5th Grade Science


ALL

Page:  1  2  3  (Next)
  ALL

S

SCI-05.ESS1

BPSS-SCI logo DCI Earth Space Science ESS1

Earth's Place in the Universe

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.ESS1.01

Earth Space Science Logo5th Grade (SCI) Science Standards
[ESS1] Earth's Place in the Universe

SCI-05.ESS1.01 Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.

Clarification Statement: Examples of stars distance from Earth and their relative brightness
Disciplinary Core Ideas
The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can provide evidence to prove why the sun looks brighter than the other stars in the sky.

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

SCI-05.ESS1.02

Earth Space Science Logo5th Grade (SCI) Science Standards
[ESS1] Earth's Place in the Universe

SCI-05.ESS1.02 Construct a graph to reveal patterns of daily changes in length (metric) and direction of shadows, length of day and night, and the seasonal appearance of some stars in the night sky.

Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.
Disciplinary Core Ideas
The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can graph data to reveal daily changes in length and direction of shadows 
  • I can graph data to reveal patterns in length of day and night 
  • I can graph data to reveal patterns in the appearance of stars based on the seasons

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).
  • graph data that demonstrates limited understanding with significant misconceptions of basic concepts related to: 
  • daily changes in shadows 
  • patterns in length day and night 
  • patterns in appearance of stars based on seasons
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).
  • graph data that demonstrates some understanding with minor misconceptions of basic concepts related to: 
  • daily changes in shadows 
  • patterns in length day and night 
  • patterns in appearance of stars based on seasons
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • graph data that demonstrates general understanding with no misconceptions of basic concepts related to: 
  • daily changes in shadows 
  • patterns in length day and night 
  • patterns in appearance of stars based on seasons
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • graph data that is detailed, accurate, and demonstrates thorough understanding of concepts related to: 
  • daily changes in shadows 
  • patterns in length day and night 
  • patterns in appearance of stars based on seasons

Resources

Vocabulary

  • words
  • list

Websites

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

SCI-05.ESS2

BPSS-SCI logo DCI Earth Space Science ESS2

Earth's Systems

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.ESS2.01

Earth Space Science Logo5th Grade (SCI) Science Standards
[ESS2] Earth's Systems

SCI-05.ESS2.01 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.
Disciplinary Core Ideas
Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can use my model to describe how the geosphere, biosphere, hydrosphere, and/or atmosphere work together

Skills (Performance) Targets

  • I can create a model of the geosphere, biosphere, hydrosphere, and/or atmosphere

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

SCI-05.ESS2.02

Earth Space Science Logo5th Grade (SCI) Science Standards
[ESS2] Earth's Systems

SCI-05.ESS2.02 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Clarification Statement: Emphasis on freshwater and salt water in oceans, glaciers, groundwater, and surface water
Disciplinary Core Ideas
Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can describe the distribution of water on Earth I can graph the distribution of water on Earth

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

SCI-05.ESS3

BPSS-SCI logo DCI Earth Space Science ESS3

Earth and Human Activity

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.ESS3.01

Earth Space Science Logo5th Grade (SCI) Science Standards
[ESS3] Earth and Human Activity

SCI-05.ESS3.01 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Clarification Statement: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Disciplinary Core Ideas
Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. However, individuals and communities are doing things to help protect Earth’s resources and environments.


Student Learning Targets:

Knowledge Targets

  • I can gather information on how communities use science to protect the environment.

Reasoning Targets

  • I can

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

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

SCI-05.PS1

BPSS-SCI logo DCI Physical Science PS1

Matter and Its Interactions

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.PS1.01

Physical Science Logo5th Grade (SCI) Science Standards
[PS1] Matter and Its Interaction

SCI-05.PS1.01 Develop a model to describe that matter is made of particles too small to be seen.

Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water. Drawings of simple molecules such as water, sugar, carbon dioxide would be appropriate
Disciplinary Core Ideas
Matter of any type can be subdivided into particles that are too small to see, but the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects


Student Learning Targets:

Knowledge Targets

  • I can describe that matter is made of particles too small to be seen.

Reasoning Targets

  • I can

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

SCI-05.PS1.02

Physical Science Logo5th Grade (SCI) Science Standards
[PS1] Matter and Its Interaction

SCI-05.PS1.02 Measure and graph metric quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total mass of matter is conserved.

Clarification Statement: Examples of reactions or changes could include dissolving, and mixing. Examples of physical changes could include ice melting into water. Distinguish between mass and weight. Weight is a measure of gravitational force on an object. Weight of an object can change depending upon gravitational force. Ex. Earth vs. the moon. Mass is the amount of matter in an object.
Disciplinary Core Ideas
The mass of matter is conserved when it changes form, even in transitions in which it seems to vanish. No matter what reaction or change in properties occurs, the total mass of the substances does not change


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can graph quantities to provide evidence that mass stays the same.

Skills (Performance) Targets

  • I can measure quantities to provide evidence that mass stays the same.

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

SCI-05.PS1.03

Physical Science Logo5th Grade (SCI) Science Standards
[PS1] Matter and Its Interaction

SCI-05.PS1.03 Make observations and measurements to identify materials based on their properties.

Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include density, color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Disciplinary Core Ideas
Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level no attempt is made to define the unseen particles or explain the atomicscale mechanism of evaporation and condensation.)


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can make observations to identify materials based on their properties 
  • I can use measurement to identify materials based on their properties

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

SCI-05.PS1.04

Physical Science Logo5th Grade (SCI) Science Standards
[PS1] Matter and Its Interaction

SCI-05.PS1.04 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Clarification Statement: Examples of mixtures, not new substances, could be mixing of salt or sugar and water. Examples of new substances include making gelatin, chocolate milk, cookies, and cakes.
Disciplinary Core Ideas
When two or more different substances are mixed, a new substance with different properties may be formed.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can conduct an investigation when mixing two or more substances I can determine whether the mixing of two or more substances results in new substances

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

SCI-05.PS2

BPSS-SCI logo DCI Physical Science PS2

Motion and Stability: Forces and Interaction

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.PS2.01

5th Grade (SCI) Science Expectation

[PS2] Motion and Stability: Forces and Interaction

SCI-05.PS2.01 Support an argument that the gravitational force exerted by Earth on objects is directed down.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can provide evidence to prove that the Earth's gravitational force on objects is directed down

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Resources

Vocabulary

  • word
  • list 

Websites

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

SCI-05.PS3

BPSS-SCI logo DCI Physical Science PS3

Energy

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.PS3.01

Physical Science Logo5th Grade (SCI) Science Standards
[PS3] Energy

SCI-05.PS3.01 Use models to describe how energy from the sun is converted into food (used for body repair, growth, motion, and to maintain body warmth).

Clarification Statement: Examples of models could include and food webs, diagrams, and flow charts
Disciplinary Core Ideas
The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). Organization for Matter and Energy Flow in Organisms: Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary)


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can use models to explain that the energy in animals' food was once energy from the sun.

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 energy in animals’ food by making partial explanations 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 energy in animals’ food by making partial explanations 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 energy in animals’ food with accurate explanations and 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 energy in animals’ food by making detailed and accurate explanations with no misconceptions.

Resources

Vocabulary

  • words
  • list

Websites

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


Page:  1  2  3  (Next)
  ALL