• Grade 5 Science Curriculum

    Grade 5 Course Description

     

    In fifth grade, students will formulate answers to questions such as: “When matter changes, does its weight change? How much water can be found in different places on Earth? Can new substances be created by combining other substances? How does matter cycle through ecosystems? Where does the energy in food come from and what is it used for?” Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. In the fifth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information; and to use these practices to demonstrate understanding of the core ideas. 

    (From the NGSS)

    Think Beyond the Sink: Water Consumption and Conservation

    5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (PA This could include the influence of atmosphere on landforms and ecosystems through weather and climate, mountain ranges on winds and clouds, etc.)

    PA Investigate movement of water in the Earth’s systems and research and develop models for the cycling of water. 

    PA Utilizing observations and data, explain the patterns of weather in a given location.  

    5-ESS2-2 Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

    5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

    PA Research and communicate how communities are using science to protect resources and environments. 

    PA Investigate and represent the various forms of water in their local environment.

    2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.

    2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid. 

    PA Investigate and represent the various forms of water in their local environment. 

    5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen. 

    5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. 

    PA Plan and carry out investigations to determine the effect on the total mass of a substance when the substance changes shape, phase, and/or is dissolved. 

    5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

    Composing and Decomposing:  The Building Blocks of Life

    5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen. 

    5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. 

    5-PS1-3 Make observations and measurements to identify materials based on their properties. 

    5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun.

    5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.

    5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

    PA Construct and communicate models of food webs that demonstrate the transfer of matter and energy among organisms within an ecosystem.

    PA Ask researchable questions about the ways organisms obtain matter and energy across multiple and varied ecosystems.

    PA Use models to trace the cycling of particles of matter between the air and soil and among plants, animals, and microbes. 

    PA Use models to describe how decomposition eventually restores (recycles) some materials back to the soil for plants to use. 

    PA Describe a healthy ecosystem as a system in terms of the components and interactions.

     
     
     
     
     
     
Last Modified on June 21, 2023