Academic Standards and Performance Indicators
5.S.1A: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.
5.S.1A.1: Ask questions used to
5.S.1A.1.2: refine models, explanations, or designs.
Hearing: Frequency and Volume
Pendulum Clock
Programmable Rover
Trebuchet
5.S.1A.2: Develop, use, and refine models to
5.S.1A.2.1: understand or represent phenomena, processes, and relationships,
Carbon Cycle
Erosion Rates
Forest Ecosystem
Gravity Pitch
Moonrise, Moonset, and Phases
Phases of Water
Programmable Rover
River Erosion
Seasons: Earth, Moon, and Sun
Waves
Weathering
5.S.1A.2.2: test devices or solutions, or
Circuit Builder
Programmable Rover
Trebuchet
5.S.1A.2.3: communicate ideas to others.
Ocean Mapping
Phases of Water
Waves
5.S.1A.3: Plan and conduct controlled scientific investigations to answer questions, test hypotheses and predictions, and develop explanations:
5.S.1A.3.1: formulate scientific questions and testable hypotheses,
Germination
Growing Plants
Pond Ecosystem
5.S.1A.3.2: identify materials, procedures, and variables,
Effect of Environment on New Life Form
Germination
Growing Plants
Hearing: Frequency and Volume
Pendulum Clock
5.S.1A.3.3: select and use appropriate tools or instruments to collect qualitative and quantitative data, and
Circuit Builder
Hearing: Frequency and Volume
Measuring Volume
Pond Ecosystem
Triple Beam Balance
Weight and Mass
5.S.1A.3.4: record and represent data in an appropriate form. Use appropriate safety procedures.
Growing Plants
Heat Absorption
Pendulum Clock
Pond Ecosystem
5.S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation or graphing) to
5.S.1A.4.1: reveal patterns and construct meaning or
Effect of Environment on New Life Form
Pendulum Clock
Pond Ecosystem
5.S.1A.4.2: support hypotheses, explanations, claims, or designs.
Effect of Environment on New Life Form
Force and Fan Carts
Free Fall Tower
Pendulum Clock
5.S.1A.5: Use mathematical and computational thinking to
5.S.1A.5.1: express quantitative observations using appropriate metric units,
Heat Absorption
Measuring Trees
Plants and Snails
Triple Beam Balance
5.S.1A.5.2: collect and analyze data, or
Heat Absorption
Measuring Trees
Pendulum Clock
Plants and Snails
Pond Ecosystem
Triple Beam Balance
5.S.1A.5.3: understand patterns, trends and relationships between variables.
Heat Absorption
Measuring Trees
Pendulum Clock
Plants and Snails
Triple Beam Balance
5.S.1A.6: Construct explanations of phenomena using
5.S.1A.6.1: scientific evidence and models,
Comparing Climates (Customary)
Phases of Water
5.S.1A.6.2: conclusions from scientific investigations,
5.S.1A.6.3: predictions based on observations and measurements, or
5.S.1A.6.4: data communicated in graphs, tables, or diagrams.
2D Eclipse
Comparing Climates (Customary)
Ocean Tides
Pond Ecosystem
Seasons: Earth, Moon, and Sun
5.S.1A.7: Construct scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.
Building Pangaea
Gravity Pitch
Plants and Snails
5.S.1B: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.
5.S.1B.1: Construct devices or design solutions to solve specific problems or needs:
5.S.1B.1.3: generate and communicate ideas for possible devices or solutions,
5.S.1B.1.4: build and test devices or solutions,
Pendulum Clock
Programmable Rover
Trebuchet
5.S.1B.1.5: determine if the devices or solutions solved the problem and refine the design if needed, and
5.S.1B.1.6: communicate the results.
5.P.2A: Matter is made up of particles that are too small to be seen. Even though the particles are very small, the movement and spacing of these particles determines the basic properties of matter.
5.P.2A.1: Analyze and interpret data from observations and measurements of the physical properties of matter (including volume, shape, movement, and spacing of particles) to explain why matter can be classified as a solid, liquid or gas.
5.P.2B: A mixture is formed when two or more kinds of matter are put together. Sometimes when two or more different substances are mixed together, a new substance with different properties may be formed but the total amount (mass) of the substances is conserved. Solutions are a special type of mixture in which one substance is dissolved evenly into another substance. When the physical properties of the components in a mixture are not changed, they can be separated in different physical ways.
5.P.2B.2: Analyze and interpret data to support claims that when two substances are mixed the total amount (mass) of the substances does not change.
5.P.2B.3: Develop models using observations to describe mixtures, including solutions, based on their characteristics.
Pond Ecosystem
Solubility and Temperature
5.P.2B.4: Construct explanations for how the amount of solute and the solvent determine the concentration of a solution.
5.E.3A: Some of the land on Earth is located above water and some is located below the oceans. The downhill movement of water as it flows to the ocean shapes the appearance of the land. There are patterns in the location and structure of landforms found on the continents and those found on the ocean floor.
5.E.3A.2: Develop and use models to describe and compare the characteristics and locations of the landforms on continents with those on the ocean floor (including the continental shelf and slope, the mid-ocean ridge, the rift zone, the trench, and the abyssal plain).
5.E.3B: Earth's oceans and landforms can be affected by natural processes in various ways. Humans cannot eliminate natural hazards caused by these processes but can take steps to reduce their impacts. Human activities can affect the land and oceans in positive and negative ways.
5.E.3B.1: Analyze and interpret data to describe and predict how natural processes (such as weathering, erosion, deposition, earthquakes, tsunamis, hurricanes, or storms) affect Earth's surface.
Erosion Rates
River Erosion
Weathering
5.E.3B.2: Develop and use models to explain the effect of the movement of ocean water (including waves, currents, and tides) on the ocean shore zone (including beaches, barrier islands, estuaries, and inlets).
5.E.3B.3: Construct scientific arguments to support claims that human activities (such as conservation efforts or pollution) affect the land and oceans of Earth.
Pond Ecosystem
Water Pollution
5.L.4A: Ecosystems are complex, interactive systems that include both the living components (biotic factors) and physical components (abiotic factors) of the environment. Ecosystems can be classified as either terrestrial (such as forests, wetlands, and grasslands) or aquatic (such as oceans, estuaries, lakes, and ponds).
5.L.4A.1: Analyze and interpret data to summarize the abiotic factors (including quantity of light and water, range of temperature, salinity, and soil composition) of different terrestrial ecosystems and aquatic ecosystems.
Pond Ecosystem
Rabbit Population by Season
5.L.4A.2: Obtain and communicate information to describe and compare the biotic factors (including individual organisms, populations, and communities) of different terrestrial and aquatic ecosystems.
Forest Ecosystem
Pond Ecosystem
Prairie Ecosystem
5.L.4B: All organisms need energy to live and grow. Energy is obtained from food. The role an organism serves in an ecosystem can be described by the way in which it gets its energy. Energy is transferred within an ecosystem as organisms produce, consume, or decompose food. A healthy ecosystem is one in which a diversity of life forms are able to meet their needs in a relatively stable web of life.
5.L.4B.1: Analyze and interpret data to explain how organisms obtain their energy and classify an organisms as producers, consumers (including herbivore, carnivore, and omnivore), or decomposers (such as fungi and bacteria).
Forest Ecosystem
Prairie Ecosystem
5.L.4B.2: Develop and use models of food chains and food webs to describe the flow of energy in an ecosystem.
Forest Ecosystem
Prairie Ecosystem
Ecosystems
5.L.4B.3: Construct explanations for how organisms interact with each other in an ecosystem (including predators and prey, and parasites and hosts).
Forest Ecosystem
Prairie Ecosystem
5.L.4B.4: Construct scientific arguments to explain how limiting factors (including food, water, space, and shelter) or a newly introduced organism can affect an ecosystem.
5.P.5A: The motion of an object can be described in terms of its position, direction, and speed. The rate and motion of an object is determined by multiple factors.
5.P.5A.1: Use mathematical and computational thinking to describe and predict the motion of an object (including position, direction, and speed).
Distance-Time Graphs
Distance-Time Graphs - Metric
Force and Fan Carts
Free Fall Tower
Measuring Motion
Sled Wars
5.P.5A.2: Develop and use models to explain how the amount or type of force (contact and non-contact) affects the motion of an object.
Force and Fan Carts
Free Fall Tower
5.P.5A.3: Plan and conduct controlled scientific investigations to test the effects of balanced and unbalanced forces on the rate and direction of motion of objects.
Force and Fan Carts
Free Fall Tower
5.P.5A.4: Analyze and interpret data to describe how a change of force, a change in mass, or friction affects the motion of an object.
5.P.5A.5: Design and test possible devices or solutions that reduce the effects of friction on the motion of an object.
Correlation last revised: 6/21/2021