Download 5th Grade Science Learning Targets

Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
Content Vocabulary
*Assess
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Resources
Assessment
Science Processes - Inquiry Process
S.IP.M.1
Develop an understanding that scientific inquiry and
reasoning involves observing, questioning,
investigating, recording, and developing solutions to
problems.
Generating - Application
Conducting - Application
Inquiry involves generating questions, conducting
investigations, and developing solutions to problems
through reasoning and observation.
S.IP.05.11
S.IP.05.12
S.IP.05.15
S.IP.05.12
S.IA.05.12
S.IP.05.13
Question
Investigations
Solutions
Reasoning
Observation
Generate scientific questions based on observations, Generate - Synthesis
investigations, and research.
Investigations
Research
Design scientific investigations.
Design - Synthesis
Conduct - Application
Investigations
Construct charts and graphs from data and
observations.
Construct - Synthesis
Charts
Graphs
Conduct scientific investigations.
Design - Synthesis
Conduct - Application
Investigations
Evaluate - Evaluation
Data
Claims
Personal knowledge
Science Discourse
Evaluate data, claims, and personal knowledge
through collaborative science discourse.
Use tools and equipment (spring scales, stop
Use - Application
watches, meter sticks and tapes, models, hand lens)
appropriate to scientific investigations.
MEAP
BCS Assessment
H
1. Make an observation about world around them
2. Generated a question about the observation
I can write testable science questions.
MEAP
BCS Assessment
H
3. Design a science investigation based on objectives and
questions
I can set up a science investigation.
MEAP
BCS Assessment
H
4. Construct charts/graphs to collect data as they conduct
scientific investigations
5. Conduct the investigation taking careful measurements
I can make my own charts and graphs to share my
data and observations.
MEAP
BCS Assessment
6. Conduct the investigation taking careful measurments
7. Collect data from multiple trials.
I can conduct a science investigation.
MEAP
BCS Assessment
H
H
S.IP.05.16
Use metric measurement devices in an investigation. Use - Application
Scienctific investigations
Identify patterns in data.
Identify - Knowledge
Investigation measuring
devices
Data
S.IA.05.11
Draw conclusions from sets of data from multiple
trials of a scientific investigation.
Draw Conclusion Evaluation
Data
Multiple trials
Investigation
Analyze information from data tables and graphs to
answer scientific questions.
Analyze - Analyze
Data tables
Graphs
Science questions
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
9. Use of meter
stickstopwatch
graduated cylinder
spring scale
balance
thermometers
MEAP
BCS Assessment
H
H
S.IA.05.14
MEAP
BCS Assessment
H
H
S.IP.05.14
8. Working with team members to evaluate data, claims, and I can work with a team to make decisions about
personal knowledge
science claims.
10. Identify patters in data collected
11. Analyze and evaluate their prediction
I can measure distance or length in cm or m
I can accurately measures units of time to
hundredths of time
I can meausre volume in ml
I can measure force in newtons
I can measure mass in grams
I can measure temperature in celcius and fahrenheit
I can use metric measuremnt tools correctly.
I can identify important patterns in data,
MEAP
BCS Assessment
12 Draw conclusions from the data
I can draw conclusions based on data.
MEAP
BCS Assessment
13. Evaluate their investigation . Lead to a new question?
I can use tables and graphs to answer science
questions.
MEAP
BCS Assessment
H
H
MEAP
BCS Assessment
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Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
Content Vocabulary
*Assess
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Resources
Assessment
Inquiry Analysis and Communication
S.IA.M.1
Develop an understanding that scientific inquiry and Analysis - Analysis
investigations require analysis and communication of Presentation - Application
findings, using appropriate technology.
S.IA.05.13
S.IA.05.15
Inquiry includes an analysis and presentation of
findings that lead to future questions, research, and
investigations.
Communicate and defend findings of observations
and investigations using evidence.
Use multiple sources of information to evaluate
strengths and weaknesses of claims, arguments, or
data.
Inquirty
Question
Research
Investigation
Communication Application
Defend - Evaluation
Observation
Investigation
Evidence
Use - Application
Evaluate - Evaluation
Claims
Arguments
Data
Reflecting - Analysis
Application - Application
Analysis - Analysis
Application - Application
Knowledge
Situation
Evidence
Decision making
14. Present findings of their investigation and communicate
MEAP
BCS Assessment
H
15. Defend findings using evidence
I can use evidence to defend my claims.
MEAP
BCS Assessment
See S.RS.05.11
I can use different sources of information to make
decisions about scientific claims.
MEAP
BCS Assessment
H
H
Reflection and Social Implications
S.RS.M.1
Develop an understanding that claims and evidence
for their scientific merit should be analyzed.
Understand how scientists decide what constitutes
scientific knowledge. Develop an understanding of the
importance of reflection on scientific knowledge and
its application to new situations to better understand
the role of science in society and technology.
MEAP
BCS Assessment
H
Reflecting on knowledge is the application of scientific
knowledge to new and different situations. Reflecting
on knowledge requires careful analysis of evidence
that guides decision-making and the application of
science throughout history and within society.
S.RS.05.11
S.RS.05.12
S.RS.05.13
S.RS.05.15
S.RS.05.16
Evaluate the strengths and weaknesses of claims,
arguments, and data.
Describe limitations in personal and scientific
knowledge.
Evaluate - Evaluation
Strengths
Weaknesses
Claims
Arguments
Data
Describe - Comprehension Limitations
Science knowledge
Identify the need for evidence in making scientific
decisions.
Identify - Knowledge
Demonstrate scientific concepts through various
illustrations, performances, models, exhibits, and
activities.
Demonstrate - Application
Design solutions to problems using technology.
Design - Synthesis
Evidence
Science decisions
Concepts
Iluustrations
Performances
Models
Exhibits
Activities
I can evaluate whether a science claim is strong or
weak.
MEAP
BCS Assessment
Evaluating their personal scientific knowledge and identify
there are things they don't understand.
I can identify limitiations in scientific knowledge.
I can identify my own limitiations in science.
I can describe limitations in scietific knowledge.
I can describe my own limitations in science.
MEAP
BCS Assessment
Understand evidence
Differentiate between evidence and opinions
I can tell the difference between evidence and
opinions.
I can identify what evidence is used to make a
science
decision. science ideas in many different
I can communicate
MEAP
BCS Assessment
H
H
H
Making graphs, charts, models, graphic organizers, etc.
ways. (illustrations, performances, exhibits, activiies)
MEAP
BCS Assessment
H
Solutions
H
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Understand "fair test"
Understand variables, contents, multiple trials
Identify sources of technology that can be useful to solve a
particular problem.
Develop a plan for how to use the technology.
I can use technology to finde solutions to problems.
MEAP
BCS Assessment
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Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
S.RS.05.17
S.RS.05.19
Describe the effect humans and other organisms
have on the balance in the natural world.
Describe - Evaluation
Describe how science and technology have advanced Descirbe - Evaluation
because of the contributions of many people
throughout history and across cultures.
Content Vocabulary
Orgnisms
Natural world
Technology
Advanced
Contributions
*Assess
H
H
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Resources
Assessment
Identify positive and negative effects that humans have on the I can describe how humans affect the balance of
world.
nature. I can describe ways that organisms can
affect the balance of nature.
MEAP
BCS Assessment
Reading and summarizing advancements in science and
technology.
MEAP
BCS Assessment
I can describe some of the ways that different
people in history have added to science knowledge.
Physical Science - Forces and Motion
P.FM.M.2
Develop an understanding that the position and/or
motion of an object is relative to a point of reference.
Understand forces affect the motion and speed of an
object and that the net force on an object is the total
of all of the forces acting on it. Understand the Earth
pulls down on objects with a force called gravity.
Develop an understanding that some forces are in
direct contact with objects, while other forces are not
in direct contact with objects.
MEAP
BCS Assessment
Some forces between objects act when the objects
are in direct contact (touching), such as friction and
air resistance, or when they are not in direct contact
(not touching), such as magnetic force, electrical
force, and gravitational force.
M
*This includes all MIDDLE SCHOOL standards
and is not isolotated to 5th grade.
P.FM.05.21
P.FM.05.22
P.FM.M.3
Distinguish between contact forces and non-contact
forces.
Distinguish
Demonstrate contact and non-contact forces to
change the motion of an object.
Demonstrate
Forces have a magnitude and direction. Forces can
be added. The net force on an object is the sum of all
of the forces acting on the object. The speed and/or
direction of motion of an object changes when a nonzero net force is applied to it. A balanced force on an
object does not change the motion of the object (the
object either remains at rest or continues to move at
a constant speed in a straight line).
*This is the whole Middle School Standards not
all concepts are 5th grade CLCE
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
contact noncontact forces
M
contact noncontact forces
M
magnitude
speed
direction
forces
net force
balanced forces
force is push or pull
contact/non=touching or not
friction
I can move an object with a push or a pull
I can use forces (pushes or pulls) like gravity and
magnetism to move an object
MEAP
BCS Assessment
force is push or pull
contact/non=touching or not
friction
changes in motion = speed, direction or both
I can change an object's motion with a contact force.
I can change an object's motion with a non tact
force.
MEAP
BCS Assessment
MEAP
BCS Assessment
M
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Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
P.FM.05.31
Describe what happens when two forces act on an
object in the same or opposing directions.
Describe
Content Vocabulary
*Assess
opposing directions
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Writing or telling how forces act on an object
Multiple forces can act in same direction or opposing direction
Forces change speed and/or direction
Opposing forces can result in net zero forces
I can change an object's speed or direction with a
push or pull
I can use two forces acting on an object in the
same direction to change an object's speed or
direction
I can use two balanced forces acting on an object in
opposite directions to produce a zero net on an
object's speed or direction
I can use two UNbalanced forces acting on an
object in opposite directions to produce a zero net
on an object's speed or direction
MEAP
BCS Assessment
Constant motion is the result of zero balanced forces
Force (push/pull) cause changes in the direction of the force
Two equal forces from opposite directions are zero balanced
force(do not affect the motion)
When forces are balanced an obj will keep movng in a
straight line at a constant speed
When an object is at rest (not moving) itwill stay (NOT move)
forces are balanced
I can push or pull ab object change its speed or
direction
I can apply two forces in opposite direction so an
oject's motion doesn't change
I can push or pull an object with two blanced forces
so an obj will keep movng in a straight line at a
constant speed
I can push or pull an object with two blanced forces
so an obj at rest (not moving) will NOT move
MEAP
BCS Assessment
Describe zero balanced forces
Acceleration is a change in motion (speeding up,slowing
down,or direction change)
Forces cause change in speed/direction (acceleration)
Unbalance forces from Opp directions =non-zero net forces
An obj that is NOT moving will move if a non zero force acts
on it
An ojb in motion will change its direction/speed if a non zero
force acts on it
I can tell about or write about how motion is
changed by a force stronger than any other forced
acting on the object(unbalanced /a non-zero force).
I can demonstrate an object accelerating but slowing
down, speeding up or changining direction.
(acceleration is NOT just speeding up).
I can use a force (push or pull) to change an object's
motion in the direction of the force.
I can demonstrate how two forces that act on the
same object from opposite directions if not balanced
(non-zero net force) are unbalanced and will cause
acceleration (cause change).
I can demonstrate that an object at rest (not moving)
will move when a force (non-zero net) is applied.
I can demonstrate that an object will always move in
the direction of the force (non-zero net).
MEAP
BCS Assessment
M
P.FM.05.32
Describe how constant motion is the result of
balanced (zero net) forces.
Describe
constant motion
balanced forces
M
P.FM.05.33
Describe how changes in the motion of objects are
caused by a non-zero net (unbalanced) force.
Describe
non-zero net (balanced)
forces
M
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Resources
Assessment
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Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
P.FM.05.34
Relate the size of change in motion to the strength of Relate
unbalanced forces and the mass of the object.
Content Vocabulary
*Assess
mass
M
P.FM.M.4
P.FM.05.41
Motion can be described by a change in position
relative to a point of reference. The motion of an
object can be described by its speed and the direction
it is moving. The position and speed of an object can
be measured and graphed as a function of time.
Explain the motion of an object relative to its point of
reference.
Explain
point of reference
distance
time
direction
Illustrate
motion
measured
M
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
I can tell about or write about how motion is
changed by a force stronger than any other forced
acting on the object(unbalanced /a non-zero force).
I can change an object motion by changing speed
and/or direction.
I can measure an object's mass in grams or
kilograms using a balance.
I can demonstrate how an ojbect's mass affects the
it's resistence to motion.
I can demonstrate that a forced applied to an object
with more mass will not move as much and an
object with less mass.
I can demonstrate that only an unbalanced force will
cause a change in motion. The stronger the force
the greater the change in motion. The weaker the
force the smaller the change in motion.
Assessment
MEAP
BCS Assessment
M
Describe the motion of an object in terms of distance, Describe
time and direction, as the object moves, and in
relationship to other objects.
Illustrate how motion can be measured and
represented on a graph.
Relate the amount of the change in motion to the strength of
the foced acted uopn the object.
The force of the strength of force is magnitude.
Forced acting on an ojbect in opposing directions that are
UNEQUAL in strength are unbalanced (non-zero net force).
A change in motion is a change in speed and/ OR direction.
Mass is measure in gm or kg using a balance.
An object's resistance in motion is related to it's mass.
The greater the mass the greater the resistance to force.
Only an unbalanced force will cause a change in motion. The
stronger the force the greater the change in motion. The
weaker the force the smaller the change in motion.
Resources
MEAP
BCS Assessment
M
P.FM.05.43
Learning Targets I can…
point of reference
speed
M
P.FM.05.42
Skills Needed & Sequencing Of Skills
Describe in words or pictures the motion of an obj related to
another obj
Motion is relative to another object (point of reference)
A point of reference is needed to describe direction, speed,
etc.
I can describe an object's motion by comparing it to
the position of another object
MEAP
BCS Assessment
Describing distance, time, diresction
Speed = distance/time Speed is determined by how far it
goes in a time period
Direction is based on the point of reference=up, dwn, right,
left, north, west, forward, etc.
Motion can be described by its speed and direction
Distance is the length (amount of space to/from point of
reference) measured in cm, miles, inches, meters, kilometers,
etc.
I can calculate speed by dividing distance by time.
I can describe direction by using a point of reference
and words like:right, left, up, down, forward, etc.
I can decribe an objs speed and direction
I can measure an objects motion in mm, cm,
meters, yards, etc.
MEAP
BCS Assessment
Students can interpret graphs that show an objs motion
Motion can be measured and graphed by position and speed
motion
An objs position can be measure and graphed as a function
of time
Speed can be graphed by dist and time
Motion can be graphed as position vs time
I can decribe a objs motion by telling about its speed
and position
I can measure and graph an objs mtion over time
I can graph an objs motion over time to show speed
I can graph an objs motion showing position vs time
I can graph an objs motion showing speed vs time
MEAP
BCS Assessment
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Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
Content Vocabulary
*Assess
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Resources
Assessment
Life Science - Organization of Living Things
L.OL.M.4
Develop an understanding that plants and animals
(including humans) have basic requirements for
maintaining life which include the need for air, water
and a source of energy. Understand that all life forms
can be classified as producers, consumers, or
decomposers as they are all part of a global food
chain where food/energy is supplied by plants which
need light to produce food/energy. Develop an
understanding that plants and animals can be
classified by observable traits and physical
characteristics. Understand that all living organisms
are composed of cells and they exhibit cell growth
and division. Understand that all plants and animals
have a definite life cycle, body parts, and systems to
perform specific life functions.
MEAP
BCS Assessment
H
Multicellular organisms may have specialized systems
that perform functions which serve the needs of the
organism.
*This includes all MIDDLE SCHOOL standards
and is not isolotated to 5th grade.
L.OL.05.41
Identify the general purpose of selected animal
systems (digestive, circulatory, respiratory, skeletal,
muscular, nervous, excretory, and reproductive).
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Identify Comprehension
animal systems
digestive
circulatory
respiratory
skeletal
muscular
nervous
excretory
reproductive
energy
movement and support
breathe
digestion
absorption
elimination
transport
reproduction
Students must be able to identify 8 specific animal systems.
Students must be able to correctly identify the purpose of
each specific system.
H
I can identify animal systems (digestive, circulatory,
respiratory, skeletal, muscular, nervous, excretory
and reproductive).
MEAP
BCS Assessment
I can identify the general purpose of a specific
animal systems (digestive, circulatory, respiratory,
skeletal, muscular, nervous, excretory, and
reproductive).
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Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
L.OL.05.42
Explain how animal systems (digestive, circulatory,
respiratory, skeletal, muscular, nervous, excretory,
and reproductive) work together to perform selected
activities.
Explain - Synthesis
Content Vocabulary
"animal systems
digestive
circulatory
respiratory
skeletal
muscular
nervous
excretory
reproductive
energy
movement and support
breathe
digestion
absorption
elimination
transport
reproduction"
*Assess
Skills Needed & Sequencing Of Skills
Students must be able to identify 8 specific animal systems.
Students must be able to correctly identify the purpose of
each specific system.
Learning Targets I can…
I can use words or pictures to explain how
organisms use specific systems to perform activities.
Resources
Assessment
MEAP
BCS Assessment
I can describe how two or more specific systems are
required for an organism to perform activities.
Students must recognize that systems work together in order
for organisms to perform activities.
H
Heredity
L.HE.M.1
Develop an understanding that all life forms must
reproduce to survive. Understand that characteristics
of mature plants and animals may be inherited or
acquired and that only inherited traits are passed on
to their young. Understand that inherited traits can be
influenced by changes in the environment and by
genetics.
MEAP
BCS Assessment
H
The characteristics of organisms are influenced by
heredity and environment. For some characteristics,
inheritance is more important; for other
characteristics, interactions with the environment are
more important.
L.HE.05.11
L.HE.05.12
Explain that the traits of an individual are influenced
by both the environment and the genetics of the
individual.
Explain - Evaluation
Distinguish between inherited and acquired traits.
Distinguish - Analysis
Evolution
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
traits
environment
genetics
natural selection
inherited traits
acquired traits
learned behavior
genetics
heredity
natural selection
H
An oragnism's traits (characteristics) may have been
determined by genetics or the environment.
I can identify the characteristics of an organism that
are inheredited (passed on by parents).
I can identify he characteristics of an organism that
are influence by the organism's environment.
MEAP
BCS Assessment
Some traits (characteristics) organisms are born with
(inherited) and some are learned (acquired).
I can identify inherited traist of an organism.
I can identify the acquired traits of an organism.
MEAP
BCS Assessment
H
H
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Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
L.EV.M.1
Content Vocabulary
*Assess
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Develop an understanding that plants and animals
have observable parts and characteristics that help
them survive and flourish in their environments.
Understand that fossils provide evidence that life
forms have changed over time and were influenced
by changes in environmental conditions. Understand
that life forms either change (evolve) over time or risk
extinction due to environmental changes and describe
how scientists indentify the relatedness of various
organisms based on similarities in anatomical
features.
Resources
Assessment
MEAP
BCS Assessment
Species with certain traits are more likely than others
to survive and have offspring in particular
environments. When an environment changes, the
advantage or disadvantage of the species'
characteristics can change. Extinction of a species
occurs when the environment changes and the
characteristics of a species are insufficient to allow
survival.
H
*This includes all MIDDLE SCHOOL standards
and is not isolotated to 5th grade.
L.EV.05.11
L.EV.05.12
L.EV.05.13
Explain how behavioral characteristics (adaptation,
instinct, learning, habit) of animals help them to
survive in their environment.
Describe the physical characteristics (traits) of
organisms that help them survive in their
environment.
Describe how fossils provide evidence about how
living things and environmental conditions have
changed.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Explain - Analysis
Describe - Analysis
Describe - Analysis
adaptation
instinct
learning
habit
behavioral
characteristics
survival
environment
physical characteristics
traits
organisms
survival
environment
fossils
evidence
environmental
conditions
Students need to be able to identify behavioral characteristics I can identify behavioral characteristics (adaptation,
of animals.
instinct, learning, habit) of animals.
H
Students must be able to describe what each behavioral
characteristic is (ex. Adaptation, instinct, learning, habit).
I can describe behavioral characteristics (adaptation,
instinct, learning, habit) of animals.
Students must be able to explain using words or pictures
I can explain using words or pictures how behavioral
characterist
Students need to be able to identify physical characteristics of I can identify physical characteristics (traits, thorns
animals.
or spines, webbed feet, shape of beaks or bills,
specialized teeth) of animals.
H
H
MEAP
BCS Assessment
MEAP
BCS Assessment
Students must be able to explain using words or pictures how I can explain using words or pictures how physical
physical characteristics help animals survive.
characteristics (traits, thorns or spines, webbed feet,
shape of beaks or bills, specialized teeth) of animals
help them to survive in thier environment.
Students must identify fossils.
Students must use words or pictures to describe how fossils
provide evidence that living things change over time.
Students must use words or pictures to describe how fossils
provide evidence that environmental conditions have changed
over time.
I can use words or pictures to describe how fossils
show that living things have changed over time.
MEAP
BCS Assessment
I can identify various environmental conditions.
I can use words or pictures to describe how fossils
show that environmental conditions have changed
over time.
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Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
L.EV.05.14
L.EV.M.2
Analyze the relationship of environmental change and Analyze - Analyze
catastrophic events (for example: volcanic eruption,
floods, asteroid impacts, tsunami) to species
extinction.
Content Vocabulary
environmental change
catastrophic events
-volcanic eruptions
-floods
-asteroid impacts
-tsunami
species
extinction
Similarities among organisms are found in anatomical
features, which can be used to infer the degree of
relatedness among organisms. In classifying
organisms, biologists consider details of internal and
external structures to be more important than
behavior or general appearance.
L.EV.05.21
Relate degree of similarity in anatomical features to
the classification of contemporary organisms.
*Assess
Skills Needed & Sequencing Of Skills
Students must be able to identify catastrophic events.
Students must know the definition of species and extinction.
H
Learning Targets I can…
I can identify environmental catastrophic events
(volcanic eruption, floods, asteroid impacts,
tsunami).
Resources
Assessment
MEAP
BCS Assessment
I can use words or pictures to link catastrophic
Students must understand how catastrophic events may lead
events to specific changes in environmental
to the extinction of one or more species.
conditions.
I can use words or pictures to explain how changes
in environmental conditions caused by catastrophic
events may lead to species extinction.
MEAP
BCS Assessment
H
Relate - Evaluation
anatomical features
classification
organisms
contemporary
Students must understand what anatomical features of
organisms are.
H
Students must be able to identify similar anatomical features
between organisms.
I can identify anatomical features of organisms.
MEAP
BCS Assessment
I can identify similar anatomical features between
organisms.
I can use the anatomical features to show how
similar organisms are to one another.
Earth Science - Earth Systems
E.ES.M.6
Develop an understanding of the warming of the
Earth by the sun as the major source of energy for
phenomenon on Earth and how the sun's warming
relates to weather, climate, seasons, and the water
cycle. Understand how human interaction and use of
natural resources affects the environment.
Seasons result from annual variations in the intensity
of sunlight and length of day due to the tilt of the axis
of the Earth relative to the plane of its yearly orbit
around the sun.
orbit
revolution
rotation
seasons
year
Sun
tilt
latitude
MEAP
BCS Assessment
M
*This includes all MIDDLE SCHOOL standards
and is not isolotated to 5th grade.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
O:\Elementary Curriculum\Working\Science\5th Grade\5th Grade Science Learning Targets.FINAL.5.11.11 xls.xlsx
9
Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
E.ES.05.61
Demonstrate and explain seasons using a model.
Content Vocabulary
*Assess
Demonstrate orbit
Application
revolution
Explain -Comprehension rotation
seasons
year
Sun
tilt
M
E.ES.05.62
Explain how the revolution of the Earth around the
sun defines a year.
Explain - Comprehension orbit
revolution
rotation
seasons
year
Sun
tilt
M
Skills Needed & Sequencing Of Skills
Understand that increased height of sunlight results in
increased heat.
Using a model, demonstrate how the revolution of the earth
around the sun causes four seasons in Michigan.
Demonstrate the tilt of the earth's axis as it revolves around
the sun.
Understand that the tilt of the earth's axis results in different
lengths of day in different places on earth.
Understand that scientists divide the year into 4 segments
based on the earth's position relative to the sun.
Understand that seasons in the northern and southern
hemisphere are opposite each other.
Demonstrate the position of the earth relative to the sun on
the two equinoxes and to solstices.
Learning Targets I can…
I can use a flashlight to demonstrate how more
direct sunlight means more heat and less direct
sunlight means less heat.
I can use a flashlight to demonstrate how parts of
the earth that are farther away from the equator
receive weaker sunlight.
I can use a model of the earth and the sun to
demonstrate how the earth's tilt stays the same as
the earth orbits the sun.
I can use a model of the earth and sun to
demonstrate the four seasons in Michigan, including
the solstices and equinoxes.
I can use a model of the earth and the sun to
demonstrate why places that are farther from the
equator have longer days in summer and shorter
days in winter.
Understand that planets orbit the sun in predictable ways.
I know that a year on earth is 365 1/4 years.
Explain that the definition of a year is the amount of time it
I can use a model of the earth and the sun to show
takes a planet to orbit the sun.
a year on earth.
Understand that the year is related to the revolution (orbit) of
the earth and the day is related to the rotation (spin) of the
earth.
Understand that the earth takes 365 1/4 days to orbit the sun,
so that is the length of a year on earth.
Resources
Assessment
MEAP
BCS Assessment
MEAP
BCS Assessment
Earth in Space and Time
E.ST.M.1
Develop an understanding that the sun is the central
and largest body in the solar system and that Earth
and other objects in the sky move in a regular and
predictable motion around the sun. Understand that
those motions explain the day, year, moon phases,
eclipses and the appearance of motion of objects
across the sky. Understand that gravity is the force
that keeps the planets in orbit around the sun and
governs motion in the solar system. Develop an
understanding that fossils and layers of Earth provide
evidence of the history of Earth’s life forms, changes
over long periods of time, and theories regarding
Earth’s history and continental drift.
MEAP
BCS Assessment
M
The sun is the central and largest body in our solar
system. Earth is the third planet from the sun in a
system that includes other planets and their moons,
as well as smaller objects, such as asteroids and
comets.
*This includes all MIDDLE SCHOOL standards
and is not isolotated to 5th grade.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
O:\Elementary Curriculum\Working\Science\5th Grade\5th Grade Science Learning Targets.FINAL.5.11.11 xls.xlsx
10
Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
E.ST.05.11
E.ST.M.2
Design a model of the solar system that shows the
Design - Synthesis
relative order and scale of the planets, dwarf planets,
comets, and asteroids to the sun.
Content Vocabulary
solor system
planet
dwarf planet
asteroids
comets
Sun
8 planets
elliptical
orbit
Solar System Motion - Gravity is the force that keeps
most objects in the solar system in regular and
predictable motion.
E.ST.05.21
E.ST.05.22
M
solar system
planet
moons
gravity
gravitational pull
axis
orbit
rotation
elliptical
M
Explain - Comprehension phases
moon
Sun
M
E.ST.05.23
Explain the apparent motion of the stars
(constellations) and the sun across the sky.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Skills Needed & Sequencing Of Skills
Understand that the sun is the largest object in the solar
system
Identify planets, dwarf planets, comets, and asteroids.
Know that planets are larger than dwarf planets.
Design a model of the solar system that shows that the sun is
the largest and central object in the solar system, and
includes the order of the planets, the location of the asteroid
belt, and the location of one or more dwarf planets.
Learning Targets I can…
I can tell where the sun is located in the solar
system.
I know that the sun is the largest body in the solar
system.
I know that there are 8 planets and several smaller
dwarf planets.
I know the order of the planets and the location of
the asteroid belt.
I can design a model that shows the sun and the
major objects in the solar system in order from the
sun.
Explain - Comprehension stars
constellations
sun
sky
cellestial
North Star
Resources
Assessment
MEAP
BCS Assessment
MEAP
BCS Assessment
M
Describe the motion of planets and moons in terms of Describe rotation on axis and orbits due to gravity.
Comprehension
Explain the phases of the moon.
*Assess
Understand that gravity is a pulling force between all objects.
Understand that all objects have gravity. The larger the mass
of an object, the larger its gravity.
Understand that all objects in the solar system orbit the sun in
the same direction. Because the sun has more gravity than
the planets, the sun's gravity keeps the planets in their orbit.
Know that each planet has its own year (defined as how long
it takes to orbit the sun) and its own day (defined by the
length of its rotation.)
I can identify and explain how gravity is a force
(pull).
I can identify and explain how an object with a larger
mass has a larger pull of gravity.
I can explain the movement of our solar system is
due to the suns gravitational pull.
I can explain how 1 earth day = 1 rotation/1 earth
year = 1 orbit of the sun
MEAP
BCS Assessment
Know that the moon revolves around the earth and that it
takes about a month for it to complete its revolution.
Know that (except during a lunar eclipse) half of the moon is
always illuminated by the sun.
Know that as the moon moves around the earth, people on
earth see different amounts of the lit half of the moon.
Know that the phases of the moon are the different portions of
the lit part of the moon that we see from the earth.
Know that the phases of the moon follow a predicatable
pattern each month.
Be able to identify the phases of the moon on an earth-moonsun diagram.
I know that the moon orbits the earth and that this
takes about a month.
I know that 1/2 of the moon is lit by the sun.
I know that we see different parts of the lit half of the
moon as the moon orbits the earth.
Using a model, I can demonstrate the phases of the
moon.
Using a model, I can identify full, new, and quarter
phases of the moon on a diagram.
MEAP
BCS Assessment
Understand that the sun appears to move from east to west
because the earth is rotating on its axis.
Understand that the stars appear to move from east to west
each night because of the earth's rotation.
Understand that the north star is the only star that does not
appear to move across the sky because it is directly above
the north pole.
Understand that because the earth orbits the sun, we see
different constellations at different times of the year.
I know that the sun seems to rise in the east and set
in the west, but it really doesn't move across the sky
each day.
I know that the reason the sun appears to move
across the sky is that the earth is rotating on its axis.
I know that the stars also appear to move across the
sky each night because the earth is rotating on its
axis.
I know that I can see different constellations at
different times of the year because as the earth
moves around the sun, I see different parts of the
night sky.
MEAP
BCS Assessment
O:\Elementary Curriculum\Working\Science\5th Grade\5th Grade Science Learning Targets.FINAL.5.11.11 xls.xlsx
11
Science - 5th Grade
Verbs / Bloom's
Taxonomy Level
E.ST.05.24
Explain lunar and solar eclipses.
Content Vocabulary
*Assess
Explain - Comprehension lunar
solar
eclipse
M
E.ST.05.25
Explain the tides of the oceans as they relate to the
gravitational pull and orbit of the moon.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Explain - Comprehension tides
ocean
gravitational pull
orbit
moon
high tide
low tide
M
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Resources
Assessment
Understand that eclipse means to block, so that a solar
eclipse occurs when the sun is blocked from our view and a
lunar eclipse occurs when the moon is blocked from our view.
Understand that a solar eclipse occurs when the moon moves
between the earth and the sun during the day. The moon
blocks all or part of the sun from view. This can only happen
during a new moon phase.
Understand that a lunar eclipse occurs when the moon moves
through the shadow of the earth. This can only happen when
the moon is full.
Know that eclipses do not happen every month because the
moon does not orbit the earth directly around its equator.
I know that eclipse means to block.
I know that in a solar eclipse, the sun is blocked
from my view and in a lunar eclipse, the moon is
blocked from my view.
Using a model, I can demonstrate a solar eclipse
and a lunar eclipse.
Using a model, I can demonstrate why there is not
an eclipse every month.
I can sketch a sun-moon-earth diagram that shows
a solar eclipse and a lunar eclipse.
MEAP
BCS Assessment
Understand that the gravity of the moon pulls on the earth
and the gravity of the earth pulls on the moon.
Understand that because water moves more easily than rock,
we can see the effect of the moon's gravity because it moves
the ocean water.
Understand that high tide means the times of day when the
ocean waters are highest and low tide is the times when the
waters are lowest.
Understand that there are 2 high tides and 2 low tides each
day because as the earth rotates on its axis, different parts of
the ocean are affected by the moon's gravity.
I can explain that the ocean moves everyday due to
th gravity of the moon and that this movement is
called tides.
I can explain the difference between tides and
waves.
I know that there are 2 high tides and 2 low tides
each day.
MEAP
BCS Assessment
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