Download 5th grade science objectives

5TH GRADE SCIENCE OBJECTIVES
Well planned objectives make for easy assessment. The objectives become a question on the test!
See Doug Henderson’s test on page 351.
5thGradeScienceObjectives
Unit 3: Living Things
5. S.3.2.1
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Communicate how plants convert energy from the Sun through
photosynthesis
U3A: The student will explain how plants make food.
U3B: The student will complete a diagram of the process of photosynthesis.
U3C: The student will identify four environmental needs of plants.
U3D: The student will define chloroplasts.
U3E: The student will list and be able to label on a diagram the important parts of
a plant (roots, stem, and leaves).
U3F: The student will describe what functions the roots, stem, and leaves of a
plant carry out.
U3G: The student will describe xylem and their function
U3H: The student will describe phloem and their function
U3I: The student will describe stomata and their function
Curriculum: 4UA3.1: Needs of Plants (Photosynthesis)
5UA4.1: Plant parts (Photosynthesis)
BrainPOP:
Photosynthesis, Plant Growth
Vocabulary: Carbon dioxide, nutrients, photosynthesis, chlorophyll, roots, stems, leaves,
chloroplasts, xylem, phloem, stomata
Labs: Colored celery, 4UE3.1, 5UE4.1
5.S.3.3.1
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Compare and contrast the structural differences between plant and animal
cells
U3J: The student will explain that all living things are made up of one or more
cells.
U3K: The student will explain that different kinds of cells have different parts
U3L: The student will describe structures that are found in cells
U3M: The student will explain processes that take place in cells
U3N: The student will discuss the processes that take place in cells
U3O: The student will label the organelles of a plant cell
U3P: The student will label the organelles of an animal cell
U3Q: The student will compare the functions and structures of plant and animal
cells
Curriculum: 4UA1.1: What Are Cells
5UA1.1: Cells
6UA1.1: How Plant and Animal Cells Differ
Doug Henderson - Deary Elementary - Deary, ID
60
Teaching for Excellence: Science
5TH GRADE SCIENCE OBJECTIVES CONTINUED
BrainPOP:
Cells, Cell Structures, Cell Specialization
Vocabulary: cell, cell membrane, cytoplasm, mitochondria, chloroplast, vacuole, nucleus,
chromosome, nuclear membrane, DNA, diffusion, osmosis, tissue, organ, system, microorganism
Labs:
5.S.3.3.2
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Explain the concept that traits are passed from parents to offspring
U3R: The student will define inherited trait
U3S: The student will define dominant trait
U3T: The student will define recessive trait
U3U: The student will define gene
U3V: The student will identify genes as the inherited factors that determine traits
U3W: The student will use a Punnett Square to predict traits of offspring
Curriculum: 5UA3.3: Inherited Traits
6UA1.3: How Traits are Inherited
BrainPOP:
Genetics, Heredity
Vocabulary: Inherited trait, dominant trait, recessive trait, gene, Punnett Square
Labs:
5.S.1.5.1
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Explain the relationship between shape and use
U3K
U3L
U3Q
Curriculum: Ongoing throughout unit
Doug Henderson - Deary Elementary - Deary, ID
Chapter 4 - Classroom Curriculum Alignment
61
5TH GRADE SCIENCE OBJECTIVES CONTINUED
Unit 2: Physical Science
Subject:
5th Grade Science
Unit Length: 20 Blocks
Teacher:
Henderson
State Standards and Teacher Created Objectives:
5.S.2.1.2
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Compare the physical differences among solids, liquids and gases
U2A: The student will identify that matter has three common states: solid, liquid,
and gas, and will be able to describe the properties of each state. (K)
U2B: The student will compare the physical properties of matter by describing the
particles of three states of matter. (U)
U2C: The student will identify at least ten physical properties of matter. (K)
U2D: The student will recognize at least five observable physical properties. (K)
U2E: The student will recognize at least five measurable physical properties. (K)
U2F: When given an object, the student will be able to find its mass, density,
buoyancy, and volume using the appropriate tools. (D)
5.S.2.1.3 Explain the nature of physical change and how it relates to physical properties
x U2G: The student will define physical change (K)
x U2H: The student will explain what happens to a substance during a physical
change. (U)
x U2I: The student will describe the arrangement of particles as a substance changes
its state of matter. (U)
x U2J: The student will recognize that during a physical change, the particles that
make up a substance do not change, only their arrangement changes. (U)
x U2K: The student will identify six different physical changes. (K)
5.S.2.1.1
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Describe the differences among elements, compounds, and mixtures
U2L: The student will identify an atom and its major parts (K)
U2M: The student will describe an element as a substance made up of only one
type of atom. (K)
U2N: The student will describe and compare the properties of metals. (U)
U2O: The student will describe how the elements are grouped in the periodic
table. (U)
U2P: The student will identify a compound as a substance made up of two or
more elements. (K)
U2Q: The student will describe how mixtures are made. (K)
U2R: The student will describe how to separate mixtures. (K)
U2S: The student will identify different kinds of mixtures and solutions. (K)
Doug Henderson - Deary Elementary - Deary, ID
62
Teaching for Excellence: Science
5TH GRADE SCIENCE OBJECTIVES CONTINUED
Vocabulary
Matter
Mass
Solid
Liquid
Gas
Volume
Density
Solution
Dissolve
Solubility
Buoyancy
Physical properties
Weight
Evaporation
Condensation
Ductility
Texture
Sublimation
Melting
Freezing
Boiling
Boiling point
Melting point
Physical change
Nucleus
Proton
Neutron
Electron
Element
Atom
Molecule
Periodic table
Compound
Mixture
Solution
Suspension
Colloid
Sprinkle
Shower
Soak
Doug Henderson - Deary Elementary - Deary, ID
Chapter 4 - Classroom Curriculum Alignment
63