5th Grade Science


[LS] Life Science

SCI-05.LS1

BPSS-SCI logo DCI Life Science LS1

From Molecules to Organisms: Structures and Processes

Performance Expectations

The performance expectations in fifth grade help students formulate answers to questions such as:

  • When matter changes, does its weight change?
  • How much water can be found in different places on Earth?
  • Can new substances be created by combining other substances?
  • How does matter cycle through ecosystems?
  • Where does the energy in food come from and what is it used for?
  • How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?

Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-05.LS1.01

Life Science Logo5th Grade (SCI) Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

SCI-05.LS1.01 Support an argument that plants get the materials they need for growth chiefly from air and water.

Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil. Consider hydroponics or the growing of plants in water
Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in Organisms -Plants acquire their material for growth from carbon dioxide, the sun, and water through the process of photosynthesis


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can provide evidence to prove that plants get what they need to grow mostly from air and water.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • demonstrate limited understanding of basic concepts related to what plants need to grow with significant misconceptions.

(2) Developing

  • demonstrate some understanding of basic concepts related to what plants need to grow by making partial explanations with minor misconceptions.

(3) Proficient

  • demonstrate general understanding of basic concepts related to what plants need to grow with accurate explanations and no misconceptions

(4) Advanced

  • demonstrate thorough understanding of concepts related what plants need to grow by making detailed and accurate explanations with no misconceptions.

Resources

Vocabulary

  • word
  • list 

Websites

  • Title of website with a URL to open in a new window

SCI-05.LS2

BPSS-SCI logo DCI Life Science LS2

Ecosystems: Interactions, Energy, and Dynamics

Performance Expectations

The performance expectations in fifth grade help students formulate answers to questions such as:

  • When matter changes, does its weight change?
  • How much water can be found in different places on Earth?
  • Can new substances be created by combining other substances?
  • How does matter cycle through ecosystems?
  • Where does the energy in food come from and what is it used for?
  • How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?

Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-05.LS2.01

Life Science Logo5th Grade (SCI) Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

SCI-05.LS2.01 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Clarification Statement: Examples of systems could include organisms, ecosystems (decay), and the Earth. Consider teaching the carbon cycle, nitrogen cycle, and water cycle. Crop rotation is often due to the amount of nitrogen in the soil. Soybeans and other legumes can pull nitrogen from the air and convert it into a usable form.
Disciplinary Core Ideas
Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Decomposition eventually restores (recycles) some materials back to the soil. A healthy ecosystem is a balanced ecosystem. Newly introduced species can damage the balance of an ecosystem.
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter back into the environment.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can create a model that shows how matter moves between organisms and the environment.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • use a model to demonstrate limited understanding of basic concepts related to the movement of matter between organisms and the environment with significant misconceptions.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • use a model to demonstrate some understanding of basic concepts related to the movement of matter between organisms and the environment with minor misconceptions.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • use a model to demonstrate general understanding of basic concepts related to the movement of matter between organisms and the environment with no misconceptions.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • use a model to demonstrate thorough understanding of concepts related to the movement of matter between organisms and the environment by making a detailed and accurate model with no misconceptions.

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window