Draft 5.0 Science FIFTH GRADE
Classroom Alignment Tool
Optional Curriculum with Oregon’s Common Curriculum Goals, Content Standards, and Eligible Content
PHYSICAL SCIENCE - MATTER
Common Curriculum Goal: Understand structure and properties of matter.Content Standard: Understand structure and properties of matter.
Benchmark Standard:
Identify substances, as they exist in different states of matter. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Recognize that a substance can exist in different states of matter (e.g., ice, water, and steam).
¿Know that when liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets of water. AAAS BSL 4B; 3-5, #3; Atlas p.57&59
¿Know that heating and cooling cause changes in the properties of materials. Many kinds of changes occur faster under hotter conditions. AAAS BSL 4D, 3-5, #1; Atlas p.59&61
@ Distinguish among solids, liquids, and gases.
@ Identify unique properties of each state of matter
For more information contact Kathleen Vanderwall at: 503.378.3600, Ext. 2288 or
Key to Symbols: ¿ Model grade-level statement @ Eligible content, which may be assessed on state knowledge and skills test
É Assessed using state scoring guide. See implementation schedule at: http://www.ode.state.or.us/cifs/science/phasesched.pdf
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Draft 5.0 Science Classroom Alignment Tool FIFTH GRADE
PHYSICAL SCIENCE - MATTER
Common Curriculum Goal: Understand chemical and physical changes.Content Standard: Describe and analyze chemical and physical changes.
Benchmark Standard: Describe the ability of matter to change state by heating and cooling. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Understand that most substances can exist as a solid, liquid and gas depending on temperature. AAAS SFAA p.47, 6-8
@ Recognize that heating and cooling cause changes in states of matter.
@ Identify changes in states of matter seen in the environment.
PHYSICAL SCIENCE - FORCE
Common Curriculum Goal: Understand fundamental forces, their forms, and their effects on motion.Content Standard: Describe fundamental forces and the motions resulting from them.
Benchmark Standard: Describe and compare the motion of objects. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Understand that the greater the force, the greater the change in motion. AAAS BSL 4F, 3-5, #1; Atlas p.43&63
Benchmark Standard: Describe and compare the motion of objects. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Recognize and describe the motion of an object in terms of one or more forces acting on it.
Benchmark Standard:
Identify examples of magnetism and gravity exerting force on an object. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Recognize that magnets attract and repel each other and other materials.
@ Recognize that things on or near Earth are pulled toward it by Earth’s gravity.
PHYSICAL SCIENCE - ENERGY
Common Curriculum Goal: Understand energy, its transformations, and interactions with matter.Content Standard: Explain and analyze the interaction of energy and matter.
Benchmark Standard: Identify forms of various types of energy and their effects on matter. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Identify various forms of energy including heat, light, sound, and electricity.
Benchmark Standard: Identify forms of various types of energy and their effects on matter. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Understand the effect of energy on matter.
Benchmark Standard: Describe examples of energy transfer. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Understand that when warmer things are put with cooler ones, the warm one losses heat and the cool one gains it until they are at the same temperature. A warmer object can warm a cooler one by contact or at a distance. AAAS BSL 4E, 3-5, #2
@ Identify the direction of heat transfer on a diagram showing objects at different temperatures.
@ Identify ways to produce heat including light, burning, electricity, friction, and as a by-product of mechanical and electrical machines.
@ Identify examples of energy transfer in the environment.
LIFE SCIENCE - ORGANISMS
Common Curriculum Goal: Understand the characteristics, structure, and functions of organisms.Content Standard: Describe the characteristics, structure, and functions of organisms.
Benchmark Standard:
Group or classify organisms based on a variety of characteristics. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Know that features used for grouping depend on the purpose of the grouping. AAAS BSL 5A, 3-5, #2
@ Classify a variety of living things into groups using various characteristics.
Benchmark Standard: Describe the function of organ systems. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Understand that all living things are composed of cells, from just one to many millions, whose details usually are visible only through a microscope. Different body tissues and organs are made up of different kinds of cells. The cells in similar tissues and organs in other animals are similar to those in human beings but differ somewhat from cells found in plants. AAAS BSL 5C, 6-8, #1; Atlas p.73,75&81
¿Understand that microscopes make it possible to see that living things are made mostly of cells. Some organisms are made of a collection of similar cells that benefit from cooperating. Some organisms' cells vary greatly in appearance and perform very different roles in the organism. AAAS BSL 5C, 3-5, #2; Atlas p.73&75
Benchmark Standard: Describe the function of organ systems. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Classify organs by the system to which they belong.
Benchmark Standard: Describe basic plant and animal structures and their functions. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Know that some living things consist of a single cell. Like familiar organisms, they need food, water and air, a way to dispose of waste, and an environment they can live in. AAAS BSL 5C, 3-5, #1; Atlas p.73
@ Associate specific structures with their functions in the survival of the organism.
LIFE SCIENCE - HEREDITY
Common Curriculum Goal: Understand the transmission of traits in living things.Content Standard: Understand the transmission of traits in living things.
¿Understand that over the whole Earth, organisms are growing, producing offspring, dying and decaying. AAAS BSL 5E, 3-5, #3; Atlas p.77
Benchmark Standard: Describe the life cycle of an organism. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Describe the life cycle of common organisms.
Benchmark Standard: Describe the life cycle of an organism. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Recognize that organisms are produced by living organisms of similar kind, and do not appear spontaneously from inanimate materials.
LIFE SCIENCE – DIVERSITY/INTERDEPENDENCE
Common Curriculum Goal: Understand the relationships among living things and between living things and their environments.Content Standard: Explain and analyze the interdependence of organisms in their natural environment.
Benchmark Standard: Describe the relationship between characteristics of specific habitats and the organisms that live there. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Use drawings or models to represent a series of food chains for specific habitats.
@ Identify the producers, consumers, and decomposers in a given habitat.
@ Recognize how all animals depend upon plants whether or not they eat the plants directly.
@ Explain the relationship between animal behavior and species survival.
Benchmark Standard: Describe the relationship between characteristics of specific habitats and the organisms that live there. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Describe the living and nonliving resources in a specific habitat and the adaptations of organisms to that habitat.
LIFE SCIENCE – DIVERSITY/INTERDEPENDENCE
Common Curriculum Goal: Understand the relationships among living things and between living things and their environments.Content Standard: Describe and analyze diversity of species, natural selection, and adaptations.
Benchmark Standard: Describe how adaptations help a species survive. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Describe changes to the environment that have caused the population of some species to change.
¿Understand that individual organisms with certain traits are more likely than others to survive and have offspring. AAAS BSL 5F, 6-8, #2; Atlas p.83
@ Identify conditions that might cause a species to become endangered or extinct.
EARTH/SPACE SCIENCE – THE DYNAMIC EARTH
Common Curriculum Goal: Understand the properties and limited availability of the materials, which make up the Earth.Content Standard: Identify the structure of the Earth system and the availability and use of the materials that make up that system.
Benchmark Standard:
Identify properties and uses of Earth materials. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Recognize that Earth materials are used in different ways based on differences in their physical and chemical properties.
@ Recognize that soils vary in color, texture, components, reaction to water, and ability to support the growth of plants.
@ Recognize that the supply of many resources is limited, and that resources can be extended through recycling and decreased use.
@ Recognize that discarded products contribute to the problem of waste disposal.
EARTH/SPACE SCIENCE – THE DYNAMIC EARTH
Common Curriculum Goal: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.Content Standard: Explain and analyze changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.
Benchmark Standard: Describe patterns of seasonal weather. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Understand that weather changes some from day to day but things such as temperature and rain (or snow) tend to be high, low, or medium in the same months every year.
@ Describe weather in measurable quantities including temperature, wind direction, wind speed, and precipitation.
@ Interpret data over a period of time and use information to describe changes in weather from day to day, week to week, and season to season.
Benchmark Standard: Identify causes of Earth surface changes. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Understand that waves, wind, water and ice shape and reshape the Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers. AAAS BSL 4C, 3-5, #1; Atlas p.51&81
@ Identify effects of wind and water on Earth materials using appropriate models.
Benchmark Standard: Identify causes of Earth surface changes. / Taught? /
Lessons/Units Used
/ Text/Support Materials@ Identify effects of rapid changes on Earth’s surface features including earthquakes and volcanoes.
EARTH/SPACE SCIENCE – THE EARTH IN SPACE
Common Curriculum Goal: Understand the Earth’s place in the solar system and the universe.Content Standard: Explain relationships among the Earth, sun, moon, and the solar system.
Benchmark Standard: Describe the Earth’s place in the solar system and the patterns of movement of objects within the solar system using pictorial models. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Understand that the Earth is one of several planets that orbit the sun, and the moon orbits around the Earth. AAAS BSL 4A, 3-5, #4; Atlas p.43&45
@ Describe Earth’s position and movement in the solar system.
@ Recognize that the rotation of the Earth on its axis every 24 hours produces the night-and-day cycle.
Grade-level Content
/ Taught? /Lessons/Units Used
/ Text/Support MaterialsEARTH/SPACE SCIENCE – THE UNIVERSE
Common Curriculum Goal: Describe natural objects, events, and processes outside the Earth, both past and present.¿Understand that different stars can be seen in different seasons and planets change their positions against the background of stars over time.
¿Understand that planets change their positions against the background of stars. AAAS BSL 4A, 6-8, #3; Atlas p.45
SCIENTIFIC INQUIRY – FORMING A QUESTION OR HYPOTHESIS
Common Curriculum Goal: Formulate and express scientific questions or hypotheses to be investigated.Content Standard: Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.
Benchmark Standard:
Make observations. Ask questions or form hypotheses based on those observations, which can be explored through scientific investigations. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Make observations.
ÉProvide some support or background (prior knowledge, preliminary observations, or personal interest and experience) which is relevant to the investigation.
Benchmark Standard:
Make observations. Ask questions or form hypotheses based on those observations, which can be explored through scientific investigations. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Ask questions related to observations, which can be answered scientifically.
¿Form hypotheses using relevant background knowledge.
ÉForm a question or hypothesis which can be explored using data in a simple scientific investigation.
ÉCommunicates clearly.
SCIENTIFIC INQUIRY – DESIGNING AN INVESTIGATION
Common Curriculum Goal: Design safe and ethical scientific investigations to address questions or hypotheses.
Content Standard: Design scientific investigations to address and explain questions or hypotheses.
Benchmark Standard: Design a simple scientific investigation to answer questions or test hypotheses. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Write a set of logical, practical, safe and ethical steps, which addresses the question or hypothesis.
ÉRecord logical procedures with only minor flaws; teacher guidance in safety and ethics is acceptable.
ÉPresent a practical plan for an investigation which addresses the question or hypothesis.
ÉCommunicate a summary of a plan and some procedures, but may generally lack detail.
SCIENTIFIC INQUIRY – COLLECTING AND PRESENTING DATA
Common Curriculum Goal: Conduct procedures to collect, organize, and display scientific data.Content Standard: Collect, organize, and display scientific data.
Benchmark Standard:
Collect, organize, and summarize data from investigations. / Taught? /
Lessons/Units Used
/ Text/Support Materials¿Write observations.
Benchmark Standard:
Collect, organize, and summarize data from investigations. / Taught? /
Lessons/Units Used
/ Text/Support MaterialsÉRecord reasonable data or observations generally consistent with the planned procedure.
ÉDesign a data table for collection and organization of data using teacher suggestions.
ÉTransform original data into a useful format (e.g., graphs, averages, percentages, diagrams, tables) with teacher support and with minimal errors.
SCIENTIFIC INQUIRY – ANALYZING AND INTERPRETING RESULTS
Common Curriculum Goal: Analyze scientific information to develop and present conclusions.
Content Standard: Analyze scientific information to develop and present conclusions.
Benchmark Standard: Summarize, analyze, and interpret data from investigations. / Taught? /
Lessons/Units Used