Science Grade 5 Student Monitoring Plan

Name: School Year:      
 
Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.
Constructing Knowledge
  Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
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Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same.
           
Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes.
           
Explain that comparisons of data might not be fair because some conditions are not kept the same.
           
Identify possible reasons for differences in results from investigations including unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations.
           
Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest:
  • Millimeter - length
  • Square centimeter - area
  • Milliliter - volume
  • Newton - weight
  • Gram - mass
  • Second - time
  • Degree C - temperature
           

 
Applying Evidence and Reasoning
  Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such reasons when given by others.
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Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and investigations.
           
Offer reasons for their findings and consider reasons suggested by others.
           
Review different explanations for the same set of observations and make more observations to resolve the differences.
           

 
Communicating Scientific Information
  Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
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Make use of and analyze models, such as tables and graphs to summarize and interpret data.
           
Construct and share reasonable explanations for questions asked.
           

 
Technology

January 2008

 

Science Grade 5 Student Monitoring Plan

Name: School Year:      
 
Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.
Materials and Processes That Shape A Planet
  Cite and describe the processes that cause rapid or slow changes in Earth's surface.
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Identify and describe events such as tornadoes, hurricanes, volcanic eruptions, earthquakes, and flooding which change surface features rapidly.
           
Cite examples that demonstrate how the natural agents of wind, water, and ice produce slow changes on the Earth's surface such as carving out deep canyons and building up sand dunes.
           

 
  Explain how rock is formed from combinations of different minerals and that smaller rocks come from the breakage and weathering of bedrock (solid rock underlying soil components) and larger rocks; soil is made partly from weathered rock, partly from plant remains-and also contains many living organisms.
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Observe and classify a collection of minerals based on their physical properties.
  • Color
  • Luster
  • Hardness
  • Streak
           
Identify and compare the properties of rocks that are composed of a single mineral with those of other rocks made of several minerals using their physical properties.
           
Describe ways that the following processes contribute to changes always occurring to the Earth's surface.
  • Weathering
  • Erosion
  • Depositition
           

 
Astronomy
  Identify and compare properties, location, and movement of celestial objects in our solar system.
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Identify the properties of the planet Earth that make it possible for the survival of life as we know it.
  • Temperature
  • Location
  • Presence of an atmosphere
  • Presence of water (solid, liquid, and gas)
           

 
  Recognize and describe the causes of the repeating patterns of celestial events.
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Recognize and describe that the rotation of planet Earth produces observable effects
  • The day and night cycle.
  • The apparent movement of the sun, moon, planets, and stars
           
Recognize and describe that the revolution of the planet Earth produces effects.
  • The observable patterns of stars in the sky stay the same although different stars can be seen in different seasons.
  • Length of year
           

 
Interactions of Hydrosphere and Atmosphere
  Recognize and describe that the amount of water on Earth continues to stay the same even though it may change from one form to another.
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Describe how water on Earth changes.
  • Condensation
  • Precipitation
  • Evaporation
           
Explain that the sun is the main source of energy that causes the changes in the water on Earth.
           

 

January 2008

 

Science Grade 5 Student Monitoring Plan

Name: School Year:      
 
Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
Diversity of Life
  Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all.
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Identify and describe features and behaviors of some of the plants and animals living in a familiar environment and explain ways that these organisms are well suited to their environment.
           
Based on information about the features and behaviors of animals and plants from very different environments describe reasons that they might not survive if their environment changed or if they were moved from one environment to another.
           

 
Cells
  Provide evidence from observations and investigations to support the idea that some organisms consist of a single cell.
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Cite evidence from data gathered that supports the idea that most single celled organisms have needs similar to those of multicellular organisms.
           

 
  Investigate and provide evidence that living things are made mostly of cells that can be seen and studied only through a microscope.
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Use microscopes and pictures to investigate, describe with drawings, and compare the cells in a variety of multicellular organisms, such as cells in elodea and onions; muscle cells, nerve cells, skin cells, etc in animals.
           
Select information gathered from readings that provides evidence that some organisms' cells vary greatly in appearance and perform very different roles in the organism .
           

 
Flow of Matter and Energy
  Recognize that some source of energy is needed for all organisms to grow and survive.
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Identify the sun as the primary source of energy for all living organisms.
  • Plants use sunlight to make food
  • Plants and animals use food for energy and growth
           
Cite evidence from observations and research that some insects and various other organisms depend on dead plant and animal material for food.
           

 

January 2008

 

Science Grade 5 Student Monitoring Plan

Name: School Year:      
 
Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
Conservation of Matter
  Cite evidence to support the statement that, "No matter how many parts of an object are assembled, the mass of the whole object made is always the same as the sum of the parts."
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Use evidence from investigations with a variety of materials, such as water to describe how matter can change from one form to another without the loss of any mass.
           
Describe the relationship between the masses of whole objects to the sum of the mass of their parts using appropriate tools to gather supporting data.
           

 
States of Matter
  Provide evidence from investigations to identify the processes that can be used to change materials from one state of matter to another.
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Observe and describe the changes heating and cooling cause to the different states in which water exists.
  • Heating causes: ice (solid) to melt forming liquid water; liquid water to evaporate forming water vapor (gas).
  • Cooling causes: liquid water to freeze forming ice (solid); water vapor (gas) to form liquid water.
           
Based on data explain the importance of water's ability to exist in all three states within the temperatures normally found on Earth.
           

 
Physical and Chemical Changes
  Provide evidence to illustrate that when a new material is made by combining two or more materials, its properties are different from the original materials.
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Investigate and describe what happens to the properties of materials when several materials are combined to make a mixture, such as table salt and pepper; various kinds of nuts, chocolate pieces, and coconut; sugar dissolved in milk
           

 

January 2008

 

Science Grade 5 Student Monitoring Plan

Name: School Year:      
 
Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
Mechanics
  Describe the motion of objects using distance traveled, time, direction, and speed.
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Observe, describe, and compare types of motion.
  • Uniform motion as equal distances traveled in equal times, such as escalators, conveyor belts.
  • Variable motion as different distances traveled in equal times, such as an accelerating car, falling objects.
  • Periodic motion as motion that repeats itself, such as a child on a swing, a person on a pogo stick.
           
Use measurements to describe the distance traveled as the change in position.
           

 
  Explain that the changes in the motion of objects are determined by the mass of an object and the amount (size) of the force applied to it.
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Observe and give examples that show changes in speed or direction of motion are caused by an interaction of forces acting on an object:
  • Friction
  • Gravity
           
Observe and explain the changes in selected motion patterns using the relationship between force and mass.
           

 
Wave Interactions
  Provide evidence to show that light travels in a straight line until it is reflected or refracted.
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Observe and describe the images formed by a plane mirror.
  • Size of the image
  • Apparent distance of the image from the mirror
  • Front-to-back reversal in the image.
           
Based on observations trace the path of a ray of light before and after it is reflected (bounces) off a plane mirror.
           

 

January 2008

 

Science Grade 5 Student Monitoring Plan

Name: School Year:      
 
Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
Natural Resources and Human Needs
  Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs.
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Identify and compare Maryland's renewable resources and nonrenewable resources.
           
Describe how humans use renewable natural resources, such as plants, soil, water, animals.
           
Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals
           

 
Environmental Issues
  Recognize and describe that consequences may occur when Earth's natural resources are used.
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Explain how human activities may have positive consequences on the natural environment.
  • Recycling centers
  • Native plantings
  • Good farming practice
           
Explain how human activities may have a negative consequence on the natural environment.
  • Damage or destruction done to habitats
  • Air, water, and land pollution
           
Identify and describe that an environmental issue affects individual people and groups of people differently.
           

 

January 2008