### 1: Structure and Transformation of Matter (Physical Science)

#### 1.1: Enduring Knowledge - Understandings

1.1.SC-5-STM-U-4: when individual substances are combined, the total weight is equal to the sum of the individual weights.

#### 1.2: Skills and Concepts

1.2.SC-5-STM-S-1: use appropriate tools (e.g., balance, thermometer, graduated cylinder) and observations to describe physical properties of substances (e.g., boiling point, solubility, density) and to classify materials

1.2.SC-5-STM-S-2: work individually and with others to design and conduct fair tests to safely investigate properties of matter, such as boiling point, density and solubility

### 2: Motion and Forces (Physical Science)

#### 2.1: Enduring Knowledge - Understandings

2.1.SC-5-MF-U-1: predictions and/or inferences about the direction or speed of an object can be made by interpreting graphs, charts or descriptions of the object's motion.

2.1.SC-5-MF-U-2: the more mass an object has, the less effect a given force will have.

2.1.SC-5-MF-U-3: forces are pushes and pulls that may be invisible (e.g., gravity, magnetism) or visible (e.g., friction, collisions).

2.1.SC-5-MF-U-4: some comparisons may not be 'fair' because some conditions (e.g. mass, force, speed, friction) might not be the same.

#### 2.2: Skills and Concepts

2.2.SC-5-MF-S-1: use observations and appropriate tools (e.g., timer, meter stick, balance, spring scale) to explore the relationship between force and mass

2.2.SC-5-MF-S-2: create and interpret graphical representations in order to make inferences and draw conclusions about the motion of an object

2.2.SC-5-MF-S-3: design and conduct experiments to examine the effects of variables on the straight line motion of objects. Analyze, review and critique each other's experiments

2.2.SC-5-MF-S-4: predict and support with evidence/justification, changes in the motion of an object related to its mass or the amount of force acting on it

### 3: The Earth and the Universe (Earth/Space Science)

#### 3.1: Enduring Knowledge - Understandings

3.1.SC-5-EU-U-5: observations, models and diagrams of the solar system illustrate the position and relationship of the Earth, sun and moon within the larger system of planets and other celestial bodies. Even though they are all parts of the same system, a comparison of their properties reveals great differences among celestial bodies.

#### 3.2: Skills and Concepts

3.2.SC-5-EU-S-1: investigate how water can change forms yet still be conserved in the water cycle

3.2.SC-5-EU-S-6: use a variety of models and graphic representations to obtain and organize data in order to compare the major components of our solar system

3.2.SC-5-EU-S-7: explore the development of and types of technology useful for learning about the atmosphere and our solar system

3.2.SC-5-EU-S-8: explain why scale models are important tools for understanding a number of phenomena (e.g., solar system, watersheds, earth's atmosphere) but are not always easy to construct or require trade-offs in other aspects of the model (e.g. distance vs. size)

### 4: Unity and Diversity (Biological Science)

#### 4.2: Skills and Concepts

4.2.SC-5-UD-S-2: identify and describe systems and subsystems essential to an organism's survival

### 5: Biological Change (Biological Science)

#### 5.2: Skills and Concepts

5.2.SC-5-BC-S-3: Investigate ways that organisms cope with fluctuations (e.g. temperature, precipitation, change in food sources) in their environments

### 6: Energy Transformations (Unifying Concepts)

#### 6.1: Enduring Knowledge - Understandings

6.1.SC-5-ET-U-1: energy can have many different forms and be contained in many different substances. Evidence of energy transfer may be observed in a wide variety of systems.

6.1.SC-5-ET-U-2: energy from the sun flows through space to reach the Earth. Solar energy provides the driving force for many of the changes that happen on the Earth's surface.

6.1.SC-5-ET-U-3: electrical circuits transfer energy and can produce heat, light, sound and magnetic effects. They can be used for different purposes by rearranging their components.

#### 6.2: Skills and Concepts

6.2.SC-5-ET-S-1: classify energy phenomena (e.g., heat/thermal energy, electrical energy, energy of position) as kinetic or potential and use observations and evidence to describe the transfer of energy occurring in simple systems

6.2.SC-5-ET-S-2: describe solar energy and how it impacts physical and biological systems on Earth

6.2.SC-5-ET-S-3: design and conduct investigations/experiments to determine the effects of altering variables within electrical circuits and to draw conclusions about the transfer of energy (e.g., heat, light, sound and magnetic effects) within a system

### 7: Interdependence (Unifying Concepts)

#### 7.1: Enduring Knowledge - Understandings

7.1.SC-5-I-U-1: within every ecosystem are populations of organisms that serve specific functions. Changes to any population may affect the other populations in that ecosystem.

7.1.SC-5-I-U-2: all of the populations that interact with each other in an ecosystem form a specific community, but there may be multiple communities within the same ecosystem.

7.1.SC-5-I-U-3: matter and energy flow along multiple paths within a community. Complex models depicting this interdependence make these relationships easier to visualize and comprehend.

#### 7.2: Skills and Concepts

7.2.SC-5-I-S-1: define the concepts of population and community and identify examples of populations and communities within various ecosystems

7.2.SC-5-I-S-2: identify the role/function a population of organisms has in a particular community/ecosystem (e.g., producers, consumers, decomposers)

7.2.SC-5-I-S-3: explore the cause/effect relationship of altering a particular population of organisms within an ecosystem using data/evidence collected through research and/or simulations (e.g., role-play games, computer-based simulations)

7.2.SC-5-I-S-4: analyze, create and describe visual representations of ecosystems and the interactions occurring within them. Compare and critique pre-existing and student-constructed representations for accuracy, identifying strengths and limitations, insisting on the use of evidence to support decisions

Correlation last revised: 10/24/2009

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.