SC.5.1: Physical Science

SC.5.1.1: Matter exists as particles that are too small to be seen; measurements of a variety of observable properties can be used to identify particular materials.

SC.5.1.1.a: Students can: Develop a model to describe that matter is made of particles too small to be seen.

Phase Changes
Phases of Water
Properties of Matter

SC.5.1.1.b: Students can: Make observations and measurements to identify materials based on their properties.

Chemical Changes
Circuit Builder
Magnetism
Mineral Identification
Mystery Powder Analysis
Properties of Matter

SC.5.1.2: Chemical Reactions that occur when substances are mixed can be identified by the emergence of substances with different properties; the total mass remains the same.

SC.5.1.2.a: Students can: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling or mixing substances, the total weight of matter is conserved.

Chemical Changes

SC.5.1.2.b: Students can: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Chemical Changes

SC.5.1.3: The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.

SC.5.1.3.a: Students can: Support an argument that the gravitational force exerted by Earth on objects is directed down.

Free Fall Tower
Gravity Pitch

SC.5.1.4: The energy released from food was once energy from the sun.

SC.5.1.4.a: Students can: Use models to describe that energy in animals’ food (used for body repair, growth and motion and to maintain body warmth) was once energy from the sun.

Energy Conversions

SC.5.2: Life Science

SC.5.2.1: Plants acquire their material from growth chiefly from air and water.

SC.5.2.1.a: Students can: Support an argument that plants get the materials they need for growth chiefly from air and water.

Plants and Snails

SC.5.2.2: Matter cycles between air and soil and among plants, animals and microbes as these organisms live and die.

SC.5.2.2.a: Students can: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Carbon Cycle
Food Chain
Forest Ecosystem
Plants and Snails
Prairie Ecosystem
Ecosystems

SC.5.3: Earth and Space Science

SC.5.3.2: Earth’s orbit and rotation and the orbit of the moon around earth cause observable patterns.

SC.5.3.2.a: Students can: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Phases of the Moon
Seasons: Earth, Moon, and Sun
Summer and Winter

SC.5.3.3: Earth’s major systems interact in multiple ways to affect Earth’s surface materials and processes.

SC.5.3.3.a: Students can: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere and/or atmosphere interact.

Carbon Cycle
Coastal Winds and Clouds
Coastal Winds and Clouds - Metric
Erosion Rates
Greenhouse Effect
Greenhouse Effect - Metric
Hurricane Motion
Hurricane Motion - Metric
River Erosion
Rock Cycle
Water Cycle
Weathering

SC.5.3.4: Most of Earth’s water is in the ocean and much of Earth’s freshwater in glaciers or underground.

SC.5.3.4.a: Students can: Describe and graph the amounts and percentages of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.

Water Cycle

SC.5.3.5: Societal activities have had major effects on land, ocean, atmosphere and even outer space.

SC.5.3.5.a: Students can: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Water Pollution
Fruit Production