|
Obj # |
District Objective/State # |
Required FOSS kit Suggested Activities and Resources |
|
|
5.1 |
Students will describe that the greater the push or pull on an object, the greater the change in motion of that object./01.05.01 |
Variables |
|
|
5.2 |
Students will give examples of falling objects and explain that a force (gravity) is pulling them down. (Not that they are falling, but that gravity is pulling them down.)/01.05.02 |
Variables |
|
|
5.3 |
Students will categorize objects that move in different directions (i.e. forward & back and sideways), in a variety of ways (i.e. rotating, rolling, or revolving) and ease of movement (friction)./01.05.03 |
Variables |
|
|
5.4 |
Students will accurately predict will sink or float in air or water and can classify then on the basis of this behavior./01.05.04 |
Variables |
|
|
5.5 |
Students will separate the components of a mixture based on their properties when provided with directions (e.g., recovering sand and sugar from a mixture of the two or recovering sugar from a water solution) and can describe why the technique worked./02.05.01 |
Mixtures and Solutions |
|
|
5.6 |
Students will compare and contrast elements, compounds and mixtures. Give common examples of elements, compounds and mixtures./02.05.02 |
Mixtures and Solutions |
|
|
5.7 |
Students will describe, contrast and compare patterns of crystals formed after water has evaporated from solutions of various soluble solids (i.e. sugar in water compared to salt in water)./02.05.03 |
Mixtures and Solutions |
|
|
5.8 |
Students will describe the properties of large and small pieces of a material and explain that the properties are the same (e.g., a sheet of paper versus pieces of paper, chunk of rock versus a fragment, a cinnamon stick and powdered cinnamon)./02.05.05 |
Mixtures and Solutions |
|
|
5.9 |
Students will describe the observable properties (e.g., state of matter, ductility, malleability, color, strength, shape, etc.) of various materials. Compare and contrast the properties and compositions of the various materials (e.g. milk & glass; air & pencil; wood & cement block)./02.05.06 |
Mixtures and Solutions |
|
|
5.10 |
Students will identify simple physical and chemical changes (i.e. burning paper, breaking glass, melting beeswax, a burning candle and sugar in water). Heat or mix materials and adequately describe observed changes in materials (e.g. burn white paper to get ashes, smoke & heat; mix baking soda with vinegar to get a gas and a new mixture)./04.05.01 |
Mixtures and Solutions |
|
|
5.11 |
Students will gather data to describe the cooling of warm objects and the warming of cool objects when brought together. Make accurate observations./03.05.01 |
Solar Energy |
|
|
5.12 |
Students will manipulate a variety of instruments to describe that vibration produces sound (i.e. rubber band or string)./03.05.03 |
The Physics of Sound |
|
|
5.13 |
Students will observe samples of various materials (e.g., wood, cloth, paper, metal, plastic, composites), and describe their properties (e.g., how they respond to various stresses, how they react with other materials/chemicals, what happens in the presence of heat/fire, electrical and magnetic properties)/16.05.01 |
Variables |
|
|
5.14 |
Students will investigate and describe the extent to which samples of man-made items (e.g., objects made of cloth, glass, paper, metal, plastic, composites, ceramics) can be used over and over./16.05.02 |
OM Spontaneous Books |
|
|
5.15 |
Observe and describe how a device (e.g., a toy) can be made to operate with less energy (e.g.,, reducing friction by applying a lubricant such as graphite, using more aerodynamic and/or lightweight materials)/16.05.02 |
OM Spontaneous Books |
|
|
5.16 |
Students will make reasonable predictions of how some environmental conditions are more favorable than others to living things./07.05.03 |
Environments |
|
|
5.17 |
Students will explain with minor errors, how living things are classified by similar features, behaviors, and/or habits./ 08.05.02 |
Environments |
|
|
5.18 |
Students will illustrate by providing several examples how there are variations among individuals within a population of a certain species./08.05.03 |
Environments |
|
|
5.19 |
Students will relate reproduction to the continuation of every species./08.05.04 |
Environments |
|
|
5.20 |
Students will classify animals and plants according to their physical characteristics with minimal help./09.05.01 |
Environments |
|
|
5.21 |
Students will identify examples of how environmental changes have allowed some species to survive and others to become extinct./09.05.02 |
Environments |
|
|
5.22 |
Students will identify examples of how differences in individual characteristics may give an advantage for survival./09.05.03 |
Environments |
|
|
5.23 |
Students will describe using examples, several ways organisms interact with each other and with their non-living habitat./15.05.01 |
Environments |
|
|
5.24 |
Students will identify plants and animals that will survive well, less well, or cannot survive at all in a particular environment. /15.05.02 |
Environments |
|
|
5.25 |
Students will identify the sun as the energy source for most ecosystems and recognize that there are other requirements for life that are met by the environment./15.05.03 |
Environments |
|
|
5.26 |
Students will list and describe unique characteristics of your local ecosystem./15.05.04 |
Environments |
|
|
5.27 |
Students will describe components of an ecosystem that can be observed to change and components that do not change./17.05.02 |
Environments |
|
5th Grade Earth/Environmental Science
|
5.28 |
Students will describe the composition of samples of soil in terms of constituents (e.g., rock/mineral fragments, organic material, moisture content, organisms); compare and contrast soil samples from different places./10.05.04 |
Environments |
|
|
5.29 |
Students will observe natural (outdoor) and artificial systems (e.g., terraria, decomposition columns, aquaria, stream tables, gardens, school environments) and describe the physical changes (e.g., pH, temperature, relative humidity, changes in state of water, weathering, erosion) and biological changes (e.g., patterns of behavior, seasonal changes in form) that take place in those systems. /13.05.05 |
Environments |
|
|
5.30 |
Students will observe and explain that the sun is a useful source of energy (e.g., for cooking, generating electricity)./13.05.01 |
Solar Energy |
|
|
5.31 |
Students will observe and describe, using print, maps, models, multimedia resources, and the Internet, various meteorological events (e.g., storms, flooding, drought)./13.05.02 |
Weather: Scholastic kit |
|
|
5.32 |
Students will compare and contrast, citing print, multimedia, or Internet resources, the general features of planets and their moons, asteroids, comets, and the sun./14.05.01 |
Space: Scholastic kit |
|
|
5.33 |
Students will describe, citing daily and nightly observations, or simulations (e.g., classroom ceiling star projector, college planetarium), the motion of the sun, moon, stars, and some planets across the sky./14.05.02 |
Space: Scholastic kit |
|
|
5.34 |
Students will describe, citing daily and nightly observations, or simulations (e.g., classroom ceiling star projector, college planetarium), the distribution, brightness, and color of some major stars and constellations./14.05.03 |
Space: Scholastic kit |
|