Thorughout all units and activities in Science, the following process skills will be evident:

(1)  Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process."

(2)  Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

 

(3)  The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 50% of instructional time.

 

(4)  In Grade 5, investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

 

(A)  Within the physical environment, students learn about the physical properties of matter, including magnetism, physical states of matter, relative density, solubility in water, and the ability to conduct or insulate electrical and heat energy. Students explore the uses of light, thermal, electrical, and sound energies.

(B)  Within the natural environment, students learn how changes occur on Earth's surface and that predictable patterns occur in the sky. Students learn that the natural world consists of resources, including nonrenewable, renewable, and alternative energy sources.

(C)  Within the living environment, students learn that structure and function of organisms can improve the survival of members of a species. Students learn to differentiate between inherited traits and learned behaviors. Students learn that life cycles occur in animals and plants and that the carbon dioxide-oxygen cycle occurs naturally to support the living environment.

Science: 2nd Unit

Please note that the pacing and order of these objectives is subject to change.

Earth's Changing Surface

Patterns in the Natural World

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(7) The student knows Earth’s surface is constantly changing and consists of useful resources.

7A Explore the processes that led to the formation of sedimentary rocks and fossil fuels.

7B Recognize how landforms such as deltas, canyons and sand dunes are the result of changes to Earth’s surface by wind, water, and ice.

7C Identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels.

7D Identify fossils as evidence of past living organisms and the nature of the environments at the time using models.

 

(8) The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system.

            8A Differentiate between weather and climate.

            8B Explain how the sun and the ocean interact in the water cycle.

            8C Demonstrate that Earth rotates on its axis once approximately every 24 hours causing

            the day/night cycle and the apparent movement of the sun across the sky.

            8D Identify and compare the physical characteristics of the Sun, Earth, and Moon.