Show-Me Standards Students will: Classify matter as a solid, liquid or gas, using physical properties

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1 Class: Science Grade 5 Learner Objective (to know) Activity (to do) Assessment Show-Me Standards Classify matter as a solid, liquid or gas, using physical properties Classify assorted objects that are given into three types of matter as solids, liquids and gases using the physical properties Classify the three types of matter by writing observations in their science journals ME1 S1 1.8 Observe, describe and predict the changes in state and the effect of heat on the physical properties of matter Predict, observe and describe the movement of food coloring in hot and cold water Make predictions and describe their observations when water is frozen, boiled and left in an open container to evaporate Observe, describe and predict the changes in state and the effect of heat on the physical properties of matter through journal entries, lab reports, workbook pages and on Chapter 7 test ME1 S1 1.2 Use a gram scale to observe that the mass of water remains constant when frozen and thawed Recognize that the Sun is the primary source of energy for Earth, explain how light is transferred through space in straight lines and observe how an object can only be seen when light is reflected Using a moon box model, flashlights, mirrors, colored paper, flat and/or shiny objects, students will observe and explain how light is transferred in straight lines until it is reflected Students will recognize the Sun as the primary source of energy by collecting and recording temperatures during sunny and cloudy days Recognize that the Sun is the primary source of energy for Earth, explain how light is transferred through space in straight lines and observe how an object can only be seen when light is reflected through journal entries, lab reports, Moon phase assessment and Chapter 16 test ME 2 S1

2 Identify the forces acting on a load, use a spring scale to measure the weight and compare the measures of effort force needed to lift a load with and without the use of simple machines Identify the forces acting on a load by using spring scales to measure the weight of different objects and recording information on lab sheets or science journal entries Compare the measures of effort force needed to lift a load with and without the use of simple machines Identify the forces acting on a load and compare the measures of effort force needed to lift a load with and without the use of simple machines on lab reports and journal entries FM 2 S Describe how friction affects the amount of force needed to do work over different surfaces or through different media Describe how friction affects the amount of force needed to do work by dragging objects over different surfaces or through different media and recording information in their science journals and/or on lab report Describe how friction affects the amount of force needed to do work over different surfaces or through different media and record their observations in science journal entries and lab reports FM 2 S Explain how work can be done on an object and identify the simple machines in common tools and recognize how simple machines change the amount of effort force and/or direction Explain how work can be done on an object through material read and identify the simple machines in common tools Recognize how simple machines change the amount of effort force and/or direction by using common tools and pulleys during classroom experiments Explain how work can be done on an object and identify the simple machines in common tools and recognize how simple machines change the amount of effort force and/or direction on lab reports, journal entries and Chapter 13 assessments FM 2 S 2 1.1, 1.2

3 Identify and distinguish between plants and animals using simple dichotomous keys and recognize the major life processes carried out by major systems of plants and animals Use dichotomous keys to identify and distinguish between plants and animals Recognize the major life processes of plants and animals through material read during class and writing observations in journal entries and on lab reports and/or labeling diagrams Use dichotomous keys and Venn diagrams to identify and distinguish between plants and animals Recognize the major life processes of plants and animals through material read during class and writing observations in journal entries and on lab reports and/or diagrams, and constructed response questions on Chapter 1 and Chapter 4 assessments LO 2, LO 3 S 3 Explain how similarities are the basis for classification and classify animals into invertebrates or vertebrates Explain how similarities are the basis for classification during classroom discussion and classify animals into invertebrates or vertebrates using animal pictures and write their explanations in journal entries Explain how similarities are the basis for classification on constructed response questions and classify animals into invertebrates or vertebrates on Chapter 1 assessment LO 3 S 3, 1.8 Classify vertebrate animals into classes and compare structures (e.g. wings vs. fins vs. legs, feathers vs. hair vs. scales) that serve similar functions for animals belonging to different classes Use pictures of animals to classify and compare structures by sorting them into the appropriate vertebrate classes in which they belong Classify vertebrate animals into classes and compare structures (e.g. wings vs. fins vs. legs, feathers vs. hair vs. scales) that serve similar functions for animals belonging to different classes on workbook pages, journals entries and constructed response questions on Chapter 1 assessments LO 3 S 3, 1.8

4 Classify major bodies of surface water (e.g. rivers, lakes, oceans, glaciers) as fresh or salt water Classify major bodies of surface water (e.g. rivers, lakes, oceans, glaciers) as fresh or salt water on worksheets, handouts and through class discussion Classify major bodies of surface water (e.g. rivers, lakes, oceans, glaciers) as fresh or salt water on worksheets and Chapter 7 assessments ES 1 S5 Recognize the atmosphere is composed of a mixture of gases, water and minute particles, identify the different forms water can take and describe and trace the path of water as it moves through the water cycle Recognize the atmosphere is composed of a mixture of gases, water and minute particles and identify the different forms water can take through classroom reading, handouts, and discussion Describe and trace the path of water as it moves through the water cycle by constructing a complete diagram of the water cycle Recognize the atmosphere is composed of a mixture of gases, water and minute particles through teacher observation, class discussion and worksheets Identify the different forms water can take on Chapter 7 and Chapter 8 assessments Describe and trace the path of water as it moves through the water cycle on Chapter 7 assessment ES 1, ES 2 S5

5 Identify and use the appropriate tools to collect weather data and recognize and summarize relationships between weather data collected over a period of time Identify and use the appropriate tools to collect weather data during classroom discussion and labs Recognize and summarize relationships between weather data collected over a period of time on KC Star Weather maps, Weather Data reports, worksheets, and journal entries Identify and use the appropriate tools to collect weather data on lab sheets Recognize and summarize relationships between weather data collected over a period of time on teacher constructed worksheets, lab reports, journal entries and Chapter 8 assessments ES 2 S5 1.8 Explain how major bodies of water are important natural resources for human activity, describe how human needs and activities have affected the quality of fresh water and propose solutions to problems related to water quality that result from human activity Explain how major bodies of water are important natural resources for human activity, describe how human needs and activities have affected the quality of fresh water and propose solutions to problems related to water quality that result from human activity during classroom discussion, reading of textbook and other materials, and observing water filtration lab activity Participate in Conservation poster contest Explain how major bodies of water are important natural resources for human activity, describe how human needs and activities have affected the quality of fresh water and propose solutions to problems related to water quality that result from human activity on science journal entries, workbook pages, lab sheets and on constructed response questions on Chapter 7 assessments ES 3 S5, 4.1

6 Recognize that Earth is one of several planets within a solar system that orbits the Sun, and describe the physical features on Earth that allow life to exist and compare those to the Sun, Moon and other planets Recognize that Earth is one of several planets within a solar system that orbits the Sun through classroom discussion, worksheets and handouts Describe the physical features on Earth that allow life to exist and compare those to the Sun, Moon and other planets on Planet projects, worksheets, reports, and journal entries Recognize that Earth is one of several planets within a solar system that orbits the Sun, and describe the physical features on Earth that allow life to exist and compare those to the Sun, Moon and other planets during a Planet project presentation and on constructed response questions on Chapter 17 worksheets and assessments U 1 S6 Recognize that planets look like stars and appear to move across the sky and recognize that the moon orbits the Earth and sequence images of the lit portion of the moon from Earth as it cycles day to day Recognize that planets look like stars and appear to move across the sky during classroom discussion, through reading of textbook (chapter 16), handouts and other materials Recognize that the moon orbits the Earth and sequence images of the lit portion of the moon from Earth as it cycles day to day by keeping record of the changes in moon phases in their science journals or on a data chart, creating moon phase flash cards and completing Oreo Moon Phase activity Recognize that planets look like stars and appear to move across the sky and recognize that the moon orbits the Earth and sequence images of the lit portion of the moon from Earth as it cycles day to day on worksheets, lab reports, journal entries, moon phase quiz and Chapter 16 assessments U 1, U 2 S6 Recognize the Earth rotates once every 24 hours and relate the changes in the length and position of a shadow to the time of day and apparent position of the Sun in the sky Recognize the Earth rotates once every 24 hours and relate the changes in the length and position of a shadow to the time of day and apparent position of the Sun in the sky by recording observations in their science journals and through classroom discussion and reading Recognize the Earth rotates once every 24 hours and relate the changes in the length and position of a shadow to the time of day and apparent position of the Sun in the sky by recording observations in their science journals and on constructed response questions on Chapter 16 and Chapter 17 assessments U 2 S6

7 Formulate testable questions and explanations (hypotheses) formulate testable questions and hypothesis on all lab reports and on their Science Fair projects formulate testable questions and hypothesis on all lab reports and on their Science Fair projects 1.1, 1.2, 1.3 Recognize the characteristics of a fair and unbiased test Conduct a fair test to answer a question recognize the characteristics of a fair and unbiased test during class discussions and comparisons of test results conduct a fair test to compare plant growth with different liquids and on their science fair projects, water filtration lab, and all science labs recognize characteristics of fair tests by written explanations in their science journal conduct a fair test on all science lab reports and Science Fair projects Make suggestions for reasonable improvements or extensions of a fair test Make qualitative observations using the five senses Determine the appropriate tools and techniques to collect data Use a variety of tools and equipment to gather data (e.g., hand lenses, magnets, thermometers, metric rulers, balances, develop hypothesis and conduct tests on plant growth (Ch.4) and Science Fair Projects and make suggestions regarding the conclusion of their experiment make qualitative observations in their science journals and on lab reports while conducting experiments in class determine the appropriate tools and techniques to collect data while conducting experiments in class use a variety of tools to measure plant growth, distance of movement of object with catapults, forces, recording temperature and weather, and record information on lab reports or in their science journals make suggestions regarding the conclusion of their experiments in their science journal and on lab reports make qualitative observations in their science journals and on lab reports determine the appropriate tools and techniques to collect data while conducting experiments in class use a variety of tools while conducting experiments and explain information on lab reports 1.1,

8 graduated cylinders, spring scales) Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, weight to the nearest Newton Compare amounts/measurements Judge whether measurements and computation of quantities are reasonable Use quantitative and qualitative data as support for reasonable explanations Use data as support for observed patterns and relationships, and to make predictions to be tested Evaluate the reasonableness of an explanation Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, weight to the nearest Newton when conducting science investigations, experiments and labs Compare amounts/measurements on science experiments and lab reports Judge whether measurements and computation of quantities are reasonable on science experiments and in their science journals Use quantitative and qualitative data as support for reasonable explanations during class discussions, lab reports and science journal entries Use data as support for observed patterns and relationships, and to make predictions to be tested such as Weather data report and plant growth data Evaluate the reasonableness of an explanation during lab reports such as Water filtration lab, Plant growth labs, collections of weather data, science journal entries, and class discussion Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, weight to the nearest Newton when conducting science investigations, experiments and labs Compare amounts/measurements on science experiments and lab reports Judge whether measurements and computation of quantities are reasonable when conducting science investigations, experiments and labs and on constructed response questions Use quantitative and qualitative data as support for reasonable explanations on lab reports, science journal entries and constructed response questions on unit assessments Use data as support for observed patterns and relationships, and to make predictions to be tested Weather data report Evaluate the reasonableness of an explanation during class discussion, science journal entries, lab reports and teacher observations, 1.4,, 1.7, 1.7, 1.8, 1.7

9 Analyze whether evidence and scientific principles support proposed explanations Communicate the procedures and results of investigations and explanations through: oral presentations drawings and maps data tables graphs (bar, single line, pictograph) writings Design and construct a machine, using materials and/or existing objects, that can be used to perform a task (Assess Locally) Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, electronic balances, electronic microscopes, x-ray technology, computers, ultrasounds, computer Analyze whether evidence and scientific principles support proposed explanations such as Water filtration lab, Weather data reports, plant growth labs, Venn diagrams, dichotomous keys and during class discussion Students will communicate the procedures and results of investigations and explanations when completing lab reports, data tables, Science Fair Projects and on science journal entries Students will construct a Marshmallow Catapult and compare measurements of distance of objects released to the design. Describe how new technologies have helped scientists make better observations and measurements for investigations during classroom discussions, handouts and science journal entries Analyze whether evidence and scientific principles support proposed explanations on lab reports such as Water filtration lab, Weather data reports, plant growth labs, Venn diagrams, dichotomous keys and on teacher created assessments Students will communicate the procedures and results of investigations and explanations when completing lab reports, data tables, Science Fair Projects and on teacher created assessments Students will compare data regarding the best design and construction of a Marshmallow catapult Describe how new technologies have helped scientists make better observations and measurements for investigations during classroom discussions, handouts and science journal entries,, 2.3, 1.3 ST 1 S8, 1.1 ST 1 S8, 1.2, 2.4

10 probes such as thermometers) Identify how the effects of inventions or technological advances (e.g., complex machinery, technologies used in space exploration, satellite imagery, weather observation and prediction, communication, transportation, robotics, tracking devices) may be helpful, harmful, or both (Assess Locally) Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology (Assess Locally) Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving Identify how the effects of inventions or technological advances may be helpful, harmful, or both during class discussion and in science journal entries Use Science Weekly newspapers and/or library books and websites to research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology in science journal entries Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario during class discussion, science lab reports, science journal entries and on Science fair projects and experiments Identify how the effects of inventions or technological advances may be helpful, harmful, or both on teacher constructed assessments, constructed response questions and in science journal entries Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology in science journal entries Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario during class discussion, science lab reports, science journal entries and on Science fair projects and experiments ST 1 S8, 1.9 ST 2 S8, 2.7 ST 3 S8, 1.2

11 everyday problems or learning through discovery) Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally) Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member during Science Fair projects and labs/experiments and class discussions Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member during science labs/experiments and during Science Fair projects ST 3 S8, 2.3, 3.6

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