a question.

B 5.  Students practice factual reporting of data and identify techniques that ensure the fair collection and comparison of evidence.

B 6.  Students examine laboratory and community safety procedures, identify how an individual affects the safety of the group, and practice safe behavior in the classroom and laboratory.

C 1.  Students will observe and record an event, then explore concepts associated with those observations and facts.

C 2.  Students conduct simple experiments, compare their results with the work of others, and explain any differences.

C 3.  Students identify how various cultures throughout history have developed different units and tools for measurement.

C 4.  Students observe a phenomenon; record a person (non-scientific) belief about that phenomenon; compare their personal non-scientific) belief to the scientific explanation.

C 5.  Students work together to explore and share scientific discoveries about their environment.

C 6.  Students describe a historical scientific discovery that happened as a result of an accident.

C 7.  Students design a timeline to show the historical development of an object or tool that they use.

C 8.  Students observe and describe examples of how scientific ideas that conflicted with beliefs or common sense are resisted.

D 1.  Students use science knowledge and reasoning to explain the science of everyday events.

D 2.  Students describe various effects of an innovation on the safety, health and environment of the local community.

D 3.  Students identify a community problem or issue and describe the information needed to develop a scientific solution.

D 4.  Students evaluate multiple solutions to the same problem.

D 5.  Students debate the usefulness of various science tools and technological innovations in their community.

D 6.  Students work scientifically to improve a situation that exists in their local school or community.

 

CORE CONTENT

Life Science

·        Describe ways that organisms adapt to their environments

·        Construct and use classification systems based on the structure of organisms

·        Assess a variety of ecosystems (communities of organisms and their interaction with the environment)

·        Determine the function of organisms within the population of the ecosystem: producers, consumers, and decomposers

·        Evaluate the variety of organisms an ecosystem can support

·        Relate the role of light, range of temperatures, and soil composition to an ecosystem’s capacity to support life

·        Evaluate the major source of energy to organism in food webs

·        Illustrate a food web identifying the relationships between producers, consumers, and decomposers in an ecosystem

·         Assess the interaction of organisms within an ecosystem

·        Assess the needs, benefits, distribution, pollution, and cost associated with society’s use of energy

·        Evaluate ways in which human activities have affected Earth’s pedosphere and the measures taken to control the impact i.e., ground cover, farming, land use, and nutrient balance

·        Use examples of adaptation from plants and animals to explain biological adaptation and the function of diversity in community survival

Physical Science

·        Know that things on earth are pulled toward it by the earth’s gravity

·        Know earth’s gravity pulls any object toward it without touching it

·        Add .5 Newton to correctly measure (calibrate) effort needed to move a load

·        Construct lever and pulley systems, experiencing the mechanical advantages gained by using tools

·        Identify various simple machines

·        Experiment varying the position of the fulcrum, the load, and where effort is applied to investigate the differences in the amount of effort required to lift a load

·        Observe the effects of friction

·        Examine variables that increase and decrease friction

·        Know tables and graphs can show how values of one quantity are related to values of another

·        Chart and label recorded data on student made graphs and look for patterns/relationships in the graphs

·        Know graphical display of numbers may make it possible to spot patterns that are not otherwise obvious, such as comparative size and trends

·        Make hypotheses and extrapolations for other types of experiments after reviewing the results of experiments

·        Analyze real-world tools and machines in terms of the simple machines that make them work

·        Construct models of the three classes of levers as well as single and double pulley systems

·        Classify the three types of levers and the different types of pulley systems

·        Predict how the effort needed to lift a load can be modified by changing the position of the components within a lever or pulley system

·        Observe and identify the components of the lever and pulley system

·        Know when counting or measuring it is important to specify unit of measurement, i.e., centimeters, miles, Newtons, etc.

·        Understand measurements are likely to give slightly different numbers; even if what is being measured stays the same

·        Identify the variables and discrepancies in experiments

·        Describe measuring (e.g., time, distance, mass, force) and calculating quantities that characterize moving objects and their interactions within a system (e.g., force, velocity, acceleration, potential energy, kinetic energy)

Earth/Space Science

·        Summarize changes to the earth caused by erosion, weathering, and mass wasting

·        Observe the effect of water on surface features of the land, using stream tables

·        Plan and conduct stream table investigations

·        Compare and contrast the stages of stream erosion and the valleys they produce

·        Compare and contrast the rock structure and relief of plains, plateaus, and mountains

·        Gain experience with models and maps

·        Learn about some of the tools and techniques used by cartographers and use them to depict landforms

·        Identify process that represent slow, continuous change (e.g., water, ice, wind) and those that are fast and catastrophic (e.g., volcanoes, meteorites, earthquakes, tidal waves)

·        Investigate the formation and properties of rocks (igneous, sedimentary, and metamorphic), minerals, and fossils

·        Investigate how Earth’s internal process affect external features (volcanoes, earthquakes, mountain formation, etc.)

Scientific Reasoning and Technology

·        Identify and control variables and conduct controlled experiments using several multivariable systems (e.g., pendulums, airplanes, boats, and catapults)

·        Observe and compare outcomes of experiments

·        Identify and classify factors causing change within a system (e.g., force, light, heat)

·        Identify relationships between independent and dependent variables

·        Graph relationships

·        Make predictions using the results of their experiments

·        Measure quantities associated with energy forms (e.g., temperature, mass, speed, distance)

World to Work

·        Ask guest speakers how they use science in their jobs  A.1,2;  B.7;  C.1,2,4;  D.2,4,7;

·        Compare and contrast information from a panel of workers in science and industry regarding the workplace skills they need for their job (technical, academic, SCANS)  B.5,7;  C.8;  D.7;

·        Keep a log of time spent doing a scientific project or investigation in order to see the importance of time management  B.6;

·        Design several data collection systems for a science experiment and evaluate their accuracy  B.1;

·        Make posters that depict appropriate clothing and safety protection for various scientific occupations  B.6,7;  D.6,7;

·        Care for classroom pets and plants  B.5;

·        Use a spread sheet for scientific data collection  B.1,6;

·        Keep an organized science notebook  B.6;

·        Practice work related skills in the classroom  B.6; D.7;

Textbook:
ISBN#:
Publisher:
Environments 4A-742-7045 Foss
Levers & Pulleys 4A-742-7111 Foss
Landforms 4A-742-7100 Foss
Variables 4A-742-7243 Foss