Science, and South Carolina Learning Standards for Science - Grades 5 Carolina Biological Supply Company 2700 York Road Burlington NC 27215 800.227.1150 www.carolinacurriculum.com 0703
Science, and Grade 5 Standard 5-1: The student will demonstrate an understanding of scientific inquiry, including the foundations of technological design and the processes, skills, and mathematical thinking necessary to conduct a controlled scientific investigation. 5-1.1 Identify questions suitable for generating a hypothesis. All chapters in MacMillan/McGraw-Hill Science contain lessons like Explore, Be a Scientist, and Inquiry Investigations that 5-1.1. Lessons 7, 12 Lessons 1, 17 Section 4 Lessons 3, 9, 12-14 Lessons 4, 7, 13 Lesson 13 Lessons 1, 17 Lessons 1, 2 Microworlds: Section 4 Lessons 1, 17 Lessons 1-3, 5, 17 Lesson 13 All 5-1.2 Identify independent (manipulated), dependent (responding), and controlled variables in an experiment. Hill Science contain Be a Scientist and Inquiry Investigations that 5-1.2. Section 4 Lessons 1-5, 12, 14 Lesson 15 Lesson 10 Lessons 7-8, 10, 12, 15 Lessons 3-4, 6-8, 10-11, 14 5-1.3 Plan and conduct controlled scientific investigations, manipulating one variable at a time. Hill Science contain Be a Scientist and Inquiry Investigations that 5-1.3. Lessons 12, 17 Section 4 except Lesson 1 Lessons 2-4, 6-14, 16 except Lessons 2, 16 Aquatic Habitats: All All Page 2 of 8
Science, and except Lesson 1 Microworlds: Section 4 All lessons Lessons 2-3, 6-16 5-1.4 Use appropriate tools and instruments (including a timing device and a 10x magnifier) safely and accurately when conducting a controlled scientific investigation. In MacMillan/McGraw-Hill Science all chapters contain lessons like Explore, Be a Scientist, Inquiry Skill Builders, and Inquiry Investigations that 5-1.4. Lessons 2-10, 12-15 Section 4 Lesson 2, 6 Lesson 6 Lessons 3-4 Lessons 4-16 except Lesson 1 except Lesson 1 Lessons 2-3, 7-16 Lessons 2-4, 6-11, 13-14, 16-18 Aquatic Habitats: All All except Act03 5-1.5 Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables. Hill Science contain Explore and Be a Scientist that 5-1.5 Lessons 2-6, 8-9, 15 except Lesson 1 Section 4 Lessons 2, 5, 8-11, 14 Lessons 2-12, 14 Lessons 7, 9-13, 16 Lessons 1-3, 5, 7, 11-12, 14 Lessons 1-2, 4-5, 7-9, 12-13 Lesson 4 Lesson 17 Lessons 3, 8, 9, 11, 12 Lessons 1-7, 9, 16 Bubble Festival: Act03 (pp66-73) Page 3 of 8
Science, and 5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written form. in MacMillan/McGraw-Hill Science contain Explore, s, and Inquiry Investigations that address South Carolina Indicator 5-1.6. Lessons 2, 4, 8, 9, 12, 13, 16, 17 Section 4 Lessons 9-11, 13, 15, 16 except Lesson 1 Lessons 2, 3, 5, 7, 8, 10, 11, 13, 16 except Lessons 6, 15 Lessons 9-12, 16-17 Microworlds: Section 4 Lessons 1, 2 Lessons 1, 4, 6, 9, 11, 14, 17 Lessons 1-2, 5-8, 11-18 Aquatic Habitats: All Exts (pp70-78) Bubble Festival: TG: All 5-1.7 Use a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings. Hill Science contain Explore, and Inquiry Investigations that address South Carolina Indicator 5-1.7. Lessons 1-2, 5, 9, 13-17 Lessons 13-15 Lessons 3, 7-8, 15-18 5-1.8 Use appropriate safety procedures when conducting investigations. Hill Science contain Explore, s, Inquiry Skill Builders, and Inquiry Investigations that 5-1.8. Lessons 4, 6 Lessons 1-2, 8 Section 4 Lesson 6 Lessons 2-4 Lessons 2, 4, 6, 15 Lessons 2-13, 15, 17 except Lesson 1 Microworlds: Section 4 Lessons 5-6, 11, 15-16 Aquatic Habitats: All All Page 4 of 8
Science, and Lessons 3, 7-16 Lessons 2-4, 6-11, 13-14, 16-18 Standard 5-2: The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. (Life Science) 5-2.1 Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole). Chapter 1, Lesson 1; Lesson 1, Explore; Lesson 1, Microworlds: Section 4 Lessons 11-16 Act05 (pp51-59) 5-2.2 Summarize the composition of an ecosystem, considering both biotic factors (including populations to the level of microorganisms and communities) and abiotic factors. Chapter 3, Lesson 1; Lesson 2; Lesson 3 except Lessons 3, 16 Act05 (pp51-59) 5-2.3 Compare the characteristics of different ecosystems (including estuaries/salt marshes, oceans, lakes and ponds, forests, and grasslands). Chapter 4 Lesson 3; Lesson 3, Reading in Science; Lesson 4; Lesson 4, except Lessons 3, 16 5-2.4 Identify the roles of organisms as they interact and depend on one another through food chains and food webs in an ecosystem, considering producers and consumers (herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predators and prey, and parasites and hosts. Chapter 3, Lesson 1; Lesson 1, Explore; Lesson 1, ; Lesson 1, Writing in Science; Lesson 1, Math in Science; Lesson 2; Lesson 2, Explore; Lesson 2, ; Lesson 2, Inquiry Skill Builder Section 4 Lessons 6-7 Lessons 1-7, 12, 17 Microworlds: Section 4 Lesson 12 Aquatic Habitats: Act04-5 (pp45-70 Act03-4 (pp33-49) Act03-5 (pp23-48) 5-2.5 Explain how limiting factors (including food, water, space, and shelter) affect populations in ecosystems. Chapter 3, Lesson 2; Lesson 2, Page 5 of 8
Science, and Standard 5-3: The student will demonstrate an understanding of features, processes, and changes in Earth s land and oceans. (Earth Science) 5-3.1 Explain how natural processes (including weathering, erosion, deposition, landslides, volcanic eruptions, earthquakes, and floods) affect Earth s oceans and land in constructive and destructive ways. Chapter 5, Lesson 2; Lesson 3; Lesson 3, Explore; Lesson 3, ; Lesson 3, Inquiry Investigation; Lesson 4; Lesson 4, Explore; Lesson 4, ; Lesson 5; Lesson 5, Explore; Lesson 5, Lessons 3-7, 10-15 5-3.2 Illustrate the geologic landforms of the ocean floor (including the continental shelf and slope, the mid-ocean ridge, rift zone, trench, and the ocean basin). Chapter 5, Lesson 1; Lesson 1, ; Lesson 2; Lesson 2, 5-3.3 Compare continental and oceanic landforms. Chapter 5, Lesson 1; Lesson 1, Explore; Lesson 1, Inquiry Skill Builder Lessons 1-2, 9-12 5-3.4 Explain how waves, currents, tides, and storms affect the geologic features of the ocean shore zone (including beaches, barrier islands, estuaries, and inlets). Chapter 5, Lesson 5 5-3.5 Compare the movement of water by waves, currents, and tides. Chapter 8, Lesson 2 5-3.6 Explain how human activity (including conservation efforts and pollution) has affected the land and the oceans of Earth. Chapter 6, Lesson 2; Lesson 4 Section 4 Lesson 2 Lessons 8-16 Lesson 2 Lesson 14 Lesson 10 Page 6 of 8
Science, and Standard 5-4: The student will demonstrate an understanding of properties of matter. (Physical Science) 5-4.1 Recall that matter is made up of particles too small to be seen. Chapter 9, Lesson 1; Lesson 2; Lesson 2, Section 4 Lesson 5 Lessons 2-4, 6-7, 9-14, 16 Lessons 2-3, 5-6 Microworlds: Section 4 Lessons 1, 3-14, 17 5-4.2 Compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles). Chapter 9, Lesson 1; Lesson 1, Chapter 10 Lesson 1; Lesson 1, Explore; Lesson 1, 5-4.3 Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture. Chapter 10, Lesson 2; Lesson 2, Explore; Lesson 2, Inquiry Investigation Lessons 13-14 Microworlds: Section 4 Lesson 9 Lessons 4, 11 except Act03 5-4.4 Use the processes of filtration, sifting, magnetic attraction, evaporation, chromatography, and floatation to separate mixtures. Chapter 10, Lesson 2; Lesson 2, Inquiry Investigation 5-4.5 Explain how the solute and the solvent in a solution determine the concentration. Chapter 10, Lesson 2 Lesson 13 5-4.6 Explain how temperature change, particle size, and stirring affect the rate of dissolving. Chapter 10, Lesson 2 Lesson 3 5-4.7 Illustrate the fact that when some substances are mixed together, they chemically combine to form a new substance that cannot easily be separated. Chapter 10, Lesson 3; Lesson 3, Explore Microworlds: Section 4 Lesson 1 5-4.8 Explain how the mixing and dissolving of foreign substances is related to the pollution of the water, air, and soil. Chapter 6, Lesson 2; Lesson 4 Page 7 of 8 Section 4 Lesson 2 Lessons 13, 15-16
Science, and Standard 5-5: Science) The student will demonstrate an understanding of the nature of force and motion. (Physical South Carolina Indicators 5-5.1 Illustrate the affects of force (including magnetism, gravity, and friction) on motion. Chapter 11, Lesson 2; Lesson 2, Lesson 9 Lessons 3-5, 7-13, 15, 17 5-5.2 Summarize the motion of an object in terms of position, direction, and speed. Chapter 11, Lesson 1; Lesson 1, Explore; Lesson 1, Reading in Science Lesson 9 Lessons 7, 13 Lessons 3-5, 7-13, 15-17 5-5.3 Explain how unbalanced forces affect the rate and direction of motion in objects. Chapter 11, Lesson 2; Lesson 2, Lesson 9 Lessons 3-5, 7-13, 15-17 5-5.4 Explain ways to change the effect that friction has on the motion of objects (including changing the texture of the surfaces, changing the amount of surface area involved, and adding lubrication). 5-5.5 Use a graph to illustrate the motion of an object. 5-5.6 Explain how a change of force or a change in mass affects the motion of an object. Chapter 11, Lesson 2 Lessons 7-8, 10-13, 15 Chapter 11, Lesson 1 Chapter 11, Lesson 2 Lessons 4-5 Page 8 of 8