Download 5th Grade “I Can Statements”

5th Grade “I Can Statements”
Unit One: Measuring Changes in Motion
Force Interactions:
I can demonstrate a force by pushing or pulling an object and changing its speed or
direction.
I can move an object by touching it (by pushing or pulling).
I can move an object without touching it (by using gravity, magnets, or electricity).
I can show how to change the motion of an object using contact forces.
I can show how to change the motion of an object using non-contact forces.
Force:
I can demonstrate a force by pushing or pulling an object and changing its speed or
direction in the direction of the force.
I can explain demonstrate that two forces acting on an object in the same direction will
make the object move (accelerate – speed up, slow down, &/or change direction) in the
same direction as the forces.
I can explain that two forces acting on an object in opposite directions and of equal strength
will balance each other (zero net force) so that the motion of the object will not change.
I can explain that two forces acting on an object in opposite directions and of unequal
strength are unbalanced (non-zero net force).
I can explain how forces that are balanced on an object that is moving will cause the object
to keep moving in a straight line at the same speed.
I can explain how forces that are balanced on an object at rest will cause the object to stay
at rest.
I can explain how unbalanced forces will cause an object at rest to move in the direction of
the force.
I can explain how unbalanced forces will cause an object in motion to speed up, slow down,
&/or change direction.
I can explain that the greater the mass of an object, the greater the force is needed to
change its motion.
I can explain that the greater (or weaker) the unbalanced force that causes a change in
motion, the greater (or weaker) the change in the motion of the object.
Speed:
I can describe the motion of an object in relation to a reference point using the terms up,
down, right, left, north, south, east, west, forward, and backward.
I can describe an object's motion by its speed, distance, and time using the formula,
S=D/T.
I can describe the direction of the motion of an object in relation to a reference point using
the terms up, down, right, left, north, south, east, and west.
I can describe distance by measuring the space between two things or points using
millimeters, centimeters, meters, and kilometers.
I can describe an object's motion by measuring its position and speed.
I can describe an object's position by measuring and graphing its changes over time.
I can describe an object's speed by measuring and graphing its changes over time.
I can represent motion on a position versus time graph.
I can represent motion on a speed versus time graph.
Unit Two: Animal Systems
I can identify the purpose of the digestive system of animals/humans.
I can identify the purpose of the circulatory system of animals/humans .
I can identify the purpose of the respiratory system of animals/humans.
I can identify the purpose of the skeletal system of animals/humans.
I can identify the purpose of the muscular system of animals/humans.
I can identify the purpose of the nervous system of animals/humans.
I can identify the purpose of the excretory system of animals/humans.
I can identify the purpose of the reproductive system of animals/humans.
I can explain how two or more systems work together during a sports activity.
I can explain that all of an animal's systems are working all the time, even when the animal
is resting.
Unit Three: Evolution and Traits
Heredity:
I can identify similar genetic (inherited) traits passed on from parents to their young.
I can explain that environmental factors such as differences in soil minerals, sun exposure,
or water availability may cause variations in an individual plant's growth.
I can explain that environmental factors such as differences in nutrition or disease exposure
may cause variations in an individual animal's growth.
I can identify specific, common inherited traits of plants and animals.
I can identify acquired traits of plants and animals that may result from environmental
conditions such as amputation of a limb, scars, learned knowledge, or small size due to lack
of food (animals) or sunlight (plants).
Evolution (Species Adaptation and Survival):
I can explain how behavioralcharacteristics (learning, habit, instinct) can help animals
survive in their environment.
I can give an example of a learned behavior that helps an animal survive.
I can give an example of a habit that helps animals survive.
I can give an example of an instinct that helps animals survive.
I can describe some physicalcharacteristics that help organisms (plants and animals)
survive in their environment.
I can describe how fossil evidence shows how living things and environmental conditions
have changed over time.
I can link catastrophic events (volcanic eruptions, floods, asteroid impact, tsunami) to
specific changes in environmental conditions.
I can link environmental changes (due to catastrophic events) to species extinction.
Evolution (Relationships Among Organisms):
I can compare and contrast species appearance based on anatomical features.
I can tell how closely related two species are based on similarities in anatomical features.
Unit Four: Position and Motion of Objects in the Sky
Seasons:
I can show the tilt of the earth on its axis using a model.
I can show that the earth revolves or orbits around the sun using a model.
I can show that the earth's axis always tilts toward the North Star, which causes the North
Pole to tilt toward the sun during part of the revolution and away from the sun during part
of it.
I can show and explain that the Northern Hemisphere gets more direct sunlight during the
time the North Pole is tilted toward the sun, and that is summer (in the Northern
Hemisphere).
I can show and explain that the sun hits the Northern Hemisphere at a shallower angle
when the North Pole is tilted away from the sun, and that causes winter (in the Northern
Hemisphere).
I can show and explain that one revolution of the earth around the sun takes one year.
Solar System:
I can design a model of the solar system showing the sun at the center, planets in the
correct order and relative distance from the sun, dwarf planets, comets, and asteroids.
Solar System (Motion):
I can describe each planet's unique orbital period (year) and rotational period (day).
I can explain that planets stay in an orbit around the sun due to the gravity between the
sun and the planets.
I can explain that a moon is a natural satellite that orbits a larger body (like a planet).
I can explain that six of the planets in our solar system have moons, including Earth.
I can explain that our moon revolves around the earth and rotates on its axis, and because
both take the same amount of time, we always see the same side of the moon.
I can explain that the moon reflects light from the sun, and it appears to change shape
because its revolution around the earth causes it to show different portions of the lit half.
I can explain that because of the earth's counterclockwise rotation, the moon and sun seem
to rise in the east and set in the west.
I can explain that the constellations in the northern hemisphere also appear to move around
a point above the earth's North Pole (Polaris).
I can explain that the constellations in the southern hemisphere also appear to move around
a point above the earth's South Pole.
I can explain that different constellations are seen at different times of the year and in
different positions because the earth is in different positions as it revolves around the sun.
I can explain that people in the northern and southern hemispheres see different
constellations because the earth is in different position as it revolves around the sun.
I can describe and demonstrate with models or drawings that a lunar eclipse occurs when
the sun, Earth, and full moon are aligned with the earth in the middle, and the moon passes
through the earth's shadow.
I can describe and demonstrate with models or drawings that a solar eclipse occurs when
the new moon passes between the sun and the earth so that the sun's light is blocked, and
the moon's shadow falls on the earth.
I can explain that an eclipse does not happen each month because the moon's orbit is tilted
a little above or below the earth's orbit.
I can explain that tides are the rise and fall of the ocean's surface caused mainly by the
moon's gravitational pull on the earth.
I can explain that the earth's gravitational pull on the moon is stronger because it is more
massive, and it holds the moon in its orbit around the earth.
I can explain that the moon's gravitational pull on the earth is weaker, but it is strong
enough to make the ocean waters bulge toward the moon. This bulge is called a high tide.
I can explain that another high tide occurs on the side of the earth opposite of the moon
where the moon's gravitational pull is weakest.
I can explain that the ocean waters drawn in to form the two high tides come from the
remaining waters at the sides. These lower levels are called low tides.
I can explain that the earth has two high tides and two low tides every 24 hours because of
the earth's rotation every 24 hours.
I can explain that the actual times of the high and low tides changes each day because the
moon rises about 50 minutes later each day.