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Grade 5 Science - 2015, The Archdiocese of Cincinnati

GRADE 5 SCIENCE

The Archdiocese of Cincinnati has established the following Science standards based on the most

current teachings which are aligned to Ohio New Learning Science Standards. In addition, these

Standards are infused with Catholic Identity and Catholic values. This curriculum gives parents,

students, and teachers the knowledge, understanding, and skill set students need to acquire and satisfy

the Archdiocesan Science Standards for Grade 5.

SCIENCE APPLICATION

Grade 5 students are expected to meet each year’s grade-specific standards. Students retain and master skills

learned in the preceding grades, and will further develop their skills to gain exposure to a range of texts and

tasks. Rigor is infused throughout this Graded Course of Study (GCS) along with relevance to further foster

the values of Catholic teaching.

Science for Grade 5 is divided into four standards:

Science Inquiry and Application (SIA)

Earth and Space Science (ESS)

Life Science (LS)

Physical Science (PS)

SIA – Students in Grade 5 learn that learning Science requires inquiry. They learn that Scientific Inquiry is a

way of knowing and a process of doing science. They will acquire an understanding of scientific inquiry and

discover patterns, trends, structures, and relationships that may be described by simple principles. These

principles are related to the properties within and between systems. Scientific inquiry is enhanced through

activities in which students develop knowledge and understandings of scientific ideas as well as an

understanding of how scientists study the natural world that is of God’s design and creation.

ESS – Grade 5 students know that God is the Creator of Heaven and Earth and all celestial bodies. Grade 5

students will focus on the characteristics, cycles and patterns in the solar system and within the universe.

Grade 5 students also focus on the foundational knowledge of the structures and functions of the ecosystems,

as well as forces that affect motion.

Students in Grades 5-8 must develop the ability in Earth and Space Science to:

1. Explain how the hydrologic cycle illustrates the changing states of water as it moves through the

lithosphere, biosphere, hydrosphere and atmosphere.

2. Analyze how thermal-energy transfers in the ocean and the atmosphere contribute to the formation of

currents, which influence global climate patterns.

3. Explain how the atmosphere has different properties at different elevations and contains a mixture of

gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.

4. Summarize the relative patterns of motion and positions of the Earth, moon and sun cause solar and

lunar eclipses, tides, and phases of the moon.


LS – Students in grade 5 focus on foundational knowledge of the structure and functions of ecosystems,

learning that the major source of energy is sunlight.

Students in Grade 5-8 must develop the ability in Life Science to:

1. Analyze and explain the continuous transfer of matter between one organism to another, and between

organisms and their physical environments.

2. Explain why in any particular biome, the number, growth, and survival of organisms and populations

depend on biotic and abiotic factors.

PS – The topic of study for students in grade 5 is focused on “light, sound and motion”. Students learn the

relationship between the change in the speed of an object, the amount of force applied and the mass of the

object. Light and sound are explored as forms of energy.

Students in Grades 5-8 must develop the ability in Physical Science to:

1. Determine the properties of matter by the arrangement of atoms.

2. Explain how energy can be transformed or transferred but is never lost.

3. Analyze how energy can be transferred through a variety of ways.

SUMMARY – SCIENCE GRADE 5

Students in grade 5 have learned that all forms of life were created by the design of God. Fifth grade

students continue to increase their knowledge with their science skills through inquiry and investigations.

In addition 5th

grade Science standards can be connected to The Catechism of the Catholic Church for

reference for topics, issues, and/or questions that may arise in Science class. The following may be used:

Topic Section

Science and Faith 159

The Natural Moral Law 1954-1960

Abortion 2270-2275

Suicide 2280-2283

Respect for the person and scientific research 2292-2296

Research aimed at reducing human sterility 2375-2379

Care for Creation and Ethical Use 2415

Scientific experiments using animals 2417-2418

Evolution 279-289

The Archdiocese of Cincinnati stipulates the following exiting skills for each standard in Science for

students in Grade 5:

SIA – Science Inquiry and Application

Students in grades 5-8 must develop the ability in SIA to:

1. Identify questions that can be answered through scientific investigations.

2. Design and conduct a scientific investigation.

3. Use appropriate mathematics, tools and techniques to gather data and information.

4. Analyze and interpret data.

5. Develop descriptions, models, explanations and predictions.

6. Think critically and logically to connect evidence and explanation.

7. Recognize and analyze alternative explanations and predictions.


8. Communicate scientific procedures and explanations.

Grade 5 specific exiting skills in SIA:

9. Explain why scientific investigations are important and the basic steps to begin the process of a

scientific investigation.

10. Explain the purpose of the International Systems of Units (SI).

11. Describe why technology is important for scientific investigations.

12. Describe the relationship among science, math, technology and engineering for a scientific

investigation.

13. Explain why good research is important when conducting an experiment.

ESS – Earth and Space Science

Students in Grades 5-8 must develop the ability in Earth and Space Science to:

1. Explain how the hydrologic cycle illustrates the changing states of water as it moves through the

lithosphere, biosphere, hydrosphere and atmosphere.

2. Analyze how thermal-energy transfers in the ocean and the atmosphere contribute to the formation of

currents, which influence global climate patterns.

3. Explain how the atmosphere has different properties at different elevations and contains a mixture of

gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.

4. Summarize the relative patterns of motion and positions of the Earth, moon and sun cause solar and

lunar eclipses, tides, and phases of the moon.

Grade 5 specific exiting skills for Earth Science (ESS)

5. Explain what makes up the solar system including the unique characteristics of each of the 8 planets.

6. Explain the predictability of the cycles and patterns of motion between the Earth and Sun.

7. Earth’s revolution around the sun.

8. Explain moon’s orbit around planets and gravitational attraction to the planets.

LS – Life Science

Students in Grade 5-8 must develop the ability in Life Science to:

1. Analyze and explain the continuous transfer of matter between one organism to another, and between

organisms and their physical environments.

2. Explain why in any particular biome, the number, growth, and survival of organisms and populations

depend on biotic and abiotic factors.

Grade 5 specific exiting skills for Life Science (LS):

3. Explain the variety of roles Organisms perform in an ecosystem.

4. Explain the difference between consumers, and decomposers.

5. List ways ecosystem populations interact for obtaining energy.

6. Describe the schematic representations of “food chains and webs”.

7. Describe the symbiotic relationships organisms have for dependence of other species for survival.

8. Recognize and explain the effects of threatened and endangered species.

PS – Physical Science

Students in Grades 5-8 must develop the ability in Physical Science to:

1. Determine the properties of matter by the arrangement of atoms.

2. Explain how energy can be transformed or transferred but is never lost.


3. Analyze how energy can be transferred through a variety of ways.

Grade 5 specific exiting skills for Physical Science (PS):

4. Understand that light and sound are forms of energy that behave in predictable ways.

5. Explain how light travels.

6. Explain what makes light change direction in its travel.

7. Explain the meaning of refraction, prisms, and magnifying lens.

8. Describing how a prism separates different colors of light.

9. Describe and explain “pitch”.

10. Explain how and why light travels faster than sound.


Inquiry Based Science One of the biggest differences between this Graded Course of Study (GCS) and previous Science Graded

Courses of Study (GCS) is the focus on inquiry based learning. Inquiry based learning is based on the philosophy of

constructivist learning. That is the idea that students must be able to create their own understanding of concepts.

There are several levels to inquiry based learning. These range from no inquiry to open inquiry.

When there is no inquiry, teachers tell the students the facts and expected to repeat these facts to prove their

knowledge. In open inquiry, students are given the materials to learn. The students are expected to create their

own knowledge. This will lead them to a greater understanding and long-term retention of the material.

Think of a time when you learned something new or wanted to understand something in greater depth. It

is rare that the learning process is a linear one. Often, you will be intrigued by something you see. Imagine trying to

figure out why ice melts in the sun. In trying to understand this, you make judgments based on both previous

knowledge and personal experiences. You begin to inquire about why does this happen. You explore and this

becomes less of a mystery. Through this process, you know that the sun and melting ice fit together, but you are

not exactly sure how that happens. Sometimes, it does not fit together nicely and old ideas must be broken down

and reconstructed. (The ice still melted at night; why?) It is through these experiences that understandings are

extended. An idea is tested and if it does not work, we go back and retest it. If we go back to the ice example, you

realize that the ice will melt on a warm night just as it will during a warm day. You realize that it is not the sun by

itself that melts the ice. Instead, it is the heat that causes ice to melt.

Though this entire process, you have gained much more knowledge than heat causes matter to change

form. You have learned how to take your previous knowledge and apply it in a specific situation. You have made

observations, tested your ideas, reflected on what did not work, and gathered additional information. Learning is

not a linear process. Learning is a continuous and individual process. As a student, you facilitated your own

learning. This is exactly what inquiry based learning is. It is taking old skills and knowledge and applying them in

new situations. It is learning by doing.

No Inquiry

•The teacher lectures to the class about electricity and circuits.

Direct Inquiry

•The teacher has the students follow a step- by-step lab to create a circuit and light a bulb.

Guided Inquiry

•The teacher gives the students wire, batteries, and a light bulb. The students are told to create a circuit to light the bulb.

Open Inquiry

•The teacher gives the students wire, batteries, and a light bulb. The students are left to create something on their own.


The teacher still has a very important role in all of this. While students are naturally curious about the world

around them, it is still important for the teacher to lay the groundwork for the class. A question or a problem can

get the students engaged in the instructional task. If we think about marketing, a company needs your attention

before you will buy their product. It does not matter if it is the best product in the world. If you do not know it

exists, you will not purchase it.

When students explore, they are directly involved with the material. This is where they develop the

experiences to build their knowledge. The classroom teacher is necessary at this point to provide the materials

and guided focus.

After the students have completed their explorations, it is time for them to explain what they have

learned. During the explanation process, teachers have a vital role of correcting misconceptions or introducing

formal vocabulary. A student who learned that a ball will continue rolling until friction and gravity act upon it will

have something concrete to think of when Newton’s First Law of Motion is mentioned.

The teacher is also essential in elaboration of the topic. The teacher can raise questions that were not

brought up in the exploration stage. If the students were working with the laws of motion, they can be asked

about which balls will go further on a given surface. It is not possible to explore every situation, but the knowledge

the students gained during the exploration stage will help them in these areas.

Finally, there is the assessment piece. This should be an on-going piece throughout this entire process.

This will allow the teacher to determine whether the student understands the material. Some tools to help you

with this are rubrics, observations, checklists, interviews, and portfolios. Assessment must guide future lesson

planning and may even be cause for modification in the future. For example, if you notice there is a misconception

with many students, you can revisit the concept. If you notice great student interest in a specific area, the class

can be refocused to take advantage of this high level of interest.


Archdiocese of Cincinnati Catholic School’s Office Philosophy of Assessment

Based on educational research, the following is a set of grading practices organized into guidelines. These

guidelines should provide a framework of effective grading practices. The goal is to support student learning

and encourage student success.

It is important to be aware that the qualities of any grading guidelines are directly dependent on the quality of

diagnostic, formative, and summative assessments used in the classroom. They are not meant to be so specific

when a teacher is not afforded flexibility in the classroom. Instead, these are suggestions and explanations of

grading techniques that have been proven to increase the level of student achievement.

Relate grades to the achievement based on the standards.

The Ohio New Learning Science Standards are aligned to the Archdiocesan Graded Course of Study. Standards are

the basis of determining grades. Specific learning targets should be used to figure grades.

Use performance standards as reference points when determining grades.

Whether symbols, letters, or numbers are used, the students’ scores should reflect whether or not the students

have mastered the standard.

Separate achievement from other non-academic items such as effort, behavior, and

participation.

Grades should only indicate what a student knows, understands, and can do. Effort, behavior, participation should

be reported separately from achievement. Individual achievement, not group achievement should be the basis for

the grade.

Sample student performance. Don’t score everything, and don’t include all scores in grades.

Everything does not need to be scored and include in a grade. Formative assessments are tools to guide future

instruction. You can assess these with rubrics, checklists, scoring guides and a variety of other methods. Scores at

the end of the grading period, after the learning has taken place, should be the determining factor when figuring

grades.

Use quality assessments and accurately record evidence of achievement.

Assessments should match what the student is expected to learn, this is called relevant learning. There are many

tools (e.g. portfolios, rubrics, interviews) other than the standard paper and pencil tests to assess a student’s

understanding of the material.


Discuss and involve students in the assessment and grading processes throughout the

learning cycle.

One method that has continued to increase student achievement is involving them in the assessment process.

Students should be involved in all steps of this process. At the most basic level, students can simply understand

how their grades will be determined. As assessment becomes more student- centered, the students can develop

rubrics, maintain their own assessment records, self- assess, and communicate their achievement to others

(student-led conferences).


Reading Standards for 5th Grade Science Key Ideas and Details: 1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text

distinct from prior knowledge or opinions. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or

performing technical tasks. Craft and Structure: 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they

are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute

to the whole and to an understanding of the topic. 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an

experiment in a text. Integration of Knowledge and Ideas: 7. Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 9. Compare and contrast the information gained from experiments, simulations, video or multimedia

sources with that gained from reading a text on the same topic. Range of Reading and Level of Text Complexity: 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text

complexity band independently and proficiently.

Writing Standard for 5th Grade Science Text Types and Purposes: 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate

or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that

demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),

counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument

presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific

procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information

into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.


c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or

explanation presented. 3. Students’ narrative skills continue to grow in these grades. The Standards require that students be

able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge: 7. Conduct short research projects to answer a question (including a self-generated question), drawing

on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing: 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames

(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


SCIENCE GRADE 5

STANDARD – SCIENCE INQUIRY AND APPLICATION

Characteristics of Science

STANDARD STANDARD DESCRIPTION

SIA 5.1

Identify questions that can be answered through scientific investigations.

SIA 5.1.1

Define science and empirical evidence.

SIA 5.1.2

Compare and contrast gathering scientific knowledge and gathering information in

other ways.

SIA 5.1.3

Explain the relationship between evidence and explanation in science.

Scientific Investigation


SIA 5.2

Design and conduct a scientific investigation.

SIA 5.2.1

Explain the major processes involved in conducting a scientific investigation.

SIA 5.2.2

List some of the characteristics in good scientific investigations.

SIA 5.2.3

Describe: experiment, hypothesis, and conclusion.

Tools and Measurements for Science


SIA 5.3

Use appropriate mathematics, tools and techniques to gather data and

information.

SIA 5.3.1

Explain why the International System (SI) of Units was developed.

SIA 5.3.2

Identify some common SI based units.

SIA 5.3.3

Describe the relationship between observations and measurements.

SIA 5.3.4

Describe tools used to collect, record, and analyze information.

SIA 5.3.5

Explain the importance of accuracy in measurements.


Engineering Design Process


SIA 5.4

Analyze and interpret data

SIA 5.4.1

Describe the relationship among technology, engineering, math and science.

SIA 5.4.2

Explain how technology can gather and utilize data.

SIA 5.4.3

Explain - what is a design process?

SIA 5.4.4

Explain data in tables and graphs.


SIA 5.5

Develop descriptions, models, explanations and predictions.

SIA 5.5.1

Construct the following: graphs, tables

SIA 5.5.2

Explain the meaning of scientific models.

SIA 5.5.3

List and explain the types of models used in scientific experiments.

SIA 5.5.4

Compare and contrast a variable to a control variable.

SIA 5.5.5

Describe the process used to make predictions.


SIA 5.6

Think critically and logically to connect evidence and explanations.

SIA 5.6.1

Describe the nature of and evaluate scientific explanations.

SIA 5.6.2

Identify a scientific theory and assess the evidence that supports it.

SIA 5.6.3

Describe the evidence that caused scientists to modify the theory.

SIA 5.6.4

How does a scientific theory, based on scientific evidence, support an explanation?

Explanations and Predictions


SIA 5.7

Recognize and analyze alternative explanations and predictions.


SIA 5.7.1

Explain why Science requires both logic and imagination for collecting empirical

evidence.

SIA 5.7.2

Describe different methods scientists may use to run investigations and develop

scientific explanations.

SIA 5.7.3

Distinguish between reliable and unreliable scientific sources.

Communicating Scientific Explanations


SIA 5.8

Communicate scientific procedures and explanations.

SIA 5.8.1

Explain: Dependent variable, independent variable, and constants.

SIA 5.8.2

List necessary skills that are used in engineering designs.

SIA 5.8.3

List the steps of the engineering design process.


SCIENCE GRADE 5

STANDARD – EARTH AND SPACE SCIENCE

STANDARD

STANDARD DESCRIPTION

ESS 5.1 The solar system includes the sun and all celestial bodies that orbit the sun. Each

planet in the solar system has unique characteristics.

ESS 5.1.1

Describe the Earth, sun and moon system.

ESS 5.1.2

Identify and compare physical characteristics of the sun, Earth, and moon.

ESS 5.1.3

Compare and contrast the size of the sun and the inner and outer planets.

ESS 5.1.4

Identify the major components of the solar system.

ESS 5.1.5

Describe the major characteristics of the planets of the solar system.

ESS 5.1.6

Describe some smaller objects that orbit the sun, such as asteroids, meteoroids, comets and

dwarf planets.

STANDARD

STANDARD DESCRIPTION

ESS 5.2

The sun is one of many stars that exist in the universe.

ESS 5.2.1

Describe the matter of the sun.

ESS 5.2.2

Compare the size of the sun to the size of the Earth.

ESS 5.2.3

What are solar flares, and what relationship do they have to the sun.


ESS 5.3

Most of the cycles and patterns of motion between the Earth and sun are

predictable.

ESS 5.3.1

Describe how the Earth’s rotation causes day and night.

ESS 5.3.2

Describe the movement of the sun across the sky.


SCIENCE GRADE 5

STANDARD – LIFE SCIENCE

Characteristics of Cells


LS 5.1

Organisms perform a variety of roles in an ecosystem.

LS 5.1.1

Describe what makes up a land ecosystem.

LS 5.1.2

Explain how organisms interact with living and nonliving things in their ecosystem.

LS 5.1.3

Identify factors that affect diversity.

LS 5.1.4

Define adaptation.

LS 5.1.5

Describe physical and behavioral adaptations.

LS 5.1.6

Compare the structures and functions of different species that help them live and

survive.

LS 5.1.7

Differentiate between inherited traits of plants and animals.

LS 5.1.8

Describe how energy moves through an ecosystem.

LS 5.1.9

Understand food chains and describe food webs.


LS 5.2

All of the processes that take place within organisms require energy.

LS 5.2.1

Identify producers and consumers.

LS 5.2.2

Define and describe photosynthesis.

LS 5.2.3

Describe how organisms obtain nutrients.

LS 5.2.4

What is the role of a decomposer?


SCIENCE GRADE 5

STANDARD – PHYSICAL SCIENCE STANDARD STANDARD DESCRIPTION

PS 5.1

The amount of change in movement of an object is based on the mass of the object

and the amount of force exerted.

PS 5.1.1

Describe how forces affect motion.

PS 5.1.2

Explain how to measure motion.

PS 5.1.3

Describe how velocity and acceleration are related.

PS 5.1.4

Identify some common forces.

PS 5.1.5

Describe how varying the strength of a force affects the motion of an object.

PS 5.1.6

Describe how objects of varying mass are each affected by a similar force.

PS 5.1.7

Compare and contrast balanced and unbalanced forces.


PS 5.2

Light and sound are forms of energy that behave in predictable ways.

PS 5.2.1

Describe various forms of energy.

PS 5.2.2

Explore use of energy, including mechanical, light, thermal, electrical, and sound

energy.

PS 5.2.3

List the changes that energy can cause.

PS 5.2.4

Identify conductors and insulators of electricity.

PS 5.2.5

Illustrate and describe how electricity in circuits can produce light, heat, sound and

motion.


Science Comparative Analysis

Content that is new to 5th

Grade Content that is still included at 5th Grade, but may be modified at a greater depth

Content that is no longer a focus at 5th Grade

Life Science: Symbiotic

relationships (formerly in

7th grade).

Physical Science: The

amount of change in

movement is based upon

the amount of force and

mass (formerly in 8th and

9th grades).

Earth and Space Sciences: the solar system (including planets, and all celestial bodies, orbital patterns, characteristics of planets and the sun).

Life Science: food webs, chains, and energy flow, roles in an ecosystem.

Physical Science: Light and sound are forms of energy and behave in predictable ways.

Earth and Space Sciences: Renewable and non-renewable energy (now in 3rd grade).

Life Science:

Environmental changes can be positive, neutral or detrimental (now in 4th grade).

Physical Science: Heat

and electrical energy can be transferred and transformed; electricity and magnetism are related (now is 4th grade).

Physical Science:

Temperature is a measure of thermal energy; thermal energy can be transferred to other objects (now in 6th and 7th grades).

grade 1 mathmetics - archbishop dennis m. schnurr · grade 5 science - 2015, the ... lithosphere,...

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