lead science 5th scope updated 07042012

7/31/2019 Lead Science 5th Scope Updated 07042012

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LEAD Science 5 Scope

LEAD Science

Topic

Strands

Engineering, Technology andApplications of Science[ETS]

Earth and Space Science[ESS]

Life Science[LS]

Physical Science[PS]

ConnectioGeneration

ExperimentalDesign [ED]

Use of ScientificTools [ST]

Data Analysis

[DA]

Engineering, Technology and Applications of Science [ETS]

5*Aligned with Next Generation Framework

5.ETS.ED [Experimental Design] Select an investigation that could be used to answer a specific question.

5.ETS.ED.1 Explore different scientific phenomena by asking questions.

o 5.ETS.ED.1.1 Write a detailed and descriptive observation that includes qualitative and quantitative measures, including measurements and sketches.

5.ETS.ED.2 Identify whether a question is a testable question.

5.ETS.ED.3 Writea testable question in the proper format, How will [one variable I c hange] affect [the outcome of what is measured]?

5.ETS.ED.4 Recognize the variables that need to be controlled in order for the experiment to be considered fair.

5.ETS.ST [Use of Scientific Tools]Select tools and procedures needed to conduct a simpleexperiment.

5.ETS.ST.1 Identify common scientific tools and what they measure, such as a thermometer, graduated cylinder, beaker, ruler (metric), timer, and pan balance (scale).

5.ETS.ST.2 Select and use the appropriate tools, with guidance, to investigate a specific question.

o 5.ETS.ST.2.1 Identify dimensions, such as length, width, height, speed, acceleration, temperature, volume, and record the units of measure associated with a scientific tool, such

and Celsius for temperature; liters for volume of liquid; the Newton f or unit of force, grams for mass; milliseconds/ seconds/ minutes/hours for time.

5.ETS.DA [Data Analysis] Recordraw data into a given table, graph, or diagram.

5.ETS.DA.1 Maintain a science notebook that includes observations, questions, hypotheses, procedure, materials, data, diagrams, and explanations.

5.ETS.DA.2Identify the key parts of a table, graph or diagram.

5.ETS.DA.3Interpret the results of a set of recorded data.


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Explanation and

Communication

of Results[EC]

Engineering

Design [ED]

5.ETS.DA.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.

o 5.ETS.DA.1.1 Compare the results of a set of data across multiple investigations by finding central modes of tendency, such as mean, median, mode, and range.

5.ETS.DA.5 Recognize a faulty interpretation of data that is due to experimental error.

5.ETS.DA.6 Recognize that people may interpret the same results in different ways.

5.ETS.EC [Explanation and Communication of Results]Draw a conclusion supported by evidence.

5.ETS.EC.1 Draw a conclusion based on findings from multiple investigations of similar phenomena.

5.ETS.EC.2 Compare the results of an investigation with what scientists already accept about this question.

5.ETS.EC.3 Effectively communicate the results gathered from an investigation in written, visual and/or verbal formats.

5.ETS.ED [Engineering Design]Recognize the connection between a scientific advance and the development of a new tool or technology.

5.ETS.ED.1 Select and conduct research ona tool, technology, or invention that was used to solve a human problem.5.1

5.ETS.ED.2 Explain how a tool, technology, or invention impacted people and other living organisms.5.2

5.ETS.ED.3 Describe how a tool, technology, or invention helped to address a question or s olve a problem.

5.ETS.ED.4 Determinecriteria to evaluate the effectiveness of a solution to a specified problem.

5.ETS.ED.5 Evaluate an invention that solves a problem and determine ways to improve the design.5.3

ETS Science and Engineering

Disciplinary Core Ideas

Cross Cutting Concepts

Vocabulary

Essential Questions &

Literac


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Connections Practices Enduring Understandings

Comm

Stars and the

Solar System /

Space Systems[SS]

Earth Systems

and theirInteractions

[ESI]

Earth and Space Science [ESS]5

*Aligned with Next Generation Framework

5.ESS.SS.1 [Stars and the Solar System] Analyze information about the major components of the universe.

5.4

5.ESS.SS.1.1 Identify the major structures of the universe by relative size, from smallest to largest, including moons, planets, solar systems, and galaxies.5.5

5.ESS.SS.1.2 Understand the unit of measure of a light year by using an example of how long it takes for light from our star to travel from its position to us on Earth.

5.ESS.SS.1.3 Develop a chart that communicates the major characteristics of each planet in order from closest to furthest from the sun.

o 5.ESS.SS.1.3.1 Distinguish among the planets according to their known characteristics such as appearance, location, composition, and apparent motion.

5.ESS.SS.1.4 Select information from a table to draw conclusions about the planets densities, size, number of moons, orbit time, distance from the sun, temperature, and atmosphe

5.ESS.SS.2 Obtain, evaluate, and communicate information describing the roles of science and technology in the design process for developing and refining devices to understand the univers

5.ESS.SS.2.1 Develop explanations for how patterns in the position of stars and constellations can be used to navigate on Earth.

5.ESS.SS.2.2 Gather evidence to investigate how lenses bend light and obtain information about t he ways technology has used lenses to improve our ability to see objects.5.6

5.ESS.SS.2.3 Recognize that star charts can be used to locate and identify star patterns, while telescopes are used to view objects in the cosmos more closely.

5.ESS.SS.2.4 Use images of the night sky to identify different seasonal star patterns (constellations).

5.ESS.ESI.1Compare geologic events responsible for the earths majorgeological features.

5.ESS.ESI.1.1 Provide evidence that Earth is spherical and the gravitational force of the Earth causes objects near the surface to be pulled toward the planets center.

5.ESS.ESI.1.2 Understand the concept of geological time by referring to scale and geological evidence.5.7

5.ESS.ESI.1.3 Identify the major structures and features of the earth, including, inner core, outer core, mantle, crust, mountains, valleys, trenches, glaciers, polar ice caps, coast lines, and v

5.ESS.ESI.1.4 Describeinternal forces such as volcanoes, earthquakes, faulting, erosion, and plate movements that are responsible for the earths major geological features.


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TheAtmosphere[A]

5.ESS.ESI.1.5 Prepare a chart to compare how volcanoes, earthquakes, faulting, erosion and plate movements affect the earths surface features.

5.ESS.ESI.1.6 Create a model to illustrategeologic events responsible for changes in the earths crust.

5.ESS.A.1Analyze and predict how major landforms and bodies of water affect atmospheric conditions.

5.ESS.A.1.1 Defineweather, atmosphere, and climate.

5.ESS.A.1.2Construct models to describe systems interactions for the geosphere, hydrosphere, atmosphere, and biosphere and identify the limitation of the models.

5.ESS.A.1.3 Draw a diagram to illustrate the water cycle, including evaporation, condensation, and precipitation.

5.ESS.A.1.4 Obtain and communicate information about the various forms of water on Earth.5.8

o 5.ESS.A.1.4.1Usemathematical thinking to compare the relative abundance of salt water to fresh water.

o 5.ESS.A.1.4.2Analyze data to identify the major locations of fresh water.

5.ESS.A.1.5 Use a map or globe to identify and name the major landforms and bodies of water on Earth, such as the continents, oceans, mountain ranges, the equator and the poles.

5.ESS.A.1.6 Identify and read various types of maps, such as topographical and weather, using longitude, latitude, and features provided in the legend.

o 5.ESS.A.1.6.1 Locate and name facts about features represented on a map regarding a specific location.

5.ESS.A.2 Use local environmental information to analyze how weather and climate are affected by landforms and bodies of water.

5.ESS.A.2.1 Use weather maps of the United States to graph temperature and precipitation for inland and coastal regions.

5.ESS.A.2.2 Construct models to describe weather and climate patterns which are produced by the interactions among the atmosphere, the ocean, and landforms.

o 5.ESS.A.2.3 Use data to compare the climates of coastal and inland areas at similar latitudes to demonstratethe oceans impact on weather and climate.


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5.ESS.A.3 Obtain and share information on the role of the ocean in supporting a variety of ecosystems and organisms, shaping landforms, and influencing climate.

5.ESS.A.3.1 Use a diagram to illustrate what causes a land breeze and a sea breeze. (high and low pressure)

5.ESS.A.3.2 Use land maps to demonstrate how mountain ranges affect weather and climate.

o 5.ESS.A.3.2.1 Explain how mountains affect weather and climate. (altitude, rain shadow)

5.ESS.A.4Obtain, evaluate, and communicate information describing the impacts human activities have on Earth systems.

5.ESS.A.4.1 Generate examples of actions individuals and communities have taken to conserve the Earths resou rces and environments.

5.ESS.A.4.2Provideevidence to explain how increases in Earths temperature can affect humans and other organisms.5.9

5.ESS.A.5Design and evaluatea process or product to minimize unwanted outcomes of human activities on Earths systems, while increasing benefits and meeting societal demands.5.10

ESSConnections

Science and EngineeringPractices

Disciplinary Core Ideas Cross Cutting Concepts Vocabulary Essential Questions &Enduring Understandings

Literacy & MCo


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Cells [C]*4th Grade

Heredity [H]*4th Grade

Biodiversityand Change[BC]*4th Grade

Life Science [LS]

5*Aligned with Next Generation Framework

5.LS.C.1Distinguish between the basic structure and function of plant and animal cells.

5.LS.C.1.1 Identify and label the major parts of plant and animal cells, including mitochondria, cell wall, cell membrane, nucleus, vacuole, cytoplasm, and chloroplast.

5.LS.C.1.2Compare and contrast the basic structures and functions of plant and animal cells.

5.LS.H.1Describe how genetic information (DNA/genes/chromosomes) is passed from parent to offspring during reproduction.

5.LS.H.2Recognize that some characteristics are inherited while others result from interactions with the environment.

5.LS.H.2.1Distinguish between inherited traits and those that can be attributed to the environment.

5.LS.BC.1Investigatephysical associated with different groups of animals.

5.LS.BC.1.1Classify animals according to their physical characteristics.

5.LS.BC.1.2 Design a model to illustrate how an animals physical or behavioralcharacteristics/ adaptations enable it to survive in a particular environment.

5.LS.BC.2Analyzefossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist.

5.LS.BC.2.1 Identify the processes associated with fossil formation.

5.LS.BC.2.2 Use fossil evidence to describe an environment from the past.

5.LS.BC.2.3Use fossils to match a previously existing organism with one that exists today.


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Matter andEnergy inEcosystems[MEE]

5.LS.BC.2.4 Explain how fossils provide information about the past.

5.LS.MEE.1Construct models of food webs to explain the interrelationship between plants, animals, and fungi within ecosystems.

5.LS.MEE.1.1Describe the different types of nutritional relationships that exist among organisms, such as predator, prey, consumer (carnivore, herbivore, omnivore), producer, and de

5.LS.MEE.1.2Distinguish among symbiotic relationships, such as mutualistic, commensal, and parasitic relationships.

5.LS.MEE.2 Design and construct a model to describe the interactions of systems within an ecosystem in terms of the flow of energy, cycling of matter, and the conditions for a healthy ecosy

5.LS.MEE.2.1 Obtain and communicate information tracing the source of energy for burning fuel or digesting food back to energy from the sun that was c aptured by plants through aprocess.

5.LS.MEE.2.2 Identify the cell structure, chloroplasts, that enable plants to conduct photosynthesis.

5.LS.MEE.2.3 Identify photosynthesis as the food manufacturing process in plants.

5.LS.MEE.2.4 Compare how plants and animals obtain energy.

5.LS.MEE.2.4.1 Design a graphic organizer that illustrates the difference between plants and animals in the movement of food energy through an ecosystem.

5.LS.MEE.2.5 Use models to trace the cycling of particles of matter between the air and soil among plants, animals, and microbes.5.12

5.LS.MEE.2.6Use models to describe how decomposition eventually restores (recycles) some materials back to the soil for plants to use.

5.LS.MEE.2.7Ask questions about how food provides animals with the materials they need for body repair and growth and is digested by animals to release the energy they need to mwarmth and allow for motion.

5.LS.MEE.3 Plan and carry out investigations to determine the role of light in plant growth.5.13

5.L.S.MEE.4 Use information about the impact of human actions or natural disasters on the environment to support a simple hypothesis, make a prediction, or draw a conclusion.

Identify and explainnatural disasters and the impact of human actions. Support a conclusion about the consequences to organisms in a habitat due to natural disasters and/or the impact of human actions.


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LS

Connections

Science and Engineering

Practices

Disciplinary Core Ideas Cross Cutting Concepts Vocabulary Essential Questions &

Enduring Understandings

Literacy & M

Co

Structure,Properties,

and

Interactions of

Matter [SPM]

Energy

Physical Science [PS]5

*Aligned with Next Generation Framework 5.PS.SPM.1 Use the model that matter is made of particles too small to be seen to describe and explain everyday phenomena.

5.14

5.PS.SPM.1.1 Define matter, atom, compounds, molecules, mixtures and physical states/phases.

5.PS.SPM.1.2 Understandthe basic organization of the periodic table of elements and what it represents.

5.PS.SPM.1.3 Describe the differences among freezing, melting, and evaporation.

5.PS.SPM.1.4 Describe factors that influence the rate at which different types of material freeze, melt, or evaporate.

5.PS.SPM.1.5 Investigate how different types of materials freeze, melt, evaporate, or dissipate.

5.PS.SPM.1.6 Design and conduct an experiment to demonstrate how various types of matter freeze, melt, or evaporate.

5.PS.SPM.2 Investigate physical and chemical properties of materials and use the properties to distinguish one material from another.5.15

5.PS.SPM.2.1 Distinguish between physical (state, boiling point, melting point, color, odor, texture, density, malleability, ductility, luster, conductivity, length, mass, volume) and chemic(acidity/pH, flammability)

5.PS.SPM.2.2 Observe and measure the simple physical and chemical properties of common substances.

5.PS.SPM.2.3 Compare the simple physical and chemical properties of common substances.

5.PS.SPM.3 Investigate the interaction of two or more substances to provide evidence that when different substances are mixed, one or more new substances with different properties may or m

depending on the substances and the temperature.5.16

5.PS.SPM.4 Plan and carry out investigations to determine the effect on the total weight of a substance when the substance changes shape, phase, and/or is dissolved.5.17

5.PS.SPM.5 Investigate and determine the effect on the total weight of matter when substances interact to form new substances.5.18

5.PS.E.1 Design an experiment to illustrate the difference between potential and kinetic energy.


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[E]* 4th grade

Interaction ofForces and

Motion [IFM]*3rd Grade

5.PS.E.1.1 Define energy as the ability to make something happen or do work.

5.PS.E.1.2 Construct a simple explanation for the relationship between energy and motion.5.19

5.PS.E.1.3 Create a poster to illustrate the major forms of energy (solar/light, nuclear, geothermal, heat, electrical, sound, chemical)

5.PS.E.1.4 Create a graphic organizer that illustrates different types of potential and kinetic energy.

5.PS.E.1.5 Carry out investigations to provide evidence that energy is transferred from place to place by sound, light, heat, electric currents, interacting magnets, and moving or coll

5.PS.E.2 Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.

5.PS.E.2.1 Describe the differences among conduction, convection, and radiation.

5.PS.E.3 Design and construct a device that converts energy from one form to another using given design criteria.5.21

5.PS.E.3.1 Obtain and communicate information for how technology allows humans to concentrate, transport, and store energy for practical use.5.22

5.PS.E.3.2 Design and test a solution to a problem that utilizes the transfer of electric energy in the solution using given design constraints.5.23

5.PS.IFM.1 Design and explain an investigation exploring the earths pull on objects.

5.PS.IFM.1.1 Define gravity and friction (air resistance).

5.PS.IFM.1.2 Recognize that the earth attracts objects without touching them.

5.PS.IFM.1.3 Identify the force that causes objects to fall to the earth.

5.PS.IFM.1.4 Explain and give examples of how forces act at a distance.

5.PS.IFM.1.5 Demonstrate how the shape of an object affects how it falls toward the earth.

5.PS.IFM.1.6 Use data to determine how shape affects the rate at which a material falls to earth.

5.PS.IFM.2 Investigate the motion of objects to determine observable and measurable patterns to predict future motions .5.24

5.PS.IFM.2.1 Define mass, force, and distance.

5.PS.IFM.2.2 Investigate the motion of objects by comparing the relative sizes and direction of forces on an object at rest to the forces on an object whose motion is changing.5.25


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5.PS.IFM.2.3 Explain the relationship that exist among mass, force, and distance travelled by reference to Newtons Laws of Motion.

o 5.PS.IFM.2.3.1 Use models to explain the effects of balanced and unbalanced forces on a system.

o 5.PS.IFM.2.3.2 Predict how the amount of mass affects the distance traveled given the same amount of applied force.

o 5.PS.IFM.2.3.3 Prepare statements about the relationship among mass, applied force, and distance traveled.

5.PS.IFM.2.4 Design and conduct experiments using a simple experimental design to demonstrate the relationship among mass, force, and distance traveled.

PSConnections

Science and Engineering Practices Disciplinary CoreIdeas

Cross CuttingConcepts

Vocabulary Essential Questions &Enduring

Understandings

Literacy & Math Comm


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Connections to the Next Generation Science Standards Framework

Philosophy

learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practicesneeded to engage in scientific inquiry and engineering design. Thus the framework seeks to illustrate how knowledge and practice must be intertwinedin designing learning experiences in K12 science education.(2011). A Framework for K-12 Science Education: Practices, crosscutting concepts, and core ideas. (p. 11). Washington, DC:The National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165

K12 Science Education Should Reflect the Real World Interconnections in Science: Science and Engineering Practice, Cross CuttingConcepts, Disciplinary Core Ideas

Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated wmultiple core concepts throughout the year.

Science Concepts Build Coherently Across K12 with a focus on deeper understanding and application of content, where science andengineering are integrated and coordinate with ELA and Mathematics standards.

Practices

1. Askingquestions (for science) and definingproblems (engineering)


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2. Developing and usingmodels (1) to represent or describe, 2) to collect data, or 3) to predict.

3. Planning and carrying outinvestigations

4. Analyzing and interpretingdata

5. Usingmathematics and computational thinking6. Constructingexplanations and designingsolutions (for engineering)

7. Engaging in argumentfrom evidence

8. Obtaining, evaluating, and communicatinginformation

Cross Cutting Concepts

1. Patterns

2. Cause and Effect

3. Scale, Proportion, and Quantity

4. Systems and System Models5. Energy and Matter

6. Structure and Function

7. Stability and Change


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Disciplinary Core Ideas

Earth and Space Sciences [ESS]o The Universe and its Stars [UN]o Earth and the Solar System [SS]o The History of Planet Earth [HPN]o Earth Materials and Systems [EMS]o Plate Tectonics and Large-Scale Systems [PT]o The Role of Water in Earths Surface Processes [SP]o Weather and Climate [WC]o Biogeology [BG]o Natural Resources [NR]o Natural Hazards [NH]o Human Impacts on Earth Systems [HI]o Global Climate Change [GC]

Engineering, Technology, and Applications of Science [ETS]o Defining and Delimiting and Engineering Problem [EP] o Developing Possible Solutions [DPS]o Optimizing the Design Solution [ODS]o Interdependence of Science, Engineering, and Technology [ISET]


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o Influence of Engineering, Technology, and Science on Society and the Natural World [SSN]

Life Sciences [LS]o Structure and Function [SF]

o Growth and Development of Organisms [GD]o Organization for Matter and Energy Flow in Organisms [OME]o Information Processing [IP]o Interdependent Relationships in Ecosystems [IRE]o Cycles of Matter and Energy Transfer in Ecosystems [CME]o Ecosystems Dynamics, Functioning and Resilience [EDF]o Social Interactions and Group Behavior [GB]o Inheritance of Traits [IT]o Variation of Traits [VT]o Evidence of Common Ancestry and Diversity [CAD]o Natural Selection [NS]o Adaptation [A]o Biodiversity and Humans [BD]

Physical Sciences [PS]o Structure and Properties of Matter [SPM]o Chemical Reactions [CR]o Nuclear Processes [NP]o Forces and Motion [FM]o Types of Interactions [TI]o Stability and Instability in Physical Systems [SPS]o Definitions of Energy [DE]o Conservation of Energy and Energy Transfer [CE]o Relationship Between Energy and Forces [EF]o Energy in Chemical Processes and Everyday Life [CP]


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o Wave Properties [WP]o Electromagnetic Radiation [ER]o Information Technologies and Instrumentation [IT]

Engineering, Technology and Science [ETS] Connections

ETS Science and Engineering Practices

GRADE 5

Asking Questions and Defining Problems

Asking questions and defining problems in grades 35 builds from grades K2 experiences and progresses to specifying qualitative relationships.

Ask questions based on careful observations of phenomena and information. Ask questions of others to clarify ideas or request evidence.

Planning and carrying outinvestigations

Planning and carrying out investigations to answer questions or test solutions to problems in 35 builds on K2 experiences and progresses to include investigations that control variables and provide evidence to s upport explansolutions.

Plan and carry out investigations collaboratively, using fair tests in which variables are controlled and the number of trials considered. (c),(d),(e)

Make observations and measurements, collect appropriate data, and identify patterns that provide evidence to explain a phenomenon or test a design solution. (b),(c)

ETS Disciplinary Core IdeasGRADE 5

PS1.A: Structure and Properties of MatterInvestigate physical properties of materials and use the properties to distinguish one material from another. [Clarification Statement: Examples of physical properties can
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dissolving in water while sand does not; copper wire conducting electric current and shoelaces do not; a metal spoon conducting heat and a wooden spoon does not.]

Measurements of a variety of properties (e.g., hardness, reflectivity) can be used to identify materials. (Boundary: At this grade level, mass and weight are not disti nguished, and no attempt is made to defparticles or explain the atomic-scale mechanisms of evaporation and condensation.)

ETS Cross Cutting Concepts

GRADE 5

Structure and Function

Different materials have different substructures, which can sometimes be observed. Substructures have shapes and parts that serve functions.

ETS VocabularyGrade 5

Phenomena, Qualitative, Quantitative, Measure, Metric System, Metric Units, Testable question, Control, Fair experiment, Hypothesis, Variable, Outcome, InvestigationProcedure, Materials, Quality, Quantity, Thermometer, Pan balance scale, Graduated cylinder, Beaker, Ruler (metric), Timer, Length, Width, Height, Speed acceleration, TemperatureVolume, Raw data, Table, Graph, Diagram, Data, Central modes of tendencyMean, Median, Mode, Range, Faulty interpretation, Experimental error, Evidence, InterpretAccept, Tool, Technology, Invention, Impact, Criteria
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ETS Essential Questions & Enduring Understandings

Essential Question(s)

What tools, skills, knowledge, and practices are needed to conduct scientific inquiry? How can these tools, skills, knowledge, and practices be used to benefit society?

35

How can people work together to create better designs? How can we use technologies to make scientific discoveries, and use science t o develop new technologies? How and why are technologies created and improved, and how do they change our lives?

What is science? How does it differ from other disciplines? How do we come to know how the natural world works? How are scientific questions developed and answered? How is scientific knowledge generated and confirmed (validated)? What is a fair test? What tools, skills, knowledge, and practices are needed to conduct scientific inquiry? How can you use evidence to back up the conclusions you have drawn from your experiment?

68

How can different solutions to problems be compared, tested, and refined to arrive at the best design? How do science and engineering build on and stimulate each other? What are the factors that drive technological change, and how do t he technologies that are created affect society and the natural world?

912

How are quantitative investigations, analyses, and simulations used to define problems, and develop and refine solutions? How do science and engineering interact in the research and development cycle?


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How can alternative technologies be evaluated based on their relative costs, risks, and benefits?

Enduring Understanding(s)

Scientists use different kinds of investigations and tools to develop explanations by using evidence and knowledge. Science is method of deepening our understanding of the natural world through observation, experimentation, modeling, and dev eloping and evaluating explanations. We can apply our knowledge of the natural world to improve the quality of life and solve meaningful problems. The metric system is the internationally recognized and used system of measurement in science. Science is a practice of deepening our understanding of the natural world through observation, experimentation, modeling, and developing and evaluating explanations. Scientific knowledge develops as a result of carefully controlled investigations, observations, and analysis of the results t hat must be verified through replication. Measurement tools and standardized measurement systems, such as the internationally recognized metric system, allow people to more accurately describe the physical world.

ETS Common Core State Standards ConnectionsELA

Key Ideas and Details

SELA 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

SELA 2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

SELA 3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical

text based on specific information in the text.

Craft and Structure

SELA 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.


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SELA 5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or

information in two or more texts.

SELA 6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Integration of Knowledge and Ideas

SELA 7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a

problem efficiently.

SELA 8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which

point(s).

SELA 9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity

SELA 10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high

end of the grades 45 text complexity band independently and proficiently.

Mathematics

Earth and Space Science [ESS] ConnectionsESS Science and Engineering Practices

GRADE 5


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Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 35 builds on K2 and progresses to evaluating the merit and accuracy of ideas and methods.

Compare and synthesize across texts and other reliable media to acquire and generate appropriate scientific and technical information. Synthesize information in written text with that contained in corresponding tables, diagrams, and charts. Generate and communicate scientific information orally and in written formats using various forms of media and may i nclude tables, diagrams, and charts.

Developing and Using Models

Modeling in 35 builds on K2 models and progresses to building and revising simple models and using models to represent on events and design solutions.

Construct and revise models collaboratively to measure and explain frequent and regular events. Use simple models to describe phenomena and test cause and effect relationships concerning the functioning of a natural or designed system.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 35 builds on prior experiences in K2 and progresses to the use of evidence in constructing multiple explanations and designing multiple solutions.

Use evidence (e.g., measurements, observations, patterns) to construct a scientific explanation or solution to a problem.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 35 builds on K2 experiences and progresses to include investigations that control variables and provide evidence to su

explanations or design solutions. Make observations and measurements, collect appropriate data, and identify patterns that provide evidence to explain a phenomenon or test a design solution.

Using Mathematics and Computational ThinkingMathematical and computational thinking at the 35 level builds on K2 and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyzcompare alternative design solutions.

Analyze simple data sets for patterns that suggest relationships.

Analyzing and Interpreting DataAnalyzing data in 35 builds on K2 and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations.

Use data to evaluate and refine design solutions.
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ESS Disciplinary Core IdeasGRADE 5

PS4.B: Electromagnetic Radiation

A great deal of light travels through space to Earth from the sun and from distant stars. Because lenses bend light beams, they can be used, singly or in combination, to provide magnified images of objects too saway to be seen with the naked eye.

ESS1.A: The Universe and its Stars

The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their size and distance from Earth.

ESS1.B: Earth and the Solar System

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; daseasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year. [Note: Seasons are addressed ischool.]

PS4.B: Electromagnetic Radiation

A great deal of light travels through space to Earth from the sun and from distant stars. Because lenses bend light beams, they can be use d, singly or in combination, to provide magni fied images of objec ts tooaway to be seen with the naked eye.

PS4.C: Information Technologies and Instrumentation

Lenses can be used to make eyeglasses, telescopes, or microscopes in order to extend what can be seen. The design of such instruments is based on understanding how the path of light bends at the surface o

ETS2.A: Interdependence of Science, Engineering, and Technology

Tools and instruments (e.g., rulers, balances, thermometers, graduated cylinders, telescopes, microscopes) are used in scientific exploration to gather data and help answer questions about the natural world. Edesign can develop and improve such technologies.

ESS2.C: The Roles of Water in Earths Surface Processes

Water is found almost everywhere on Earth: as vapor; as fog or clouds i n the atmosphere; as rain or snow falling from clouds; as ice, snow, and running water on land and in the ocean; and as groundwater bensurface.

Nearly all of Earths available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction i s in streams, lakes, wetlands, and the atmosphere.

ESS2.A: Earth Materials and Systems

Earths 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 multiple ways to affect Earths surface materials and processes.
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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.

Human activities affect Earths systems and their interactions at its s urface.

ESS3.C: Human Impacts on Earth Systems

Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, ai r, and even outer space. But individuals and communities are doing things to help prresources and environments. For example, they are treating sewage, reducing the amounts of materials they use, and regulating sources of pollution such as emissions from factories and power plants or the ruagricultural activities.

ETS2.B: Interactions of Engineering, Technology, Science, Society, and the Natural Environment

Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), to decrease known risks (e.g., seatbelts in cars), and to meet societal demands (e.g., cell pho

ESS Cross Cutting Concepts

GRADE 5

Scale, Proportion, and Quantity

Natural objects and observable phenomena exist from the very small to the immensely large.

Patterns

Similarities and differences in patterns can be used to sort, classify, and analyze simple rates of change for natural phe nomena and design ed products. Cyclic patterns of change related to time can be used to mak

Systems and System ModelsA system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. A system can be described in terms of its components and their interactions.

Connections to Engineering, Technology, and Applications of Science

Influence of Engineering, Technology and Science on Society and the Natural World

Over time, peoples needs and wants change, as do their demands for new and improved technologies. Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known rimeet societal demands. When new technologies become available, they can bring about changes in the way people live and interact with one another.
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ESS VocabularyGrade 5

ESS Essential Questions and Enduring Understandings


What tools, skills, knowledge, and practices are needed to conduct scientific inquiry? How can these tools, skills, knowledge, and practices be used to benefit society?

35

What is science? How can people work together to create better designs? How can we use technologies to make scientific discoveries, and use science to develop new technologies? How and why are technologies created and improved, and how do they change our lives?

68

How can different solutions to problems be compared, tested, and refined to arrive at the best design? How do science and engineering build on and stimulate each other? What are the factors that drive technological change, and how do the technologies that are created affect society and the natural world?

912

How are quantitative investigations, analyses, and simulations used to define problems, and develop and refine solutions? How do science and engineering interact in the research and development cycle? How can alternative technologies be evaluated based on their relative costs, risks, and benefits?



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Scientific knowledge develops as a result of carefully controlled investigations which must be verified through replication. Science is method of deepening our understanding of the natural world through observation, experimentation, modeling, and dev eloping and evaluating explanations. We can apply our knowledge of the natural world to improve the quality of life and solve meaningful problems.

ESS Common Core State Standards Connections

ELA

Mathematics

Life Science [LS] ConnectionsLS Science and Engineering Practices

GRADE 5



Compare and synthesize across texts and other reliable media to acquire and generate appropriate scientific and technical information. Synthesize information in written text with that contained in corresponding tables, diagrams, and charts. Generate and communicate scientific information orally and in written formats using various forms of media and may include tables, diagrams, and charts.

Developing and Using Models

Modeling in 35 builds on K2 models and progresses to building and revising simple models and using models to represent on events and design solutions.

Use simple models to describe phenomena and test cause and effect relationships concerning the functioning of a natural or designed system. Construct a model using an analogy, example, or abstract representation to explain a scientific principle or design solution. Construct and revise models collaboratively to measure and explain frequent and regular events.

Asking Questions and Defining Problems
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Asking questions and defining problems in grades 35 builds from grades K2 experiences and progresses to specifying qualitative relationships.

Ask questions based on careful observations of phenomena and information. Ask questions of others to clarify ideas or request evidence.



Compare and synthesize across texts to acquire and generate appropriate scientific and technical information. Synthesize information in written text with that contained in corresponding tables, diagrams, and/or charts.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 35 builds on K2 experiences and progresses to include investigations that control variables and provide evidence to sexplanations or design solutions.

Make observations and measurements, collect appropriate data, and identify patterns that provide evidence to explain a phenomenon.

LS Disciplinary Core IdeasGRADE 5

LS2.A: Interdependent Relationships in Ecosystems

The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Either way, consumers. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as decomposers. Decomposition eventually restores (r

materials back to the soil for plants to use.

Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stableNewly introduced species can damage the balance of an ecosystem.

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, water, and minerals from the environment, and release waste matter (gas, liqui d, or solid) back into the environment.

LS1.C: Organization for Matter and Energy Flow in Organisms

Animals and plants alike generally need to take in air and water, animals must take in food, and plants need light and minerals. Food provides animals with the materials they need for body repair and growth and
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release the energy they need to maintain body warmth and for motion. Anaerobic life, such as bacteria in the gut, functions without air.

Plants acquire their material for growth chiefly from air and water and process matter they have formed to maintain their internal conditions (e.g., at night).

PS3.D: Energy in Chemical Processes and Everyday Life

Food and fuel also release energy when they are digested or burned. When machines or animals use energy (e.g., to move around), most often the energy is transferred to heat the surrou nding environment.

The energy released by burning fuel or digesting food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (Boundary: The fact that penergy from sunlight is introduced at this grade level, but details of photosynthesis are not.)

LS Cross Cutting Concepts

GRADE 5

Systems and System ModelsA system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. A system can be described in terms of its components and their interactions.

Energy and MatterMatter is made of particles. Matter flows and cycles can be tracked in terms of the weight of the substances before and after a process occurs. The total weight of the substances does not change. This is what is meconservation of matter. Matter is transported into, out of, and within systems. Energy can be transferred in various ways and between objects.

Energy can be transferred in various ways and between objects.

LS VocabularyGrade 5

Biology, life, signaling, self-sustaining, organisms, cells, multicellular, characteristics, sustain, metabolism, homeostasis, stimuli, reproduce, adapt, species, biosphere, plants, animals, fungi, protists, archaea, bacteria, domain
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archae, eukarya, Protista, fungi, plantae, animalia, specialize, function, living system, complementary, structure, tissue, organ, organelle, cell membrane, cytoplasm, mitochondria, vacuole, nucleus, endoplasmic reticulum, Gochloroplast, chlorophyll, photosynthesis, cell wall, rigid barrier; reproduction, life cycle, inherit, DNA, chromosome, gen, environmental/learned/acquired trait; gamete; fertilization; embryo; parent; offspring; inheritable trait; vasctransport system; xylem tubes; phloem tubes; vascular bundles; classify; microbe; microscopic; cellular respiration; protein, carbohydrate; fat; mineral; vitamin; volume; proportional; microscopy; eyepiece lens; tube; arm; basestage; revolving nosepiece or turret; objective lenses; rack stop; condenser lens; diaphragm or iris; optical power; m agnification; reversed; inverted; focal plane; objective lens; formulate; tentative; confirmation

LS Essential Questions and Enduring Understandings


5

How do living things interact with one another and with t he non-living elements of their environment?

How does matter and energy flow through the biosphere?

How do organisms reproduce and transmit hereditary information to offspring? How does natural selection explain how organisms have changed over time? (How can we explain the diversity of life on Earth?) How does a change in any one environmental factor affect organisms? Why do offspring resemble their parents? What is the difference between living and non-living things?


All living things are made of cells that perform functions necessary for life. All living and non-living matter is connected. All living things depend on the conditions in their environment. Matter and energy flow through the biosphere.


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Plants and animals reproduce and transmit hereditary information to offspring. The diversity of life we observe has developed in response to a continually changing environment.

LS Common Core State Standards Connections

ELA

Mathematics

Physical Science [PS] ConnectionsPS Science and Engineering Practices

GRADE 5

Developing and Using ModelsModeling in 35 builds on K2 models and progresses to building and revising simple models and using models to represent on events and design solutions.

Use simple models to describe phenomena and test cause and effect relationships concerning the functioning of a natural or designed system.

Construct a model using an analogy or abstract representation to explain a scientific principle or design solution. (c)

Engaging in Argument from EvidenceEngaging in argument from evidence in 35 builds from K2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and des

Construct and support scientific arguments drawing on evidence, data, or a model.

Planning and Carrying Out InvestigationsPlanning and carrying out investigations to answer questions or test solutions to problems in 35 builds on K2 experiences and progresses to include investigations that control variables and provide evidence to suexplanations or design solutions.

Formulate questions and predict reasonable outcomes based on patterns such as cause and effect relationships. Make observations, collect appropriate data, and identify patterns that provide evidence to explain a phenomenon.

Plan and carry out investigations collaboratively, using fair tests in which variables are controlled and the number of trials considered.
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Make observations and measurements, collect appropriate data, and identify patterns that provide evidence to explain a phenomenon or test a design solution.

Using Mathematics and Computational ThinkingMathematical and computational thinking at the 35 level builds on K2 and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyzcompare alternative design solutions.

Use standard units to measure area, volume, weight, and temperature.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 35 builds on prior experiences in K2 and progresses to the use of evidence in constructing multiple explanations and designing multiple solutions.

Apply scientific knowledge to solve design problems. (d)

Use evidence (e.g., measurements, observations, patterns) to construct a scientific explanation or solution to a problem.



Compare and synthesize across texts and other reliable media to acquire and generate appropriate scientific information. Generate and communicate scientific and/or technical information orally and/or in written formats using various forms of media and may include tables, diagrams, and charts.

PS Disciplinary Core IdeasGRADE 5

PS2.A: Forces and Motion

The patterns of an objects motion in various situations can be observed and measured; when that past motion exhibits a regul ar pattern, future motion can be predicted from it.
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PS2.C: Stability and Instability in Physical Systems

A system can change as it moves in one direction (e.g., a ball rolling down a hill), shift back and forth (e.g., a swinging pendulum), or go through cyclical patterns (e.g., day and night).

PS2.A: Forces and Motion

Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not can cause changes in the objects speed or direc tion of motion.

PS2.C: Stability and Instability in Physical Systems

Examining how the forces on and within the system change as it moves can help explain a systems patterns of change.

A system can appear to be unchanging when processes within the system are going on at opposite but equal rates (e.g., water behind a dam is at a constant height because water is flowing in at the same is flowing out).

Changes can happen very quickly or very sl owly and are sometimes hard to see (e.g., plant growth). Conditions and properties of the objects within a system affect how fast or slowly a process occ urs (e.conduction rates).

PS2.B: Types of Interactions

Objects in contact exert forces on each other (friction, elastic pushes and pulls). Electric, magnetic, and gravitational forces between a pair of objects do not require that the objects be in contact for exampush or pull at a distance. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to eac

ETS2.A: Interdependence of Science, Engineering, and Technology

Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process.

PS3.A: Definitions of Energy

The faster a given object is moving, the more en ergy it possesses. Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (Boundary: At this grade level, made to give a precise or complete definition of energy.)
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PS3.B: Conservation of Energy and Energy Transfer

Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, sotypically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.

Light also transfers energy from place to place. For example, energy radiated from the sun is transferred to the earth by light. When this l ight is absorbed, it warms Earths land, air, and water and facilitates p

Energy can also be transferred from place to place by electric currents, which can then be used loc ally to produce motion, sound, heat, or light. The currents may have b een produced to begi n with by transfo

energy of motion into electrical energy (e.g., moving water driving a spinning turbine which generates electric currents).

PS3.C: Relationship Between Energy and Forces

When objects collide, the contact forces transfer energy so as to change the objects motions. Magnets can exert forces on ot her magnets or on magnetizable materials, causing energy transfer between tleading to changes in motion) even when the objects are not touching.

PS3.D: Energy in Chemical Processes and Everyday Life

The expression produce energy typically refers to the conversion of stored energy into a desired form for practical use for example, the stored energy of water behind a dam is released so that it flows ddrives a turbine generator to produce electricity.

It is important to be able to concentrate energy so that it is available for use where and when it is needed. For example, batteries are physically transportable energy storage devices, whereas electricity genpower plants is transferred from place to place through distribution systems.

ETS1.A: Defining Engineering Problems

Possible solutions to a problem are li mited by available materials and resources (constraints). The succ ess of a designed solution is determined by considering the desired features of a sol ution (criteria). proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.
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lead science 5th scope updated 07042012

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