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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Grade 5 Correlation of Core Knowledge® and Arizona Standards
Arizona Standards
Core Knowledge Sequence
Strand
The specific content outlined in the Core Knowledge Sequence constitutes a solid foundation of knowledge in each subject area. This knowledge greatly helps
students with their reading, as shown by the fact that reading scores go up in Core Knowledge Schools, because wide knowledge enhances students’ ability to
read diverse kinds of texts with understanding. Teachers need to remember that reading requires two abilities – the ability to turn print into language
(decoding) and the ability to understand what the language says. Achieving the first ability – decoding – requires a sequential program, structured to provide
guided practice in various formats and frequent review throughout the year. Decoding programs that are premised on scientifically-based research are: Open
Court, Reading Mastery, and the Houghton Mifflin basal. But in addition to teaching decoding skills, a good language arts program will include coherent
and interesting readings in the subject areas that enhance comprehension ability. No Language Arts program currently offers such coherent, substantive
material, so, in addition to teaching the Language Arts topics in the Core Knowledge Sequence, Core Knowledge teachers are encouraged to substitute solid,
interesting non-fiction readings in history and science for many of the short, fragmented stories in the basals, which unfortunately do not effectively advance
reading comprehension.
Language
Arts
I.
Writing, Grammar, and Usage
A. Writing and Research
• Produce a variety of types of writing—including
reports, summaries, letters, descriptions, research
essays, essays that explain a process, stories,
poems—with a coherent structure or story line.
• Know how to gather information from different sources
(such as an encyclopedia, magazines, interviews,
observations, atlas, on-line), and write short reports
synthesizing information from at least three different
sources, presenting the information in his or her own
words, with attention to the following:
understanding the purpose and audience of the
writing
defining a main idea and sticking to it
providing an introduction and conclusion
organizing material in coherent paragraphs
illustrating points with relevant examples
documenting sources in a rudimentary bibliography
Strand 1: Writing Process
Concept 1: Prewriting
PO 1. Generate ideas through a variety of activities (e.g., brainstorming,
graphic organizers, drawing, writer’s notebook, group discussion,
printed material).
PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate,
to persuade) of a writing
PO 3. Determine the intended audience of a writing piece.
PO 4. Use organizational strategies (e.g., graphic organizer, KWL chart,
log) to plan writing.
PO 5. Maintain a record (e.g., lists, pictures, journal, folder, notebook) of
writing ideas.
PO 6. Use time management strategies, when appropriate, to produce a
writing product within a set time period.
Concept 2: Drafting
PO 1. Use a prewriting plan to develop a draft with main idea(s) and
supporting details.
Concept 3: Revising
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Arizona Standards
PO 1. Evaluate the draft for use of ideas and content, organization, voice,
word choice, and sentence fluency.
PO 2. Add details to the draft to more effectively accomplish the purpose.
PO 3. Rearrange words, sentences, and paragraphs to clarify the meaning
of the draft.
PO 4. Use a combination of sentence structures (i.e., simple, compound) to
improve in the draft.
PO 5. Modify word choice appropriate to the application in order to
enhance the writing.
PO 6. Apply appropriate tools or strategies (e.g., peer review, checklists,
rubrics) to refine the draft.
PO 7. Use resources and reference materials to select more precise
vocabulary.
Concept 4: Editing
PO 1. Identify punctuation, spelling, and grammar and usage errors in the
draft.
(See Strand 2)
PO 2. Use resources (e.g., dictionary, word lists, spelling/grammar
checkers) to correct conventions.
PO 3. Apply proofreading marks to indicate errors in conventions.
PO 4. Apply appropriate tools or strategies (e.g., peer review, checklists,
rubrics) to edit the draft.
Concept 5: Publishing
PO 1. Prepare writing in a format (e.g., oral presentation, manuscript,
multimedia) appropriate to audience and purpose.
PO 2. Share the writing with the intended audience.
PO 3. Use margins and spacing to enhance the final product.
PO 4. Write legibly.
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Arizona Standards
Strand 2: Writing Elements
Concept 5: Sentence Fluency
PO 1. Write simple and compound sentences.
PO 2. Write sentences that flow together and sound natural when read
aloud.
PO 3. Vary sentence beginnings, lengths, and patterns to enhance the flow
of the writing.
PO 4. Use effective and natural dialogue when appropriate.
Strand 3: Writing Applications
Concept 1: Expressive
PO 1. Write a narrative based on imagined or real events, observations, or
memories that includes:
a.
characters
b.
setting
c.
plot
d.
sensory details
e.
clear language
f.
logical sequence of events
Concept 2: Expository
PO 1. Record information (e.g., observations, notes, lists, charts, map labels
and legends) related to the topic.
PO 2. Write an expository paragraph that contains:
a. a topic sentence
b. supporting details
c. relevant information
PO 3. Write in a variety of expository forms (e.g., essay, summary,
newspaper article, reflective paper, log, journal).
Concept 3: Functional
PO 1. Write a variety of functional text (e.g., directions, recipes,
procedures, rubrics, labels, graphs/tables).
(See R05-S3C2; M05-S2C1)
PO 2. Write communications, including:
a. thank-you notes
b. friendly letters
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Arizona Standards
c. formal letters
d. messages
e. invitations
PO 3. Address an envelope for correspondence that includes:
a. an appropriate return address
b. an appropriate recipient address
c.
Concept 4: Persuasive
PO 1. Write persuasive text (e.g., advertisements, paragraphs) that attempts
to influence the reader.
(See R05-S3C3)
Concept 6: Research
PO 1. Paraphrase information from a variety of sources (e.g., Internet,
reference materials).
(See R05-S3C1-04, -05, -06)
PO 2. Organize notes in a meaningful sequence.
(See R05-S3C1-04, -05, -06)
PO 3. Write an informational report that includes main ideas and
relevant details.
(See R05-S3C1-04, -05, -06)
Strand 2: Writing Elements
Concept 1: Ideas and Content
PO 1. Express ideas that are clear and directly related to the topic.
PO 2. Provide content and selected details that are well-suited to audience
and purpose.
PO 3. Use relevant details to provide adequate support for the ideas.
Concept 2: Organization Concept
PO 1. Use a structure that fits the type of writing (e.g., letter format,
narrative, lines of poetry).
(See Strand 3)
PO 2. Create a beginning that captures the reader’s interest.
PO 3. Place details appropriately to support the main idea.
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Arizona Standards
PO 4. Use a variety of words or phrases that creates smooth and effective
transitions.
PO 5. Create an ending that provides a sense of resolution or closure.
PO 6. Construct a paragraph that groups sentences around a topic.
Concept 3: Voice
PO1. Show awareness of the audience through word choice and style.
PO2. Convey a sense of originality, sincerity, liveliness, or humor
appropriate to topic and mode.
P03. Use language appropriate for topic and purpose.
B. Grammar and Usage
• Understand what a complete sentence is, and
identify subject and predicate
correct fragments and run-ons
• Identify subject and verb in a sentence and understand
that they must agree.
• Know the following parts of speech and how they are
used: nouns, verbs (action verbs and auxiliary
verbs), adjectives (including articles), adverbs,
conjunctions, interjections.
• Understand that pronouns must agree with their
antecedents in case (nominative, objective,
possessive), number, and gender.
• Correctly use punctuation studied in earlier grades, as
well as
the colon before a list
commas with an appositive
• Use underlining or italics for titles of books.
Strand 2: Writing Elements
Concept 6: Conventions
PO 1. Use capital letters correctly for:
a. proper nouns:
 place names
 holidays
 languages
 historical events
 organizations
b. literary titles (i.e., book, story, poem, play, song)
c. titles
d. abbreviations
e. words used as names (e.g., Mother, Uncle Jim)
PO 2. Punctuate endings of sentences using:
a. periods
b. question marks
c. exclamation points
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Arizona Standards
Core Knowledge Sequence
PO 3. Use commas to punctuate:
a. items in a series
b. greetings and closings of letters
c. dates
d. introductory words
e. dialogue
f. direct address
PO 4. Use quotation marks to punctuate:
a. simple dialogue
b. titles
PO 5. Use colons to punctuate:
a. time
b. business letter salutations
PO 6. Use apostrophes to punctuate:
a. contractions
b. singular possessive
PO 7. Spell high frequency words correctly.
PO 8. Use common spelling patterns/generalizations to spell words
correctly, including:
a. irregular plurals
b. silent e
c. i before e
d. words ending in –y
e. doubling final consonant
PO 9. Spell homonyms correctly in context.
PO 10. Use resources (e.g., dictionaries, word walls) to spell correctly.
PO 11. Use paragraph breaks to indicate an organizational structure.
PO 12. Use the following parts of speech correctly in simple sentences:
a. nouns
b. action verbs
c. personal pronouns
d. conjunctions
e. adverbs
C. Vocabulary
• Know how the following prefixes and suffixes affect
Strand 2: Writing Elements
Concept 4: Word Choice
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Core Knowledge Sequence
Strand
word meaning:
Prefixes:
anti (as in antisocial, antibacterial)
inter (as in interstate)
co (as in coeducation, co-captain)
mid (as in midnight, Midwest)
fore (as in forefather, foresee)
post (as in postseason, postwar)
il, ir (as in illegal, irregular)
semi (as in semicircle, semiprecious)
Suffixes:
ist (as in artist, pianist)
ish (as in stylish, foolish)
ness (as in forgiveness, happiness)
tion, sion (as in relation, extension)
II. Poetry
A. Poems
The Arrow And The Song (Henry Wadsworth
Longfellow)
Barbara Frietchie (John Greenleaf Whittier)
Battle Hymn of the Republic (Julia Ward Howe)
A bird came down the walk (Emily Dickinson)
Casey at the Bat (Ernest Lawrence Thayer)
The Eagle (Alfred Lord Tennyson)
I Hear America Singing (Walt Whitman)
I like to see it lap the miles (Emily Dickinson)
I, too, sing America (Langston Hughes)
Incident (Countee Cullen)
Jabberwocky (Lewis Carroll)
Narcissa (Gwendolyn Brooks)
O Captain! My Captain! (Walt Whitman)
A Poison Tree (William Blake)
The Road Not Taken (Robert Frost)
The Snowstorm (Ralph Waldo Emerson)
Some Opposites (Richard Wilbur)
The Tiger (William Blake)
A Wise Old Owl (Edward Hersey Richards)
Arizona Standards
PO 1. Use a variety of specific and accurate words that effectively convey
the intended message.
PO 2. Use descriptive words and phrases that energize the writing.
PO 3. Apply vocabulary and/or terminology appropriate to the type of
writing.
Strand 3: Writing Applications
Concept 1: Expressive
PO 2. Write in a variety of expressive forms (e.g., poetry, skit) that
may employ:
a. figurative language
b. rhythm
c. dialogue
d. characterization
e. a plot
f. appropriate format
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Arizona Standards
B. Terms
onomatopoeia
alliteration
III. Fiction and Drama
A. Stories
The Adventures of Tom Sawyer (Mark Twain)
episodes from Don Quixote (Miguel de Cervantes)
Little Women (Part First) (Louisa May Alcott)
Narrative of the Life of Frederick Douglass (Frederick
Douglass)
The Secret Garden (Frances Hodgson Burnett)
Tales of Sherlock Holmes, including “The Red-Headed
League” (Arthur Conan Doyle)
B. Drama
• A Midsummer Night’s Dream (William Shakespeare)
• Terms:
tragedy and comedy
act, scene
Globe Theater
Strand 3: Writing Applications
Concept 5: Literary Response
PO 1. Write a reflection to a literature selection (e.g., journal entry,
book review).
(See R05-S2C1)
PO 2. Write a book report or review that identifies the:
a. main idea
b. character(s)
c. setting
d. sequence of events
e. conflict/resolution
(See R05-S2C1)
PO 3. Write a response that demonstrates an understanding of a literary
selection, and depending on the selection, includes:
a. evidence from the text
b. personal experience
c. comparison to other text/media
(See R05-S2C1)
C. Myths and Legends
• A Tale of the Oki Islands (a legend from Japan, also
known as “The Samurai’s Daughter”)
• Morning Star and Scarface: the Sun Dance (a Plains
Indian legend, also known as “The Legend of
Scarface”)
• American Indian trickster stories (for example, tales of
Coyote, Raven, or Grandmother Spider)
D. Literary Terms
• Pen name (pseudonym)
• Literal and figurative language
imagery
metaphor and simile
symbol
personification
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Arizona Standards
IV. Speeches
• Abraham Lincoln: The Gettysburg Address
• Chief Joseph (Highh’moot Tooyalakekt): “I will fight
no more forever”
Strand 3: Writing Applications
Concept 1: Expressive
PO 1. Write a narrative based on imagined or real events, observations,
or memories that includes:
a. characters
b. setting
c. plot
d. sensory details
e. clear language
f. logical sequence of events
V. Sayings and Phrases
Birthday suit
Bite the hand that feeds you.
Chip on your shoulder
Count your blessings.
Eat crow
Eleventh hour
Eureka!
Every cloud has a silver lining.
Few and far between
Forty winks
The grass is always greener on the other side of the hill.
To kill two birds with one stone
Lock, stock and barrel
Make a mountain out of a molehill
A miss is as good as a mile.
It’s never too late to mend.
Out of the frying pan and into the fire.
A penny saved is a penny earned.
Read between the lines.
Sit on the fence
Steal his/her thunder
Take the bull by the horns.
Till the cows come home
Time heals all wounds.
Strand 2: Writing Elements
Concept 4: Word Choice
PO 4. Use literal and figurative language where appropriate to purpose.
(See R05-S1C4-03, -04)
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Core Knowledge Sequence
Strand
Arizona Standards
Tom, Dick and Harry
Vice versa
A watched pot never boils.
Well begun is half done.
What will be will be.
World
History and
Geography
I.
World Geography
A. Spatial Sense (Working with Maps, Globes, and
Other Geographic Tools)
• Read maps and globes using longitude and latitude,
coordinates, degrees.
• Tropic of Cancer and Tropic of Capricorn: relation to
seasons and temperature
• Climate zones: Arctic, Tropic, Temperate
• Time zones (review from Grade 4): Prime Meridian (O
degrees); Greenwich, England; 180° Line
(International Date Line)
• Arctic Circle (imaginary lines and boundaries) and
Antarctic Circle
• From a round globe to a flat map: Mercator projection,
conic and plane projections
B. Great Lakes of the World
• Eurasia: Caspian Sea
• Asia: Aral Sea
• Africa: Victoria, Tanganyika, Chad
• North America: Superior, Huron, Michigan
• South America: Maracaibo, Titicaca
II. Meso-American Civilizations
Strand 4:Geography
Concept 1: The World in Spatial Terms
PO 1. Interpret information from a variety of maps:
a. contour
b. population density
c. natural resource
d. historical maps
PO 2. Locate features in the world (e.g., continents, waterways, mountain
ranges, cities) on a map using latitude and longitude.
PO 3. Identify the location of significant geographic features from content
studied on a physical or political map.
PO 4. Locate physical and human features (e.g., gulf, delta, isthmus, strait,
bay, canyon, swamp, peninsula, province, cape, tree line) in the
United States and world on an appropriate type of map.
PO 5. Identify each state on a U.S. map.
PO 6. Construct maps, charts, and graphs to display geographic
information.
Strand 4:Geography
Concept 2: Places and Regions
PO 1. Describe how the following regions exemplify the concept of region
as an area with unifying human or natural factors:
a. three American colonial regions
b. West, Midwest, Northeast, Southeast, Southwest
c. North and South during the Civil War
Connect with:
Strand 1 Concept 3, 4, 5
PO 2. Describe the geographic characteristics of a state in the United States
with the assistance of maps, the internet, atlases, and other reference
materials.
Strand 2: World History
Concept 1: Research Skills for History
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
A. Geography
• Identify and locate Central America and South
America on maps and globes.
Largest countries in South America: Brazil and
Argentina
• Amazon River
• Andes Mountains
B. Maya, Inca, and Aztec Civilizations
• The Mayas
Ancient Mayas lived in what is now southern
Mexico and parts of Central America; their
descendants still live there today.
Accomplishments as architects and artisans:
pyramids and temples
Development of a system of hieroglyphic writing
Knowledge of astronomy and mathematics;
development of a 365-day calendar; early use
of concept of zero
• The Aztecs
A warrior culture, at its height in the 1400s and
early 1500s, the Aztec empire covered much of
what is now central Mexico.
The island city of Tenochtitlan: aqueducts, massive
temples, etc.
Moctezuma (also spelled Montezuma)
Ruler-priests; practice of human sacrifice
• The Inca
Ruled an empire stretching along the Pacific coast
of South America
Built great cities (Machu Picchu, Cuzco) high in the
Andes, connected
by a system of roads
Arizona Standards
PO 1. Use the following to interpret historical data:
a. timelines – B.C.E. and B.C.; C.E. and A.D.
b. graphs, tables, charts, and maps
PO 2. Construct timelines of the historical era being studied
(e.g., presidents/ world leaders, key events, people).
PO 3. Describe the difference between primary and secondary sources.
PO 4. Locate information using both primary and secondary sources.
PO 5. Describe how archaeological research adds to our understanding
of the past.
C. Spanish Conquerors
• Conquistadors: Cortés and Pizzaro
Advantage of Spanish weapons (guns, cannons)
Diseases devastate native peoples
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Arizona Standards
St Strand 2: World History
III. European Exploration, Trade, and the Clash of Cultures
ConConcept 5: Encounters and Exchange
A. Background
(Note: European Exploration was introduced in Grades 3 and 4.)
• Beginning in the 1400s Europeans set forth in a great
PO 1. Describe the following effects of European exploration, trade, and
wave of exploration and trade.
colonization on other parts of the world:
• European motivations
a. sea routes to Asia
Muslims controlled many trade routes.
b. colonies established
Profit through trade in goods such as gold, silver,
and settled
silks, sugar, and spices
c. increased power of
Spread of Christianity: missionaries, Bartolomé de
European countries
las Casas speaks out against enslavement and
d. trade established
mistreatment of native peoples
between Europe, Africa,
• Geography of the spice trade
and Americas
The Moluccas, also called the “Spice Islands”: part
e. introduction of disease
of present-day Indonesia
and the resulting
Locate: the region known as Indochina, the Malay
population decline of
Peninsula, the Philippines
Indigenous people
Definition of “archipelago”
f. triangular trade
“Ring of Fire”: earthquakes and volcanic activity
Connect with:
Strand 1 Concept 3
B. European Exploration, Trade, and Colonization
Strand 3 Concept 2
• Portugal
Strand 4 Concept 2, 4, 5, 6
Prince Henry the Navigator, exploration of the
Strand 5 Concept 1
West African coast
PO
2. Describe ways in which Spain, France, and England competed
Bartolomeu Dias rounds the Cape of Good Hope
for power:
Vasco da Gama: spice trade with India, exploration
Connect
with:
of East Africa
Strand
1 Concept 3
Portuguese conquer East African Swahili city-states
Strand
3 Concept 2 & 5
Cabral claims Brazil
Strand
4 Concept 2
• Spain
Strand
5 Concept 1
Two worlds meet: Christopher Columbus and the
Tainos
Treaty of Tordesillas between Portugal and Spain
Magellan crosses the Pacific, one of his ships
returns to Spain, making the first round-theworld voyage
Balboa reaches the Pacific
• England and France
Search for Northwest Passage (review from grade
3)
Strand 1: American History
Concept 3: Exploration and Colonization
(Note: The Colonial period was introduced in Grade 1. European
exploration was introduced in Grade 3. Spanish exploration was taught in
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Colonies in North America and West Indies
Trading posts in India
• Holland (The Netherlands)
The Dutch take over Portuguese trade routes and
colonies in Africa and the East Indies
The Dutch in South Africa, Cape Town
The Dutch in North America: New Netherland
(review from grade 3), later lost to England
C. Trade and Slavery
• The sugar trade
African slaves on Portuguese sugar plantations on
islands off West African coast, such as Sa~ o
Tomé
Sugar plantations on Caribbean islands
West Indies: Cuba, Puerto Rico, Bahamas,
Dominican Republic, Haiti, Jamaica
• Transatlantic slave trade: the “triangular trade” from
Europe to Africa to colonies
in the Caribbean and the Americas
The “Slave Coast” in West Africa
The Middle Passage
Arizona Standards
Grade 4.)
PO 1. Recognize that Native American tribes resided throughout North
America before the period of European exploration and colonization.
PO 2. Explain the reasons for the explorations of Samuel Champlain,
Henry Hudson, John Cabot, Jacques Cartier, Ponce de Leon, and
Hernan de Soto in the New World.
PO 3. Explain the reasons (e.g., religious freedom, desire for land,
economic opportunity, a new life) for colonization of America.
Connect with:
Strand 2 Concept 5
Strand 5 Concept 1
PO 4. Describe the contributions of geographic and economic
conditions, religion, and colonial systems of government to
the development of American democratic practices.
Connect with:
Strand 5 Concept 1
PO 5. Describe the geography, cultures, and economics of the Southern,
Middle Atlantic, and New England Colonies.
Connect with:
Strand 4 Concept 2 & 6
Strand 5 Concept 1
PO 6. Identify contributions of individuals (e.g., John Smith, William Penn,
Lord Baltimore, Roger Williams, Anne Hutchinson, James
Ogelthorpe) who were important to the colonization of America.
PO 7. Describe interactions (e.g., agricultural and cultural
exchanges, alliances, conflicts) between Native Americans
and European settlers.
Connect with:
Strand 2 Concept 5
Strand 4 Concept 5
Strand 5 Concept 1
PO 8. Describe the causes and effects of triangular trade.
Connect with:
Strand 2 Concept 5
Strand 5 Concept 1
Strand 5: Economics
Concept 1: Foundations of Economics
PO 1. Identify the opportunity costs (i.e., separation from family,
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Arizona Standards
indentured service) associated with expeditions to the New World.
Connect with:
Strand 1 Concept 3
Strand 2 Concept 5
Strand 4 Concept 2 & 4
PO 2. Describe how specialization (e.g., division of labor) improved
standards of living in the three colonial regions and the Pre-Civil War
North and South.
Connect with:
Strand 1 Concept 6
PO 3. Identify how voluntary exchange helps both buyers and sellers as in
colonial trade in North America.
Connect with:
Strand 1 Concept 3
Strand 2 Concept 5
PO 4. Interpret how trade promoted economic growth throughout
U.S. history.
Connect with:
Strand 1 Concept 3
Strand 2 Concept 5
Strand 5: Economics
Concept 2: Microeconomics
PO 1. Explain how price incentives affect peoples’ behavior and choices,
such as colonial decisions about what crops to grow and which products to
produce.
Connect with:
Strand 1 Concept 3
Strand 2 Concept 5, 8
PO 2. Describe how competition, markets, and prices influence peoples’
behavior.
Connect with:
Strand 1 Concept 4
PO 3. Identify how people earn income by selling their labor to businesses
or governments.
PO 4. Describe ways in which entrepreneurs take risks to develop new
goods and services.
PO 5. Describe the function of private business in producing goods and
services.
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Arizona Standards
PO 6. Discuss the function of banks in providing checking accounts,
savings accounts, and loans.
PO 7. Explain the function of government in providing certain goods and
services through taxation.
Connect with:
Strand 1 Concept 4
IV. The Renaissance and the Reformation
A. The Renaissance
• Islamic scholars translate Greek works and so help
preserve classical civilization.
• A “rebirth” of ideas from ancient Greece and Rome
• New trade and new wealth
• Italian city states: Venice, Florence, Rome
• Patrons of the arts and learning
The Medici Family and Florence
The Popes and Rome
• Leonardo da Vinci, Michelangelo
• Renaissance ideals and values as embodied in
The Courtier by Castiglione: the “Renaissance
man”
The Prince by Machiavelli: real-world politics
Strand 4 Geography
Concept 3: Physical Systems
(Science Strands are summarized below as they apply to Social Studies
content in Grades K-8. These concepts are reinforced in Social Studies
classes, but assessed through Science.)
Connect with:
Science Strand 3 Concept 1 : Explain the impacts of natural hazards on
habitats.
Science Strand 6 Concept 2 Describe lunar cycles, Earth’s revolution and
rotation, and gravity.
Science Strand 6 Concept 3 Describe the planets, other objects in the solar
system, and exploration of the solar system.
B. The Reformation
• Gutenberg’s printing press: the Bible made widely
available
• The Protestant Reformation
Martin Luther and the 95 Theses
John Calvin
• The Counter-Reformation
• Copernicus and Galileo: Conflicts between science
and the church
Ptolemaic (earth-centered) vs. sun-centered models
of the universe
V. England from the Golden Age to the Glorious Revolution
A. England in the Golden Age
• Henry VIII and the Church of England
• Elizabeth I
Strand 3:Civics/Government
Concept 5: Government Systems of the World
PO 1. Describe the characteristics of a monarchy and a republic.
Connect with:
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• British naval dominance
Defeat of the Spanish Armada
Sir Francis Drake
British exploration and North American settlements
Strand 1 Concept 3 & 4
Strand 2 Concept 6
B. From the English Revolution to the Glorious
Revolution
• The English Revolution
King Charles I, Puritans and Parliament
Civil War: Cavaliers and Roundheads
Execution of Charles I
Oliver Cromwell and the Puritan regime
The Restoration (1660): Charles II restored to the
English throne, many Puritans leave England
for America
• The “Glorious Revolution” (also called the Bloodless
Revolution)
King James II replaced by William and Mary
Bill of Rights: Parliament limits the power of the
monarchy
VI. Russia: Early Growth and Expansion
A. History and Culture
• Russia as successor to Byzantine Empire: Moscow as
new center of Eastern Orthodox Church and of
Byzantine culture (after the fall of Constantinople
in 1453)
• Ivan III (the Great), czar (from the Latin “Caesar”)
• Ivan IV (the Terrible)
• Peter the Great: modernizing and “Westernizing”
Russia
• Catherine the Great
Reforms of Peter and Catherine make life even
harder for peasants
B. Geography
• Moscow and St. Petersburg
• Ural Mountains, Siberia, steppes
• Volga and Don Rivers
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• Black, Caspian, and Baltic Seas
• Search for a warm-water port
VII. Feudal Japan
A. History and Culture
• Emperor as nominal leader, but real power in the
hands of shoguns
• Samurai, code of Bushido
• Rigid class system in feudal Japanese society
• Japan closed to outsiders
• Religion
Buddhism: the four Noble Truths and the Eightfold
Path, Nirvana
Shintoism: reverence for ancestors, reverence for
nature, kami
Strand 4: Geography
Concept 5: Environment and Society
PO 2. Describe the impact that natural events (e.g., floods, earthquakes,
droughts) have on human and physical environments.
B. Geography
• Pacific Ocean, Sea of Japan
• Four main islands: Hokkaido, Honshu (largest),
Shikoku, Kyushu
• Tokyo
• Typhoons, earthquakes
• The Pacific Rim
American
History and
Geography
I.
Westward Expansion
A. Westward Expansion Before the Civil War
• Early exploration of the west
Daniel Boone, Cumberland Gap, Wilderness Trail
Lewis and Clark, Sacagawea
“Mountain men,” fur trade
Zebulon Pike, Pike’s Peak
• Pioneers
Getting there in wagon trains, flatboats, steamboats
Many pioneers set out from St. Louis (where the
Missouri and Mississippi Rivers meet).
Land routes: Santa Fe Trail and Oregon Trail
Mormons (Latter-day Saints) settle in Utah,
Brigham Young, Great Salt Lake
Strand 1: American History
Concept 5: Westward Expansion
(Note: Westward expansion was introduced in Grades 2 and 4.)
PO 1. Describe the following events of 19th century presidencies of:
a. Thomas Jefferson – Louisiana Purchase; explorations of Lewis and
Clark
b. James Madison – War of 1812
c. James Monroe – The Monroe Doctrine
d. Andrew Jackson – Nationalism and Sectionalism; Trail of Tears
e. James Polk – Mexican-American War; discovery of gold in California
Connect with:
Strand 3 Concept 3
Strand 4 Concept 4 & 6
PO 2. Describe the different perspectives (e.g., Native Americans, settlers,
Spanish, the U.S. government, prospectors) of Manifest Destiny.
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Gold Rush, ’49ers
• Geography
Erie Canal connecting the Hudson River and Lake
Erie
Rivers: James, Hudson, St. Lawrence, Mississippi,
Missouri, Ohio, Columbia, Rio Grande
Appalachian and Rocky Mountains
Great Plains stretching from Canada to Mexico
Continental Divide and the flow of rivers: east of
Rockies to the Arctic or Atlantic Oceans, west
of Rockies to the Pacific Ocean
• Indian resistance
More and more settlers move onto Indian lands,
treaties made and broken
Tecumseh (Shawnee): attempted to unite tribes in
defending their land
Battle of Tippecanoe
Osceola, Seminole leader
• “Manifest Destiny” and conflict with Mexico
The meaning of “manifest destiny”
Early settlement of Texas: Stephen Austin
General Antonio Lopez de Santa Anna
Battle of the Alamo (“Remember the Alamo”),
Davy Crockett, Jim Bowie
• The Mexican War
General Zachary Taylor (“Old Rough and Ready”)
Some Americans strongly oppose the war, Henry
David Thoreau’s “Civil Disobedience”
Mexican lands ceded to the United States
(California, Nevada, Utah, parts of Colorado,
New Mexico, Arizona)
B. Westward Expansion After the Civil War
• Homestead Act (1862), many thousands of Americans
and immigrants start farms in the West
• “Go west, young man” (Horace Greeley’s advice)
• Railroads, Transcontinental Railroad links east and
west, immigrant labor
• Cowboys, cattle drives
Arizona Standards
Connect with:
Strand 4 Concept 4 & 6
PO 3. Identify major westward migration routes of the 19 th Century.
Connect with:
Strand 4 Concept 4 & 6
PO 4. Describe how manufacturing, textiles, transportation improvements,
and other innovations of the Industrial Revolution contributed to U.S.
growth and expansion.
Connect with:
Strand 4 Concept 4 & 6
PO 5. Describe the following individuals’ role in the reform movement
before the Civil War:
a. Frederick Douglass
b. Harriet Tubman
c. William Lloyd Garrison
d. Sojourner Truth
Strand 4: Geography
Concept 6: Geographic Applications
PO 1. Describe how geographic features influenced events in the past in the
Original Thirteen Colonies, the Great Plains, the Pacific Northwest
and the West.
Connect with:
Strand 1 Concept 3, 5, 6
PO 2. Use geographic knowledge and skills (e.g., recognizing patterns,
mapping, graphing) when discussing current events.
PO 3. Use geography concepts and skills (e.g., recognizing patterns,
mapping, graphing) to find solutions for local, state or national
problems (e.g., shortage or abundance of natural resources).
Strand 4: Geography
Concept 4: Human Systems
PO 1. Explain why and how boundaries change (e.g., Westward Expansion,
Civil War, Mexican - American War).
Connect with:
Strand 1 Concept 5, 6
PO 2. Explain the effects (e.g., economic, cultural, environmental, political)
of human migration on places.
Connect with:
Strand 1 Concept 5
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• The “wild west,” reality versus legend: Billy the Kid,
Jesse James, Annie Oakley, Buffalo Bill
• “Buffalo Soldiers,” African American troops in the
West
• U. S. purchases Alaska from Russia, “Seward’s folly”
• 1890: the closing of the American frontier (as
acknowledged in the U. S. Census), the symbolic
significance of the frontier
II. The Civil War: Causes, Conflicts, Consequences
A. Toward the Civil War
• Abolitionists: William Lloyd Garrison and The
Liberator, Frederick Douglass
• Slave life and rebellions
• Industrial North versus agricultural South
• Mason-Dixon Line
• Controversy over whether to allow slavery in
territories and new states
Missouri Compromise of 1820
Dred Scott decision allows slavery in the territories
• Importance of Harriet Beecher Stowe’s Uncle Tom’s
Cabin
• John Brown, Harper’s Ferry
• Lincoln: “A house divided against itself cannot stand.”
Lincoln-Douglas debates
Lincoln elected president, Southern states secede
B. The Civil War
• Fort Sumter
• Confederacy, Jefferson Davis
• Yankees and Rebels, Blue and Gray
• First Battle of Bull Run
• Robert E. Lee and Ulysses S. Grant
• General Stonewall Jackson
• Ironclad ships, battle of the USS Monitor and the CSS
Virginia (formerly the USS Merrimack)
• Battle of Antietam Creek
• The Emancipation Proclamation
Arizona Standards
Strand 2 Concept 5
Strand 5 Concept 1
Strand 4: Geography
Concept 5: Environment and Society
PO 1. Describe the ways European colonists and Native Americans viewed,
adapted, and used the environment.
Connect with:
Strand 1 Concept 3 & 6
Strand 1:American History
Concept 1: Research Skills for History
PO 1. Use the following to interpret historical data:
a. timelines – B.C.E. and B.C.; C.E. and A.D.
b. graphs, tables, charts, and maps
PO 2. Construct timelines of the historical era being studied
(e.g., presidents/ world leaders, key events, people).
PO 3. Describe the difference between primary and secondary sources.
PO 4. Locate information using both primary and secondary sources.
PO 5. Describe how archaeological research adds to our understanding of
the past.
Strand 1:American History
Concept 6: Civil War and Reconstruction
(Note: The Civil War was introduced in Grade 3 and the Civil War in
Arizona was taught in Grade 4.)
PO 1. Describe factors leading to the Civil War:
a. role of abolitionists and Underground Railroad
b. sectionalism between North and South
c. westward expansion
Connect with:
Strand 3 Concept 3, 4;
Strand 4 Concept 2, 4, 6;
Strand 5 Concept 1
PO 2. Identify the reasons why the following were important events of the
Civil War:
a. firing on Ft. Sumter
b. major battles
c. delivery of the Emancipation Proclamation
d. surrender at Appomattox
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• Gettysburg and the Gettysburg Address
• African-American troops, Massachusetts Regiment led
by Colonel Shaw
• Sherman’s march to the sea, burning of Atlanta
• Lincoln re-elected, concluding words of the Second
Inaugural Address (“With malice toward none, with
charity for all. . . .”)
• Richmond (Confederate capital) falls to Union forces
• Surrender at Appomattox
• Assassination of Lincoln by John Wilkes Booth
C. Reconstruction
• The South in ruins
• Struggle for control of the South, Radical Republicans
vs. Andrew Johnson, impeachment
• Carpetbaggers and scalawags
• Freedmen’s Bureau, “40 acres and a mule”
• 13th, 14th, and 15th Amendments to the Constitution
• Black Codes, the Ku Klux Klan and “vigilante justice”
• End of Reconstruction, Compromise of 1877, all
federal troops removed from the South
Arizona Standards
Strand 1: American History
Concept 10: Contemporary United States
PO 1. Describe current events using information from class discussions and
various resources (e.g., newspapers, magazines, television, Internet,
books, maps).
PO 2. Discuss the connections between current and historical events and
issues from content studied in Strand 1 using information from class
discussions and various resources (e.g., newspapers, magazines,
television, Internet, books, maps).
III. Native Americans: Cultures and Conflicts
A. Culture and Life
• Great Basin and Plateau (for example, Shoshone, Ute,
Nez Perce)
• Northern and Southern Plains (for example, Arapaho,
Cheyenne, Lakota [Sioux], Shoshone, Blackfoot, Crow)
Extermination of buffalo (review from grade 2)
• Pacific Northwest (for example, Chinook, Kwakiutl,
Yakima)
B. American Government Policies
• Bureau of Indian Affairs
• Forced removal to reservations
• Attempts to break down tribal life, assimilation
policies, Carlisle School
C. Conflicts
• Sand Creek Massacre
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• Little Big Horn: Crazy Horse, Sitting Bull, Custer’s
Last Stand
• Wounded Knee
Ghost Dance
IV. U. S. Geography
• Locate: Western Hemisphere, North America,
Caribbean Sea, Gulf of Mexico
• The Gulf Stream, how it affects climate
• Regions and their characteristics: New England, MidAtlantic, South, Midwest, Great Plains, Southwest,
West, Pacific Northwest
• Fifty states and capitals
Strand 1:American History
Concept 4: Revolution and New Nation
(Note: Colonial America and the Revolutionary War were introduced in
Grades 1 and 2.)
PO 1. Describe the significance of the following events leading to the
American Revolution
a. French and Indian War
b. Proclamation of 1763
c. Tea Act
d. Stamp Act
e. Boston Massacre
f. Intolerable Acts
Connect with:
Strand 2 Concept 6
Strand 3 Concept 5
Strand 5 Concept 2
PO 2. Describe the significance of the following events in the
Revolutionary War:
a. Declaration of Independence
b. the battles of Lexington and Concord, Saratoga
c. aid from France
d. surrender at Yorktown
Connect with:
Strand 3 Concept 1
PO 3. Identify the impact of the following individuals on the
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Core Knowledge Sequence
Revolutionary War:
Benjamin Franklin
Thomas Jefferson
George Washington
Patrick Henry
Thomas Paine
King George III
Connect with:
Strand 3 Concept 1
PO 4. Describe how one nation evolved from thirteen colonies through the
following events:
a. Constitutional Convention
b. George Washington’s presidency
c. creation of political parties
Connect with:
Strand 3 Concept 2, 3, 5
a.
b.
c.
d.
e.
f.
Strand 3:Civics/Government
Concept 1: Foundations of Government
PO 1. Identify the democratic principles and ideals associated with the
following documents:
a. Mayflower Compact
b. Declaration of Independence
c. Articles of Confederation
d. United States Constitution
e. Bill of Rights
Connect with:
Strand 1 Concept 3
PO 2. Recognize the contributions and roles of the following individuals in
creating the American government:
a. John Adams
b. Benjamin Franklin
c. Alexander Hamilton
d. Thomas Jefferson
e. James Madison
f. John Marshall
g. George Washington
Connect with:
Strand 1 Concept 4
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Arizona Standards
PO 3. Describe the struggle between the Federalists and the Anti-federalists
over the ratification of the Constitution and the creation of the
Bill of Rights.
Connect with:
Strand 1 Concept 4
Strand 3:Civics/Government
Concept 2: Structure of Government
PO 1. Describe the role of town meetings and representative
assemblies in colonial government.
PO 2. Describe how the Constitution is designed to limit central
government, as in freedom from a controlling monarchy.
Connect with:
Strand 1 Concept 3 & 4
Strand 3:Civics/Government
Concept 3: Functions of Government
(Note: Students were introduced to how laws are made in Grade 3.)
PO 1. Explain ways in which the powers of the federal government differed
from the Articles of Confederation to the Constitution.
Connect with:
Strand 1 Concept 4
PO 2. Identify the process by which a bill becomes a law.
PO 3. Describe how the checks and balance system which established the
three branches of the federal government works, as in Andrew
Johnson’s impeachment.
PO 4. Explain the significance of the Dred Scott Decision.
PO 5. Compare the arguments for states’ rights versus the power of the
federal government (e.g., the expansion of slavery, taxation).
Strand 3:Civics/Government
Concept 4: Rights, Responsibilities,
and Roles of Citizenship
PO 1. Describe ways an individual can contribute to a school or community.
PO 2. Describe the character traits (i.e., respect, responsibility, fairness,
involvement) that are important to the preservation and improvement
of constitutional democracy in the United States.
PO 3. Describe the importance of citizens being actively involved in the
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Arizona Standards
democratic process (e.g., voting, student government, involvement in
political decision making, analyzing issues, petitioning public
officials).
St Strand 2:World History
ConConcept 6: Age of Revolution
(Note: Changing government by revolution was introduced in
Grade 1. The American Revolution is taught in Grade 5,
Strand 1.Connect to similar events around the world.)
PO 1. Explain the rationale and characteristics of rebellion.
PO 2. Explain the impact that revolution has on a society.
PO 3. Compare the causes of the American Revolution to other revolutions
around the world (e.g., France, Haiti, Mexico, South America,
Russia).
PO 4. Compare the outcomes of the American Revolution to those of other
revolutions around the world (e.g., France, Haiti, Mexico, South
America, Russia).
Strand 2: World History
Concept 9: Contemporary World
PO 1. Describe current events using information from class discussions and
various resources (e.g., newspapers, magazines, television, Internet,
books, maps).
PO 2. Use various resources (e.g., newspapers, magazines, television,
Internet, books, maps) to discuss the connections between current
events and historical events and issues from content studied in
Strand 2.
Strand 5: Economics
Concept 5: Personal Finance
PO 1. Explain how the following are used to purchase goods and services:
a. cash
b. check
c. money order
d. debit card
e. credit card
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Strand
Visual Arts
I.
Arizona Standards
Art of the Renaissance
• The shift in world view from medieval to Renaissance
art, a new emphasis on humanity and the natural
world
• The influence of Greek and Roman art on Renaissance
artists (classical subject matter, idealization of
human form, balance and proportion)
• The development of linear perspective during the
Italian Renaissance
The vantage point or point-of-view of the viewer
Convergence of parallel lines toward a vanishing
point, the horizon line
• Observe and discuss works in different genres—such as
portrait, fresco, Madonna—by
Italian Renaissance artists, including
Sandro Botticelli, The Birth of Venus
Leonardo da Vinci: The Proportions of Man, Mona
Lisa, The Last Supper
Michelangelo, Ceiling of the Sistine Chapel,
especially the detail known as The Creation of
Adam
Raphael: The Marriage of the Virgin, examples of
his Madonnas (such as Madonna and Child
with the Infant St. John, The Alba Madonna, or
The Small Cowper Madonna)
• Become familiar with Renaissance sculpture,
including
Donatello, Saint George
Michelangelo, David
• Become familiar with Renaissance architecture,
including
The Florence Cathedral, dome designed by Filippo
Brunelleschi
St. Peter’s in Rome
• Observe and discuss paintings of the Northern
Renaissance, including
Pieter Bruegel, Peasant Wedding
Albrecht Dürer, Self-Portrait (such as from 1498 or
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1500)
Jan van Eyck, Giovanni Arnolfini and His Wife
(also known as Arnolfini Wedding)
II. American Art: Nineteenth-Century United States
• Become familiar with the Hudson River School of
landscape painting, including
Thomas Cole, The Oxbow (The Connecticut River
Near Northampton) (also known as View from
Mount Holyoke, Northampton, Massachusetts,
after a Thunderstorm)
Albert Bierstadt, Rocky Mountains, Lander’s Peak
• Become familiar with genre paintings, including
George Caleb Bingham, Fur Traders Descending
the Missouri
William Sidney Mount, Eel Spearing at Setauket
• Become familiar with art related to the Civil War,
including
Civil War photography of Matthew Brady and his
colleagues
The Shaw Memorial sculpture of Augustus SaintGaudens
• Become familiar with popular prints by Currier and
Ives.
III. Art of Japan
• Become familiar with
The Great Buddha (also known as the Kamakura
Buddha)
Landscape gardens
Music
I.
Elements of Music
• Through participation, become familiar with basic
elements of music (rhythm, melody, harmony, form,
timbre, etc.).
Recognize a steady beat, accents, and the
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downbeat; play a steady beat, a simple rhythm
pattern, simultaneous rhythm patterns, and
syncopation patterns.
Discriminate between fast and slow; gradually
slowing down and getting faster; accelerando
and ritardando.
Discriminate between differences in pitch: high and
low.
Discriminate between loud and quiet; gradually
increasing and decreasing volume; crescendo
and decrescendo.
Understand legato (smoothly flowing progression
of notes) and staccato (crisp, distinct notes).
Sing unaccompanied, accompanied, and in unison.
Recognize harmony; sing rounds and canons; twoand three-part singing.
Recognize introduction, interlude, and coda in
musical selections.
Recognize verse and refrain.
Continue work with timbre and phrasing.
Recognize theme and variations.
Sing or play simple melodies while reading scores.
• Understand the following notation and terms:
names of lines and spaces in the treble clef, middle
C, treble clef, staff, bar line, double bar line,
measure, repeat signs, whole note, half note,
quarter note, eighth note, whole rest, half rest,
quarter rest, eighth rest, grouped sixteenth
notes, tied and dotted notes, sharps, flats, Da
cap [D] al fine, meter signature, common time,
dynamics
II. Listening and Understanding
A. Composers and Their Music
• Ludwig van Beethoven, Symphony No. 5
• Modest Mussorgsky, Pictures at an Exhibition (as
orchestrated by Ravel)
B. Musical Connections
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• Music from the Renaissance (such as choral works of
Josquin Desprez; lute songs by John Dowland)
• Felix Mendelssohn, Overture, Scherzo, and Wedding
March from A Midsummer Night’s Dream
III. American Musical Traditions
• Spirituals
Originated by African-Americans, many spirituals
go back to the days of slavery.
Familiar spirituals, such as:
Down by the Riverside
Sometimes I Feel Like a Motherless Child
Wayfaring Stranger
We Shall Overcome
IV. Songs
Battle Hymn of the Republic
Danny Boy
Dona Nobis Pacem (round)
Git Along Little Dogies
God Bless America
Greensleeves
The Happy Wanderer
Havah Nagilah
If I Had a Hammer
Red River Valley
Sakura
Shenandoah
Sweet Betsy from Pike
The specific content outlined in the Core Knowledge Sequence constitutes a solid foundation of knowledge in each subject area. It is also critically important to
establish a similar sequential program in Mathematics, structured to provide guided practice in various formats and frequent review throughout the year.
Mathematics programs that follow sound cognitive principles and therefore lead to greater student mastery are: Singapore Math, Saxon Math, and Direct
Instruction Mathematics.
Mathematics
I.
Numbers and Number Sense
• Read and write numbers (in digits and words) up to the
billions.
Strand 1: Number Sense and Operations
Concept 1: Number Sense
PO 7. Apply grade-level appropriate properties to assist in computation
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• Recognize place value up to billions.
• Order and compare numbers to 999,999,999 using the
signs <, >, and = .
• Write numbers in expanded form.
• Integers
Locate positive and negative integers on a number
line.
Compare integers using the symbols <, >, = .
Know that the sum of an integer and its opposite is
0.
Add and subtract positive and negative integers.
• Using a number line, locate positive and negative
whole numbers.
• Round to the nearest ten; to the nearest hundred; to the
nearest thousand; to the nearest hundred-thousand.
• Exponents
Review perfect squares and square roots to 144;
recognize the square root sign, √——.
Using the terms squared and cubed and to the nth
power, read and evaluate numerical expressions
with exponents.
Identify the powers of ten up to 106.
• Identify a set and the members of a set, as indicated by
{ }.
• Identify numbers under 100 as prime or composite.
• Identify prime factors of numbers to 100 and write
using exponential notation for multiple primes.
• Determine the greatest common factor (GCF) of given
numbers.
• Determine the least common multiple (LCM) of given
numbers.
Arizona Standards
PO 9. Use grade-level appropriate mathematical terminology.
PO 15. Simplify numerical expressions using the order of operations with
grade- appropriate operations on number sets.
Concept 3: Estimation
PO 3. Round to estimate quantities.
Strand 1: Number Sense and Operation
Concept 3: Estimation
PO 3. Round to estimate quantities.
Strand 1: Number Sense and Operation
Concept 2: Numerical Operations
PO 8. Apply the symbol “[ ]” to represent grouping.
Concept 1: Number Sense
PO 10. Recognize that 1 is neither a prime nor a composite number.
PO 11. Sort whole numbers (through 50) into sets containing only prime
numbers or only composite numbers
II. Ratio and Percent
A. Ratio
• Determine and express simple ratios.
• Use ratio to create a simple scale drawing.
• Ratio and rate: solve problems on speed as a ratio,
using the formula
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S = d/t (or D = r x t).
B. Percent
• Recognize the percent sign (%) and understand percent
as “per hundred.”
• Express equivalences between fractions, decimals, and
percents, and know
common equivalences:
1/10 = 10%
¼ = 25%
½ = 50%
¾ = 75%
• Find the given percent of a number.
III. Fractions and Decimals
A. Fractions
• Determine the least common denominator (LCD) of
fractions with unlike denominators.
• Recognize equivalent fractions (for example, ½ = 3/6).
• Put fractions in lowest terms.
• Compare fractions with like and unlike denominators,
using the signs <, >, and = .
• Identify the reciprocal of a given fraction; know that
the product of a given number and its reciprocal =
1.
• Add and subtract mixed numbers and fractions with
like and unlike denominators.
• Multiply and divide fractions.
• Add and subtract fractions with like and unlike
denominators.
• Add and subtract mixed numbers and fractions;
multiply mixed numbers and fractions.
• Round fractions to the nearest whole number.
• Write fractions as decimals (e.g., ¼ = 0.25; 17/25 =
0.68; 1/3 = 0.3333. . . or 0.33, rounded to the
nearest hundredth).
Arizona Standards
Strand 1: Number Sense and Operations
Concept 1: Number Sense
PO 8. Determine the equivalency between and among fractions, decimals,
and percents in contextual situations.
Strand 1: Number Sense and Operations
Concept 1: Number Sense
PO 1. Make models that represent improper fractions.
PO 2. Identify symbols, words, or models that represent improper
fractions.
PO 3. Use improper fractions in contextual situations.
PO 4. Compare two proper fractions or improper fractions with like
denominators.
PO 5. Order three or more unit fractions, proper or improper fractions
with like denominators, or mixed numbers with like denominators.
PO 6. Compare two whole numbers, fractions, and decimals (e.g., 1/2 to
0.6).
PO 7. Order whole numbers, fractions, and decimals.
PO 8. Determine the equivalency between and among fractions, decimals,
and percents in contextual situations.
Concept 2: Numerical Operations
PO 10. Simplify fractions to lowest terms.
PO 11. Add or subtract proper fractions and mixed numbers with like
denominators with regrouping.
PO 12. Add or subtract decimals.
B. Decimals
• Read, write, and order decimals to the nearest tenthousandth.
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• Write decimals in expanded form.
• Read and write decimals on a number line.
• Round decimals (and decimal quotients) to the nearest
tenth; to the nearest hundredth; to the nearest
thousandth.
• Estimate decimal sums, differences, and products by
rounding.
• Add and subtract decimals through ten-thousandths.
• Multiply decimals: by 10, 100, and 1,000; by another
decimal.
• Divide decimals by whole numbers and decimals.
IV. Computation
A. Addition
• Commutative and associative properties: know the
names and understand the properties.
Strand 1: Number Sense and Operations
Concept 2: Numerical Operations
PO 12. Add or subtract decimals.
PO 13. Multiply decimals.
PO 14. Divide decimals.
PO 15. Simplify numerical expressions using the order of operations with
grade- appropriate operations on number sets.
Strand 1: Number Sense and Operations
Concept 2: Numerical Operations
PO 6. Demonstrate the addition and multiplication properties of equality.
PO 7. Apply grade-level appropriate properties to assist in computation.
B. Multiplication
• Commutative, associative, and distributive properties:
know the names and understand the properties.
• Multiply two factors of up to four digits each.
• Write numbers in expanded form using multiplication.
• Estimate a product.
• Use mental computation strategies for multiplication,
such as breaking a problem into partial products,
for example: 3 x 27 = (3 x 20) + (3 x 7) = 60 + 21 =
81.
• Solve word problems involving multiplication.
Concept 2: Numerical Operations
PO 3. Multiply whole numbers.
PO 4. Divide with whole numbers.
PO 5. Demonstrate the distributive property of multiplication over
addition.
C. Division
• Understand multiplication and division as inverse
operations.
• Know what it means for one number to be “divisible”
by another number.
• Know that you cannot divide by 0; that any number
divided by 1 = that number.
• Estimate the quotient.
• Know how to move the decimal point when dividing
Strand 1: Number Sense and Operations
Concept 2: Numerical Operations
PO 1. Select the grade-level appropriate operation to solve word
problems.
PO 2. Solve word problems using grade-level appropriate operations and
Numbers
Concept 3: Estimation
Concept 3: Estimation
PO 1. Solve grade-level appropriate problems using estimation.
PO 2. Use estimation to verify the reasonableness of a calculation
(e.g., Is 4.1 x 2. Reasonable?)
PO 3. Round to estimate quantities
PO 4.
Estimate and measure for area and perimeter.
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by 10, 100, or 1,000.
• Divide dividends up to four digits by one-digit, twodigit, and three-digit divisors.
• Solve division problems with remainders; round a
repeating decimal quotient.
• Check division by multiplying (and adding remainder).
D. Solving Problems and Equations
• Solve word problems with multiple steps.
• Solve problems with more than one operation.
Strand 1: Number Sense and Operations
Concept 2: Numerical Operations
PO 1. Select the grade-level appropriate operation to solve word
problems.
PO 2. Solve word problems using grade-level appropriate operations and
numbers
V. Measurement
• Convert to common units in problems involving
addition and subtraction of different units.
• Time: Solve problems on elapsed time; regroup when
multiplying and dividing amounts of time.
Strand 1, Number Sense and Operations
Concept 3: Estimation
PO 4. Estimate and measure for area and perimeter.
PO 5. Compare estimated measurements between U.S. customary and
metric systems (e.g., A yard is about a meter.).
VI. Geometry
• Identify and draw points, segments, rays, lines.
• Identify and draw lines: horizontal; vertical;
perpendicular; parallel; intersecting.
• Measure the degrees in angles, and know that
right angle = 90°
acute angle: less than 90°
obtuse angle: greater than 90°
straight angle = 180°
• Identify and construct different kinds of triangles:
equilateral, right, and isosceles.
• Know what it means for triangles to be congruent.
• Identify polygons:
triangle, quadrilateral, pentagon, hexagon, and
octagon
parallelogram, trapezoid, rhombus, rectangle,
square
Strand 4: Geometry and Measurement
Concept 1: Geometric Properties
PO 1. Recognize regular polygons.
PO 2. Draw 2-dimensional figures by applying significant properties of
each (e.g., Draw a quadrilateral with two sets of parallel sides and
four right angles.).
PO 3. Sketch prisms, pyramids, cones, and cylinders.
PO 4. Identify the properties of 2- and 3-dimensional geometric figures
using appropriate terminology and vocabulary.
PO 5. Draw points, lines, line segments, rays, and angles with appropriate
labels.
PO 6. Recognize that all pairs of vertical angles are congruent.
PO 7. Classify triangles as scalene, isosceles, or equilateral.
PO 8. Recognize that a circle is a 360º rotation about a point.
PO 9. Identify the diameter, radius, and circumference of a circle.
PO 10. Understand that the sum of the angles of a triangle is 180.
PO 11. Draw two congruent geometric figures.
PO 12. Draw two similar geometric figures.
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• Know that regular polygons have sides of equal length
and angles of equal measure.
• Identify and draw diagonals of polygons.
• Circles
Identify arc, chord, radius (plural: radii), and
diameter (radius = !s diameter).
Using a compass, draw circles with a given
diameter or radius.
Find the circumference of a circle using the
formulas C = πd, and C = 2 πr, using 3.14 as
the value of pi.
• Area
Review the formula for the area of a rectangle
(Area = length x width) and solve problems
involving finding area in a variety of square
units (such as mi2; yd2; ft2; in2; km2; m2; cm2;
mm2).
Find the area of triangles, using the formula A =
½(b x h).
Find the area of a parallelogram using the formula
A = b x h.
Find the area of an irregular figure (such as a
trapezoid) by dividing into regular figures for
which you know how to find the area.
Compute volume of rectangular prisms in cubic
units (cm3, in3), using the formula
V = l x w x h.
Find the surface area of a rectangular prism.
VII. Probability and Statistics
• Understand probability as a measure of the likelihood
that an event will happen; using simple models,
express probability of a given event as a fraction, as
a percent, and as a decimal between 0 and 1.
• Collect and organize data in graphic form (bar, line,
and circle graphs).
• Solve problems requiring interpretation and
application of graphically displayed data.
• Find the average (mean) of a given set of numbers.
Arizona Standards
Strand 4: Geometry and Measurement
Concept 4: Measurement – Units of Measure – Geometric Objects
PO 1. State an appropriate measure of accuracy for a contextual situation
(e.g., What unit of measurement would you use to measure the top
of your desk?).
PO 7. Solve problems involving the area of simple polygons.
Strand 2: Data Analysis, Probability, and Discrete Mathematics
Concept 1: Data Analysis (Statistics)
PO 1. Formulate questions to collect data in contextual situations.
PO 2. Construct a double-bar graph, line plot, frequency table, or threeset Venn diagram with appropriate labels and title from organized
data.
PO 3. Interpret graphical representations and data displays including bar
graphs (including double-bar), circle graphs, frequency tables,
three-set Venn diagrams, and line graphs that display continuous
data.
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• Plot points on a coordinate plane, using ordered pairs
of positive and negative whole numbers.
• Graph simple functions.
PO 4.
PO 5.
PO 6.
PO 7.
PO 8.
Answer questions based on graphical representations, and data
displays including bar graphs (including double-bar), circle graphs,
frequency tables, three-set Venn diagrams, and line graphs that
display continuous data.
Identify the mode(s) and mean (average) of given data.
Formulate reasonable predictions from a given set of data.
Compare two sets of data related to the same investigation.
Solve contextual problems using graphs, charts, and tables.
Strand 2: Data Analysis, Probability, and Discrete Mathematics
Concept 2: Probability
PO 1. Name the possible outcomes for a probability experiment.
PO 2. Describe the probability of events as being:
 certain (represented by “1”),
 impossible, (represented by “0”), or
 neither certain nor impossible (represented by a fraction less
than 1).
PO 3. Predict the outcome of a grade-level appropriate probability
experiment.
PO 4. Record the data from performing a grade-level appropriate
probability experiment.
PO 5. Compare the outcome of an experiment to predictions made prior
to performing the experiment.
PO 6. Make predictions from the results of student-generated experiments
using objects (e.g., coins, spinners, number cubes).
PO 7. Compare the results of two repetitions of the same grade-level
appropriate probability experiment.
VIII. Pre-Algebra
• Recognize variables and solve basic equations using
variables.
• Write and solve equations for word problems.
• Find the value of an expression given the replacement
values for the variables, for example: What is 7 - c
if c is 3.5?
Strand 3: Patterns, Algebra, and Functions
Concept 3: Algebraic Representations
PO 1. Evaluate expressions involving the four basic operations by
substituting given decimals for the variable.
PO 2. Use variables in contextual situations.
PO 3. Solve one-step equations with one variable represented by a letter
or symbol (e.g., 15 = 45  n).
Strand 1 Number Sense and Operations
Concept 1: Number Sense
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PO 9. Identify all whole number factors and pairs of factors for a number.
PO 10. Recognize that 1 is neither a prime nor a composite number.
PO 11. Sort whole numbers (through 50) into sets containing only prime
numbers or only composite numbers.
Strand 2: Data Analysis, Probability, and Discrete Mathematics
Concept 3: Discrete Mathematics – Systematic Listing and Counting
PO 1. Find all possible combinations when one item is selected from each
of two sets of different items, using a systematic approach (e.g. shirts:
tee shirt, tank top, sweatshirt; pants: shorts, jeans).
Concept 4: Vertex-Edge Graphs
PO 1. Color maps with the least number of colors so that no common edges
share the same color (increased complexity throughout grade levels).
Strand 3: Patterns, Algebra, and Functions
Concept 1: Patterns
PO. 1 Communicate a grade-level appropriate iterative pattern, using
symbols or numbers
PO 2. Extend a grade-level appropriate iterative pattern.
PO 3./ Solve grade-level appropriate iterative pattern problems
Concept 2: Functions and Relationships
PO 1. Describe the rule used in a simple grade-level appropriate function
(e.g., T-chart, input/output model).
Concept 4: Analysis of Change
 constant rate (speed of movement of the hands on a clock), and
 increasing or decreasing rate (rate of plant growth).
Strand 4: Geometry and Measurement
Concept 1: Geometry and Measurement
PO 13. Identify the lines of symmetry in a 2-dimensional shape
Concept 2: Transformation of Shapes
PO 1. Demonstrate reflections using geometric figures.
PO 2. Describe the transformations that created a tessellation.
Concept 3: Coordinate Geometry
PO 1. Graph points in the first quadrant on a grid using ordered pairs
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Concept 4: Measurement – Units of Measure – Geometric Objects
PO 2. Draw 2-dimensional figures to specifications using the appropriate
tools (e.g., Draw a circle with a 2-inch radius)
PO 3. Determine relationships including volume (e.g., pints and quarts,
milliliters and liters)/
PO 4. Convert measurement units to equivalent units within a given system
(U.S. customary and metric) (e.g., 12 inches = 1 foot; 10 decimeters = 1
meter).
PO 5. Solve problems involving the perimeter of convex polygons.
PO 6. Determine the area of figures composed of two or more rectangles on
a grid.
PO 8. Describe the change perimeter or area when one attribute (length,
width) of a rectangle is altered
Strand 5: Structure and Logic
Concept 1: Algorithms and Algorithmic Thinking
PO 1. Construct if… then statements.
PO 2. Identify simple valid arguments using if…then statements based on
graphic organizers (e.g., 3-set Venn diagrams and pictures)
Science
I.
Classifying Living Things
• Scientists have divided living things into five large
groups called kingdoms, as follows:
Plant
Animal
Fungus (mushrooms, yeast, mold, mildew)
Protist (algae, protozoans, amoeba, euglena)
Moneran (bacteria, blue-green algae)
• Each kingdom is divided into smaller groupings as
follows:
Kingdom
Phylum
Class
Order
Family
Genus
Species (Variety)
Strand 2: History and Nature of Science
Concept: 2: Nature of Scientific Knowledge
PO 1. Provide examples that support the premise that science is an ongoing
process that changes in response to new imformation and discoveries.
PO 2. Explain the cycle by which new scientific knowledge generates new
scientific inquiry.
Strand 3: Science in Personal and Social Perspectives
Concept 1: Changes in Environments
PO 1. Explain the impacts of natural hazards on habitas
PO 2. Propose a solution, resource, or product that addresses a specific
human, animal, or habitat needed
PO 3. Evaluate the possible strengths and weaknesses of a proposed solution
to a specific problem relevant to human, animal, or habitat needs.
Concept 2: Science and Technology in Society
PO 1. Describe the relationship between science and technology.
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• When classifying living things, scientists use special
names made up of Latin words (or words made to sound
like Latin words), which help scientists around the
world understand each other and ensure that they are
using the same names for the same living things.
Homo sapiens: the scientific name for the species to
which human beings belong (genus Homo,
species sapiens)
Taxonomists: biologists who specialize in
classification
• Different classes of vertebrates and major
characteristics: fish, amphibians, reptiles, birds,
mammals (review from grade 3)
Arizona Standards
PO 2. Explain how scientific knowledge, skills, and technological
capabilities are integral to a variety of careers.
PO 3. Design an dconstruct a technological solution to a common problem
or need using common materials.
Concept 1: History of Science as a Human Endeavor
PO 1. Identify how diverse people and/or cultures, past and present, have
made important contributions to scientific innovations
VII. Science Biographies
Carl Linnaeus
II. Cells: Structures and Processes
• All living things are made up of cells.
• Structure of cells (both plant and animal)
Cell membrane: selectively allows substances in
and out
Nucleus: surrounded by nuclear membrane,
contains genetic material, divides for
reproduction
Cytoplasm contains organelles, small structures that
carry out the chemical activities of the cell,
including mitochondria (which produce the
cell’s energy) and vacuoles (which store food,
water, or wastes).
• Plant cells, unlike animal cells, have cell walls and
chloroplasts.
• Cells without nuclei: monerans (bacteria)
• Some organisms consist of only a single cell: for
example, amoeba, protozoans, some algae.
• Cells are shaped differently in order to perform
different functions.
• Organization of cells into tissues, organs, and systems:
Stand 4: Life Science
Concept 1: Structure and Function in Living Systems
PO 2. Identify the following types of muscles:
*Cardiac-heart
*smooth-stomach
* skeletal-biceps
PO 3. Identify the functions and parts of the nervous system
*control center-brain
*relay mechanism-spinal cord
*transport messages-nerves
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In complex organisms, groups of cells form tissues
(for example, in animals, skin tissue or muscle
tissue; in plants, the skin of an onion or the bark of
a tree).
Tissues with similar functions form organs (for
example, in some animals, the heart, stomach,
or brain; in some plants, the root or flower).
In complex organisms, organs work together in a
system (recall, for example, from earlier
studies of the human body, the digestive,
circulatory, and respiratory systems).
III. Plant Structures and Processes
*See 6th Grade Standards
A. Structure: Non-vascular and Vascular Plants
• Non-vascular plants (for example, algae)
• Vascular plants
Vascular plants have tube like structures that allow
water and dissolved nutrients to move through
the plant.
Parts and functions of vascular plants: roots, stems
and buds, leaves
B. Photosynthesis
• Photosynthesis is an important life process that occurs
in plant cells, but not animal cells (photo = light;
synthesis = putting together). Unlike animals,
plants make their own food, through the process of
photosynthesis.
• Role in photosynthesis of: energy from sunlight,
chlorophyll, carbon dioxide and water, xylem and
phloem, stomata, oxygen, sugar (glucose)
C. Reproduction
• Asexual reproduction
Example of algae
Vegetative reproduction: runners (for example,
strawberries) and bulbs (for example, onions),
growing plants from eyes, buds, leaves, roots,
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and stems
• Sexual reproduction by spore-bearing plants (for
example, mosses and ferns)
• Sexual reproduction of non-flowering seed plants:
conifers (for example, pines), male and female
cones, wind pollination
• Sexual reproduction of flowering plants (for example,
peas)
Functions of sepals and petals, stamen (male),
anther, pistil (female), ovary (or ovule)
Process of seed and fruit production: pollen, wind,
insect, and bird pollination, fertilization,
growth of ovary, mature fruit
Seed germination and plant growth: seed coat,
embryo and endosperm, germination (sprouting
of new plant), monocots (for example, corn)
and dicots (for example, beans)
IV. Life Cycles and Reproduction
A. The Life Cycle and Reproduction
• Life cycle: development of an organism from birth to
growth, reproduction, death
Example: Growth stages of a human: embryo, fetus,
newborn, infancy, childhood, adolescence,
adulthood, old age
• All living things reproduce themselves. Reproduction
may be asexual or sexual.
Examples of asexual reproduction: fission
(splitting) of bacteria, spores from mildews,
molds, and mushrooms, budding of yeast cells,
regeneration and cloning
Sexual reproduction requires the joining of special
male and female cells, called gametes, to form
a fertilized egg.
Strand 4: Life Science
Concept 2: Reproduction and Heredity
Concept 3: Populations of Organisms in an Ecosystem
Concept 4: Diversity, Adaptation, and Behavior
B. Sexual Reproduction in Animals
• Reproductive organs: testes (sperm) and ovaries (eggs)
• External fertilization: spawning
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• Internal fertilization: birds, mammals
• Development of the embryo: egg, zygote, embryo,
growth in uterus, fetus, newborn
VII. Science Biographies
Ernest Just
V. The Human Body
A. Changes in Human Adolescence
• Puberty
Glands and hormones (see below, Endocrine
System), growth spurt, hair growth, breasts,
voice change
B. The Endocrine System
• The human body has two types of glands: duct glands
(such as the salivary glands), and ductless glands,
also known as endocrine glands.
• Endocrine glands secrete (give off) chemicals called
hormones. Different hormones control different
body processes.
• Pituitary gland: located at the bottom of the brain,
secretes hormones that control other glands, and
hormones that regulate growth
• Thyroid gland: located below the voice box, secretes a
hormone that controls the rate at which the body
burns and uses food
• Pancreas: both a duct and ductless gland, secretes a
hormone called insulin that regulates how the body
uses and stores sugar, when the pancreas does not
produce enough insulin, a person has a sickness
called diabetes (which can be controlled)
• Adrenal glands: secrete a hormone called adrenaline,
especially when a person is frightened or angry,
causing rapid heartbeat and breathing
Strand 4: Life Science
Concept 1: Structure and Function in Living Systems
PO 1. Identify the functions and parts of the skeletal system:
*Protection-rib cage, cranium
*Support-vertebrae
*Movement-pelvis, femur, hip
PO 2. Identify the following Types of Muscles:
*cardiac-heart
*smooth-stomach
*skeletal-biceps
PO 3. Identify the functions and part of the nervous:
*control center-brain
*relay mechanism-spinal cord
*transport messages-nerves
PO 4: Distinguish between voluntary and involuntary responses.
Concept 2: Reproduction and Heredity
Concept 3: Populations of Organisms in an Ecosystem
Concept 4: Diversity, Adaptation, and Behavior
C. The Reproductive System
• Females: ovaries, fallopian tubes, uterus, vagina,
menstruation
• Males: testes, scrotum, penis, urethra, semen
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• Sexual reproduction: intercourse, fertilization, zygote,
implantation of zygote in the uterus, pregnancy,
embryo, fetus, newborn
VI. Chemistry: Matter and Change
A. Atoms, Molecules, and Compounds
• Basics of atomic structure: nucleus, protons (positive
charge), neutrons (neutral), electrons (negative
charge)
• Atoms are constantly in motion, electrons move
around the nucleus in paths called shells (or energy
levels).
• Atoms may join together to form molecules and
compounds.
• Common compounds and their formulas:
water H2O
salt NaCl
carbon dioxide CO2
B. Elements
• Elements have atoms of only one kind, having the same
number of protons. There are a little more than 100
different elements.
• The Periodic Table: organizes elements with common
properties
Atomic symbol and atomic number
• Some well-known elements and their symbols:
Hydrogen H
Helium
He
Carbon
C
Nitrogen
N
Oxygen
O
Sodium
Na
Aluminum Al
Silicon
Si
Chlorine
Cl
Iron
Fe
Copper
Cu
Silver
Ag
Strand1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
PO 1 Formulate a relevant question through observations that can be tested
by an investigation.
PO 2. Formulate predictions in the realm of science based on observed cause
and effect relationships
PO 3 Locate information related to an investigation
Concept 2: Scientific Testing (investigating and Modeling)
PO 1. Demonstrates safe behavior and appropriate procedures in all science
inquiry.
PO 2. Plan a simple investigation that identifies the variables controlled.
PO 3. Conduct simple investigations based on student-developed questions
in life, physical, and Earth and space sciences.
PO 4. Measure using appropriate tools and units of measure
PO 5. Record data in an organized and appropriate format
Concept 3: Analysis and Conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends
and form conclusions.
PO 2. Analyze whether the data is consistent with the proposed explanation
that motivated the investigation.
PO 3 Evaluate the reasonableness of the outcome of an investigation.
PO 4. Develop new investigations and predictions based on questions that
arise from the findings of an investigation
PO 5. Identify possible relationships between variables in simple
investigations
Concept 4: Communication
PO 1. Communicate verbally or in writing the results of an inquiry.
PO 2. Choose an appropriate graphic representation for collected data:
*bar graph
*line graph
*Venn diagram
*model
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Gold
Au
• Two important categories of elements: metals and nonmetals
Metals comprise about 2/3 of the known elements.
Properties of metals: most are shiny, ductile,
malleable, conductive
C. Chemical and Physical Change
• Chemical change changes what a molecule is made up
of and results in a new substance with a new
molecular structure. Examples of chemical change:
rusting of iron, burning of wood, milk turning sour
• Physical change changes only the properties or
appearance of the substance, but does not change
what the substance is made up of. Examples of
physical change: cutting wood or paper, breaking
glass, freezing water
VII. Science Biographies
Percy Lavon Julian
Arizona Standards
PO 3. Communicate with other groups or individuals to compare the results
of a common investigation
Strand 5: Physical Science
Concept 1: Properties and Changes of Properties in Matter
PO 1. Identify that matter is made of smaller units called:
*molecules
*atoms
PO 2. Distinguish between mixtures and compounds
PO 3. Describe changes of matter
*physical-cutting wood, ripping paper, freezing water
*chemical-burning wood, rusting of iron, milk turning sour
Strand 2 History and Nature of Science
Concept 1: History of Science as a Human Endeavor
PO 1. Identify how diverse people and/or cultures, past and preset, have
made important contributions to scientific innovations.
**From 6th grade CK**
III. Astronomy: Gravity, Stars, and Galaxies
• Gravity: an attractive force between objects
Newton’s law of universal gravitation: Between any
two objects in the universe there is an attractive
force, gravity, which grows greater as the
objects move closer to each other.
How gravity keeps the planets in orbit
• Stars
The sun is a star.
Kinds of stars (by size): giants, dwarfs, pulsars
Supernova; black holes
Apparent movement of stars caused by rotation of
the earth
Constellations: visual groupings of stars, for
Strand 5: Physical Science
Concept 1: Properties and Changes of Properties in Matter
PO 1. Identify that matter is made of smaller units called:
*molecules
*atoms
PO 2. Distinguish between mixtures and compounds
PO 3. Describe changes of matter:
*physical-cutting wood, ripping paper, freezing water
*chemical-burning wood, rusting of iron, milk turning sour
Concept 2: Motion and Forces
PO 1. Descrieb the following forces
*gravity
*friction
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example, Big Dipper, Orion
Astronomical distance measured in light years
• Galaxies
The Milky Way is our galaxy; the Andromeda
Galaxy is closest to the Milky Way.
Quasars are the most distant visible objects
(because the brightest).
Arizona Standards
PO 2. Describe the various effects forces can have on an object
PO 3. Examine forces and motion through investigations using simple
machines.
PO 4. Demonstrate effects of variables on an objects motion
Concept 3: Transfer of Energy
VI. Science Biographies
Isaac Newton
Concept 1: Structure of the Earth
Describe the composition and interactions between the structure of the
Earth and its atmosphere.
No performance objectives at this grade level
Concept 2: Earth’s Processes and Systems
Understand the processes acting on the Earth and their interaction with
the Earth systems.
PO 1. Describe how the Moon’s appearance changes during a four-week
lunar cycle.
PO 2. Describe how Earth’s rotation results in day and night at any
particular location.
PO 3. Distinguish between revolution and rotation.
PO 4. Describe the role of gravity as an attractive force between celestial
objects.
Concept 3: Earth in the Solar System
Understand the relationships of the Earth and other objects in the solar
system.
PO 1. Identify the known planets of the solar system.
PO 2. Describe the distinguishing characteristics of the known planets in
the solar system.
Alignment of the Core Knowledge® Sequence with Arizona Standards – May 2008
Grade 5 — 43 of 44
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Grade 5 Correlation of Core Knowledge® and Arizona Standards
Strand
Core Knowledge Sequence
Arizona Standards
PO 3. Describe various objects in the sky (e.g., asteroids, comets, stars,
meteors/shooting stars).
PO 4. Describe the change in position and motion of the following
objects in the sky over time:
 real motion – Moon, planets
 apparent motion (due to the motion of the Earth) – Sun, Moon,
stars
PO 5. Explain the apparent motion of the Sun and stars.
PO 6. Describe efforts to explore space (e.g., Apollo missions, space
shuttles, Hubble space telescope, space probes).
(See Strand 2)
Alignment of the Core Knowledge® Sequence with Arizona Standards – May 2008
Grade 5 — 44 of 44
© 2006 Core Knowledge Foundation. Cannot be reproduced without express, written permission from the Core Knowledge Foundation.