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5TH GRADE SCIENCE
PHYSICAL SCIENCES
Elements and their combinations account for all the varied types of matter in the world.
a. Students know: during chemical reactions the atoms in the reactants rearrange to form products with
different properties
b. Students know: all matter is made of atoms, which may combine to form molecules
http://www.elmhurst.edu/~chm/vchembook/101Aatoms.html
a. Oxygen (O2)
b. Water (H20)
c. Carbon Dioxide (CO2)
d. Methane (CH4)
c. Students know: the properties of metals, as well as the difference between a pure element and a
combination of elemental metals
www.bbc.co.uk/schools/ks3bitesize/science/chemistry/m_m_chem_props_intro.shtml
a. Metals conduct heat and electricity
b. Metals have luster (shininess)
c. Metals are malleable
d. Metals are ductile
e. Metals have a large range of melting temperatures
f. Pure metals:
i. Aluminum (Al)
ii. Iron (Fe)
iii. Nickel (Ni)
iv. Copper (Cu)
v. Silver (Ag)
vi. Gold (Au)
g. Metal alloys (a combination of pure metal elements):
i. Brass = copper + zinc
d. Students know: each element is made of one kind of atom and that the elements are organized in the
periodic table by their chemical properties.
http://www.elmhurst.edu/~chm/vchembook/102Aelement.html
a. All matter is made of atoms
b. An element cannot be reduced into smaller substances (made up of identical atoms)
c. Properties of elements are determined entirely by their atoms (made of one kind of atom; gold is an
element made up entirely of gold atoms)
d. Atomic number is the most important property. It is on the periodic table along with symbol and
name of element. Atomic number increases from left to right and move line by line down the PT.
Atomic number represents the number of protons in an atom of an element. (Electrons = Protons)
e. Students know: scientists have developed instruments that can create discrete images of atoms and
molecules that show that the atoms and molecules often occur in well-ordered arrays.
a. Electron microscopes
b. Scanning tunneling microscopes
f. Students know: differences in chemical and physical properties of substances are used to separate mixtures
and identify compounds.
a. Every compound has a unique set of chemical and physical properties
b. Identify compounds by chemical reactions
http://www.elmhurst.edu/~chm/vchembook/105Achemprop.html
i. Change in acidity
ii. Formation of precipitates (a solid substance separated out from a solution)
iii. Change in color
c. Mixtures separated out by their physical properties
http://www.elmhurst.edu/~chm/vchembook/104Aphysprop.html
i. Appearance
ii. Texture
iii. Color
iv. Odor
v. Melting point
vi. Density
vii. Solubility
viii. Polarity
ix. States of matter
1. Solid
2. Liquid
3. Gas
d. Student know: properties of solid, liquid, gaseous substances. Compare using solubility, boiling &
freezing points, sublimation, and reactivity.
i. Sugar (C6H12O6)
ii. Water (H2O)
iii. Helium (He)
iv. Oxygen (O2)
e. Students know: living organisms and most materials are made up of just a few elements.
i. Earth’s crust has 8 elements
f. Students know: the common properties of salts, such as sodium chloride (NaCl)
i. Salts- compounds typically made of metal (Sodium) and nonmetal (Chlorine)
ii. Hard and brittle
iii. High melting temperatures
iv. Soluble in water
v. When dissolved, conduct electricity
LIFE SCIENCES
Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials.
a. Students know: multicellular organisms have specialized structures to transport materials.
b. Students know:
a. how blood circulates (heart chambers, lungs, and body)
b. how carbon dioxide and oxygen are exchanged (lungs & tissues)
c. Students know: sequential steps of digestion. (The Digestion Question (202 SCI Inv.)
a. Role of teeth and mouth
b. Role of esophagus
c. Role of stomach
d. Role of small intestine
e. Role of large intestine
f. Role of colon
d. Students know: role of kidney in removing cellular waste from blood and converting it into urine, which is
stored in the bladder.
e. Students know: how vascular plants transport sugar, water & minerals
f. Students know: the use of carbon dioxide and energy from the sun build molecules of sugar and release
oxygen.
g. Students know how human and animal cells break down sugar to get energy (Process of cellular respiration)
EARTH SCIENCES
Water on Earth moves between the oceans and land through the processes of evaporation and condensation.
a. Students know: most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s
surface.
a. ¾ of Earth’s surface is covered by water
b. The amount of fresh water is very small.
b. Students know: when liquid water evaporates, it turns into water vapor in the air and can reappear as a
liquid when cooled or as a solid if cooled below the freezing point of water.
a. Water Cycle
c. Students know: water vapor in the air moves from one place to another and can form fog or clouds, which
are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
a. Water Cycle
b. Atmospheric Circulation
c. Tools to measure weather
d. Relationship between water vapor in the air (humidity), air temperature, and likelihood of rainfall or
snowfall.
d. Students know: that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is
limited and that its availability can be extended by recycling and decreasing water usage.
a. Water quality affected by usage
b. Water resources are managed at all government levels
c. Water resources depend on:
i. Annual rainfall collected in watersheds
ii. Pumping of groundwater
iii. Importing of water from rivers
iv. Reclamation of water
e. Students know: the origin of water used locally (can’t be tested)
Energy from the Sun heats Earth evenly, causing air movements that result in changing weather patterns.
a. Students know: uneven heating of Earth causes air movements (convection currents.)
i. Local and global temperature differences
ii. Heat varies with latitude, because of the height of the Sun
1. Lower Sun elevation = less direct radiation
2. Polar regions are cold because Sun low in sky
3. Regions closer to equator are hot because Sun rays more direct
4. Warm air rises/cold air falls/ causing convection currents (WIND)
b.
c.
d.
e.
iii. Cause of local and global winds
Students know: the influence that the ocean has on the weather and the role that the water cycle
plays in weather patterns.
i. Temperatures would be more extreme w/out influence of the oceans.
ii. Large bodies of water can absorb a great deal of heat w/out changing temp.
iii. Heat as well as water is transported (a natural way for the Earth to even out the
temperatures on Earth)
iv. Air in contact w/water causes the water to temper
Students know: the causes and effects of different types of severe weather
i. Hurricanes
ii. Monsoons
iii. Tornadoes
iv. Thunderstorms
v. Warm air less dense than cold air
vi. Air always flows from areas of high pressure to areas of lower pressure, creating winds
vii. Fronts
viii. Wind patterns
Students know: how to use weather maps and data to predict local weather and know that
weather forecasts depend on many variables.
i. Air temp
ii. Air pressure
iii. Precipitation
iv. Air flows from regions of high pressure to regions of low pressure
v. Weather fronts tend to move west to east in North America
vi. Use low pressure/high pressure areas to predict weather elsewhere
Students know: that the Earth’s atmosphere exerts a pressure that decreases with distance above
Earth’s surface and that at any point it exerts this pressure equally in all directions.
i. Atmospheric pressure = weight of air expressed in square unit area (cm2)
ii. Air has mass
iii. Air is pulled by gravity toward Earth’s center
iv. Atmospheric pressure is greatest near Earth’s surface at sea level & becomes less with
increasing height
The solar system consists of planets and other bodies that orbit the Sun in predictable paths.
a. Students know: the Sun, an average star, is the central and largest body in the solar system and is
composed primarily of hydrogen and helium.
a. Sun is one million times the volume of Earth.
b. Gravitational attraction between the planets and the Sun
c. Fusion of hydrogen and helium produce most of the Sun’s energy
b. Students know: the solar system includes the planet, Earth, the Moon, the Sun, eight other planets and
their satellites, and smaller objects, such as asteroids and comets.
a. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto (dwarf)
b. Most planets have moons in orbit around them
c. Asteroids and comets have irregular orbits about the Sun
c. Students know: the path of a planet around the Sun is due to the gravitational attraction between the Sun
and the planet.
a. Planets move in an elliptical
b. Gravity causes a pull or attraction between the mass of each planet and the mass of the Sun.
c. This pull continually deflects a planet’s path toward the Sun and produces its orbit
Scientific progress is made by asking meaningful questions and conducting careful investigations. Students should
develop their own questions and perform investigations.
a. Classify objects in accordance with appropriate criteria
b. Develop a testable question
c. Plan and conduct a simple investigation based on a student-developed question and write instructions
others can follow to carry out instructions others can follow to carry out the procedure.
d. Identify the dependent and controlled variables in an investigation.
e. Identify a single independent variable in a scientific investigation and explain how this variable can be used
to collect information to answer a question about the results of the experiment.