Elementary Science Grade 5

Segment One

• Properties of solids, liquids, and gases
• Mass
• Volume
• Solids can be separated based on observable properties of their parts
• Materials that dissolve in water and those that do not
• Mixing two or more materials will result in a new material
• Conditions that speed up or slow down the dissolving process
• Matter is composed of parts too small to be seen without a microscope
• Physical and chemical changes that are affected by temperature
• Energy has the ability to cause motion or create change
• Light, heat, sound, electrical, chemical, and mechanical energy
• Forces that cause objects to move (pushes, pulls, gravity, friction)
• The effect of two or more forces acting on an object
• The more mass an object has, the less effect a given force will have on the object’s motion
• Balanced vs unbalanced forces
• Opposing forces
• Electrical energy can be transformed into light, heat, sound, and the energy of motion
• Identifying and classifying materials that conduct electricity
• The flow of electricity needs a closed circuit
• An electrically charged object can attract or repel another charged object without any contact between the objects
• An electrically charged object can attract an uncharged object without any contact between the objects
• Steps of the scientific method
• Identifying a control group
• Scientific investigations do not always follow the scientific method
• Personal opinion vs verified observations
• Experiment vs investigation
• Science is grounded in empirical observations that are testable
• Science uses empirical evidence
• Science investigations should be replicable by others
• Scientific explanations must always be linked with evidence
• Repeated experimental trials are necessary
• Experiments need the identification of variables
• Making observations
• Making predictions
• Making measurements
• Collecting data
• Recording data
• Using evidence to support learning
• Using evidence to support an argument
• Defining a problem that can be investigated
• Conducting investigations
• Creating models
• Using appropriate reference materials to support scientific understanding

 

Segment Two

• The Milky Way is our galaxy
• Objects of the Solar System and their characteristics
• Major common characteristics of all planets
• Forms of precipitation
• Conditions necessary for each form of precipitation
• Clouds are related to the various forms of precipitation
• How precipitation is related to the weather in a particular location and season
• The water cycle
• Change of states in the water cycle
• The ocean is an important part of the water cycle
• Air temperature, air pressure, humidity, wind speed and direction, and precipitation
• Designing a family preparedness plan for natural disasters
• Climate zones
• Temperature and precipitation of different climate zones relate to latitude, elevation, and the proximity to bodies of water
• Adaptations of plants and animals help them survive in different environments
• How communities can use science to protect Earth’s resources and environment
• Functions of the parts of the human body
• How organs work together in the human body
• Functions of organs and other physical structures of plants and animals
• Using evidence to support learning
• Using evidence to support an argument
• Using data to show patterns
• Personal opinion vs verified observations
• Using evidence to support scientific explanations
• Scientific explanations must always be linked with evidence
• Science uses empirical evidence
• Creating models
• Graphing data to provide evidence
• Generating and comparing multiple solutions to a problem

Students will need the following materials: printer, cell phone or scanner, notebook, pencils, erasers, scissors, crayons, glue, tape, ruler, printer paper, colored-paper, and lab materials.

Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple-choice questions, writing assignments, projects, oral assessments, and discussions. Core courses will use the state-approved grading scale and Special Area courses will use an S or U grading scale.

To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is monthly. When teachers, students, and parents work together, students are successful.