Grade-Level Indicators
SCIENCE
Grade 5
GRADE FIVE
Earth and Space Sciences
Life Sciences
Physical Sciences
Science and Technology
Scientific Inquiry
Scientific Ways of Knowing
|
Earth and Space Sciences
Students demonstrate an
understanding
about how Earth systems and processes interact in the geosphere
resulting in the habitability of Earth. This includes demonstrating
an understanding of the composition of the universe, the Solar System
and Earth. In addition, it includes understanding the properties
and the interconnected nature of Earth’s systems, processes that
shape the Earth and Earth’s history. Students also demonstrate an
understanding of how the concepts and principles of energy, matter,
motion and forces explain Earth systems, the Solar System, and the
Universe. Finally, they grasp an understanding of the historical
perspectives, scientific approaches and emerging scientific issues
associated with the Earth and space sciences. |
| Benchmark A. Explain the characteristics, cycles
and patterns involving Earth and its place in the solar system. The Universe 1. Describe how night and day are caused by Earth’s rotation. 2. Explain that Earth is one of several planets to orbit the Sun, and that the Moon orbits Earth. 3. Describe the characteristics of Earth and its orbit about the Sun (e.g., three-fourths of the Earth's surface covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis, and spherical planet). 4. Explain that stars are like the Sun, some being smaller and some larger, but so far away that they look like points of light. Benchmark B. Summarize the processes that shape Earth's surface and describe evidence of those processes. No indicators present for this benchmark. Benchmark C. Describe Earth's resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved. Earth Systems 5.Explain how the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitely. 6. Investigate ways Earth’s renewable resources (e.g., fresh water, air, wildlife and trees) can be maintained. Benchmark D. Analyze weather and changes that occur over a period of time. Standard: Life Sciences No indicators present for this benchmark. |
|
Life Sciences
Students will demonstrate an
understanding of how living systems function and how they interact with
the physical environment. This includes an understanding of the cycling
of matter and flow of energy in living systems. An understanding of the
characteristics, structure, and function of cells, of organisms and of
living systems will be developed as well as a deeper understanding of
the principles of heredity, biological evolution, and the diversity and
interdependence of life. Students will also demonstrate an
understanding of different historical perspectives, scientific
approaches and emerging scientific issues associated with the life
sciences. |
| Benchmark A. Differentiate between the life cycles
of different plants and animals. No indicators present for this benchmark. Benchmark B. Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive. Diversity and Interdependence of Life 1. Describe the role of producers in the transfer of energy entering ecosystems as sunlight to chemical energy through photosynthesis. 2. Explain how almost all kinds of animals' food can be traced back to plants. 3. Trace the organization of simple food chains and food webs (e.g., producers, herbivores, carnivores, omnivores and decomposers). Benchmark C. Compare changes in an organism's ecosystem/ habitat that affect its survival. Diversity and Interdependence of Life 4. Summarize that organisms can survive only in ecosystems in which their needs can be met (e.g., food, water, shelter, air, carrying capacity and waste disposal). The world has different ecosystems and distinct ecosystems support the lives of different types of organisms. 5. Support how an organism’s patterns of behavior are related to the nature of that organism’s ecosystem, including the kinds and numbers of other organisms present, the availability of food and resources, and the changing physical characteristics of the ecosystem. 6. Analyze how organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral or detrimental (e.g., beaver ponds, earthworm burrows, grasshoppers eating all plants, people planting and cutting trees, and people introducing a new species). |
|
Physical Sciences
Students demonstrate an understanding of the
composition of physical systems and the concepts and principles
that describe and predict physical interations and events in the
natural world. This includes demonstrating an understanding of the
structure and properties of matter, the properties of materials and
objects, chemical reactions and the conservation of matter. In
addition, it includes understanding the nature, transfer and
conservation
of energy, as well as motion and the forces affecting motion, the
nature of waves and interactions of matter and energy. Students
also demonstate an understanding of the historical perspectives,
scientific approaches and emerging scientific issues associated
with the physical sciences. |
| Benchmark A. Compare the characteristics of simple
physical
and chemical changes. No indicators present for this benchmark. Benchmark B. Identify and describe the physical properties of matter in its various states. No indicators present for this benchmark. Benchmark C. Describe the forces that directly affect objects and their motion. No indicators present for this benchmark. Benchmark D. Summarize the way changes in temperature can be produced and thermal energy transferred. Nature of Energy 1. Define temperature as the measure of thermal energy and describe the way it is measured. 2. Trace how thermal energy can transfer from one object to another by conduction. Benchmark E. Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces. Nature of Energy 3. Describe that electrical current in a circuit can produce thermal energy, light, sound and/or magnetic forces. 4. Trace how electrical current travels by creating a simple electric circuit that will light a bulb. Benchmark F. Describe the properties of light and sound energy. Nature of Energy 5. Explore and summarize observations of the transmission, bending (refraction) and reflection of light. 6. Describe and summarize observations of the transmission, reflection, and absorption of sound. 7. Describe that changing the rate of vibration can vary the pitch of a sound. |
|
Science and Technology
Students should recognize that science and
technology are interconnected and that using technology involves
assessment of the benefits, risks and costs. Students should build
scientific and technological knowledge as well as the skills required
to design and construct devices. In addition, they should develop the
processes to solve problems and understand that problems may be solved
in several
ways. |
| Benchmark A. Describe how technology affects human
life. Understanding Technology 1. Investigate positive and negative impacts of human activity and technology on the environment. Benchmark B. Describe and illustrate the design process. Abilities To Do Technological Design 2. Revise an existing design used to solve a problem based on peer review. 3. Explain how the solution to one problem may create other problems. |
|
Scientific Inquiry
Students will develop scientific habits of mind as
they use the processes of scientific inquiry to ask valid questions and
to gather and analyze information. They will understand how to
develop hypotheses and make predictions. They will be able to reflect
on scientific practices as they develop plans of action to create
and evalutate a variety of conclusions. Students will also demonstrate
the ability to communicate their findings to others. |
| Benchmark A. Use appropriate instrumentssafely to
observe,
measure and collect data when conducting a scientific investigation. Doing Scientific Inquiry 1. Select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others(e.g., thermometers, timers, balances, spring scales, magnifiers, microscopes and other appropriate tools). Benchmark B. Organize and evaluate observations, measurements and other data to formulate inferences and conclusions. Doing Scientific Inquiry 2. Evaluate observations and measurements made by other people and identify reasons for any discrepancies. 3. Use evidence and observations to explain and communicate the results of investigations. Benchmark C. Develop, design and safely conduct scientific investigations and communicate the results. Doing Scientific Inquiry 4. Identify one or two variables in a simple experiment. 5. Identify potential hazards and/or precautions involved in an investigation. 6. Explain why results of an experiment are sometimes different (e.g., because of unexpected differences in what is being investigated, unrealized differences in the methods used or in the circumstances in which the investigation was carried out, and because of errors in observations). |
|
Scientific Ways of Knowing
Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students will reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. |
| Benchmark A. Distinguish between fact and opinion
and explain how ideas and conclusions change as new knowledge is gained. Nature of Science 1. Summarize how conclusions and ideas change as new knowledge is gained. Benchmark B. Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions. Nature of Science 2. Develop descriptions, explanations and models using evidence to defend/support findings. 3. Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted. 4. Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer (e.g., observations of things or events in nature, data collection, controlled experiments). Benchmark C. Explain the importance of keeping records of observations and investigations that are accurate and understandable. Ethical Practices 5. Keep records of investigations and observations that are understandable weeks or months later. Benchmark D. Explain that men and women of diverse countries and cultures participate in careers in all fields of science. Science and Society 6. Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform. |
| All of the information on this
site is available in pdf and/or Word format at the Ohio
Department of Education Web Site at http://www.ode.state.oh.us/
|
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