Grade 5 Science Alabama standards Standards

Stability and Change

Human Impact

Earth and Human Activity

Scale, Proportion, and Quantity

Water

Systems and System Models

System Interactions

Earth’s Systems

Patterns

Sun, Moon, and Stars

Scale, Proportion, and Quantity

Sun, Moon, and Stars

Earth’s Place in the Universe

Energy and Matter

Matter and Energy Flow

Structure and Function

Matter and Energy Flow

Ecosystems: Interactions, Energy, and Dynamics

Cause and Effect

Non-Contact Forces

Systems and System Models

Non-Contact Forces

Motion and Stability: Forces and Interactions

Cause and Effect

Physical and Chemical Changes

Energy and Matter

Physical and Chemical Changes

Structure and Function

Structure and Properties

Scale, Proportion, and Quantity

Structure and Properties

Matter and Its Interactions

Design Thinking

Human/Computer Partnerships

Innovative Designer

Modeling and Simulations

Systems

Data

Computing Analyst

Social Interactions

Collaborative Research

Digital Tools

Communication

Global Collaborator

Impact of Computing

Digital Identity

Legal and Ethical Behavior

Safety, Privacy, and Security

Citizen of a Digital Culture

Programming and Development

Algorithms

Abstraction

Computational Thinker

Earth and Human Activity

Earth’s Systems

Earth’s Place in the Universe

Ecosystems: Interactions, Energy and Dynamics

Motion and Stability: Forces and Interactions

Matter and Its Interactions

Plan and carry out investigations to provide evidence that matter is made of particles too small to be seen.

Construct a complex system of numbers or letters to represent information. Example: Student-created complex secret codes using more than one form to solve a problem or answer a question.

Obtain and communicate information to explain why the sun appears to be larger and brighter than other stars.

Identify appropriate and inappropriate uses of communication technology and discuss the permanence of actions in the digital world.

Analyze data that reveal patterns of daily changes in length and direction of shadows, day and night, phases of the moon, and seasonal appearance of some stars in the night sky.

Explain that laws and tools exist to help ensure that people of varying abilities can access electronic and information technology. Examples: Section 508, Telecommunication Act of 1996, Braille, closed captioning, text to speech.

Use a model to represent how any two of Earth's systems (atmosphere, biosphere, geosphere, and hydrosphere) interact and support life.

Explain the different forms of web advertising and why websites, digital resources, and artifacts may include advertisements that may collect personal information. Examples: personalized web experiences based on tailored web searches, maintaining search history, quicker access to relevant information.

Construct a model to represent the distribution of freshwater and saltwater on Earth.

Share knowledge of resources in the community that can give people access to technology. Example: student created print and/or digital resource to share WiFi or other connectivity opportunities within the community.

Obtain and evaluate information to communicate how science-based solutions are being used to protect Earth’s natural resources and its environment.

Analyze the impact of social media on individuals, families, and society.

Design, test, and revise solutions to clean a polluted environment.

Explore and predict how advances in computing technologies affect job opportunities and/or processes now and in the future.

Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

Publish organized information in different ways to make it more useful or relevant. Examples: Infographic, student created website.

Type 25 words per minute with 95% accuracy using appropriate keyboarding techniques.

Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness. Examples: Search techniques, check for credibility and validity.

Analyze data collected through observations and measurements to identify materials based on their properties, including color, hardness, and reflectivity.

Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm. Examples: Program the movement of a character, robot, or person through a maze. Define a variable that can be changed or updated.

Collaborate locally and globally using online digital tools under teacher supervision.

Manipulate data to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.

Identify computing services that may be initially turned on by default. Examples: Geolocations, geotagging.

Identify the key components of a network. Examples: Links, nodes, networking devices.

Describe the need for authentication of users and devices as it relates to access permissions, privacy, and security. Examples: Logging in at school, logging personal devices to public networks.

Analyze the concepts, features, and behaviors illustrated by a simulation. Examples: Object motion, weather, ecosystem, predator/prey.

Connect data from a simulation to real-life events.

Define social engineering and discuss possible defenses. Examples: Phishing, impersonating

Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem. Examples: Design backpack for a specific user’s needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs.

Conduct investigations to provide evidence that the total weight of matter is conserved during phase changes when substances are heated, cooled, or mixed.

Create an algorithm that is defined by simple pseudocode.

Analyze data from tests to determine whether a new substance is formed after two or more substances are combined.

Create a simple pseudocode.

Make a claim, supported by evidence, that the gravitational force exerted by Earth pulls objects towards the center of Earth.

Develop and recommend solutions to a given problem and explain the process to an audience.

Design and conduct a test to modify the speed of an object falling due to gravity.

Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

Support an argument from evidence that plants primarily use air and water to process matter needed for growth.

Identify variables.

Use evidence to explain that energy from the sun is present in animals’ food and is used for body repair, growth, motion, and maintenance of body warmth.

Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs. Examples: Set initial value of a variable, updating variables.

Create and use a model to explain the transfer of matter and energy between the environment and organisms within it.

Explain the proper use and operation of security technologies. Examples: Passwords, virus protection software, spam filters, pop-up blockers, cookies.

Recognize that matter is made of particles too small to be seen.

Using a model, identify that distance affects the brightness of stars.

Identify patterns of change caused by the Earth's position and/or motion (e.g., moon phases and shadows).

Identify how the atmosphere and hydrosphere interact to support life (e.g., air, water).

Identify the distribution of freshwater and saltwater on Earth (e.g., oceans, lakes, rivers, glaciers, groundwater, polar ice caps).

Identify human actions that can help the environment.

Identify ways humans can prevent or reverse pollution in the environment.

Classify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, and reflectivity).

Recognize that regardless of the type of reaction (e.g., new substance forming due to dissolving or mixing) or change (e.g., phase change) that occurs when heating, cooling, or mixing substances, the total weight of the matter does not change.

Predict whether the mixing of two or more substances results in new substances (e.g., mixing of baking soda and vinegar resulting in the formation of a new substance, gas; mixing of sand and water resulting in no new substance being formed).

Identify examples of objects being affected by Earth’s downward gravitational force.

Identify solutions designed to reduce the effects of a falling object due to gravity (e.g., a parachute to keep an attached object from breaking).

Recognize that plants obtain materials needed for growth primarily from air and water.

Identify that animals get their energy to grow and move from food (plants and animals).

Using a given model, identify a missing part of a simple food chain.

Crosscutting Concepts (CCCs)

Science and Engineering Practices (SEPs)

Patterns: Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena and designed products. Patterns of change can be used to make predictions. Patterns can be used as evidence to support an explanation

Cause and Effect: Mechanism and Prediction: Cause and effect relationships are routinely identified, tested, and used to explain change. Events that occur together with regularity might or might not be a cause and effect relationship.

Scale, Proportion, and Quantity: Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods. Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

Systems and System Models: A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. A system can be described in terms of its components and their interactions.

Energy and Matter: Flows, Cycles, and Conservation: Matter is made of particles. Matter flows and cycles can be tracked in terms of the weight of the substances before and after a process occurs. The total weight of the substances does not change. This is what is meant by conservation of matter. Matter is transported into, out of, and within systems. Energy can be transferred in various ways; energy can be transferred between objects.

Structure and Function: Different materials have different substructures, which can sometimes be observed. Substructures have shapes and parts that serve functions.

Stability and Change: Change is measured in terms of differences over time and may occur at different rates. Some systems appear stable, but over long periods of time will eventually change.

Asking Questions and Defining Problems: Specifying qualitative relationships.

Developing and Using Models: Building and revising simple models; using models to represent events and design solutions

Planning and Carrying Out Investigations: Designing and conducting investigations with controlled variables; providing evidence to support explanations or design solutions

Analyzing and Interpreting Data: Introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations, using digital tools whenever possible.

Using Mathematics and Computational Thinking: Extending quantitative measurements to a variety of physical properties; using computation and mathematics to analyze data and compare alternative design solutions.

Constructing Explanations and Designing Solutions: Using evidence in constructing explanations that specify variables, describing and predicting phenomena, and designing multiple solutions to design problems.

Engaging in Argument from Evidence: Critiquing the scientific explanations or solutions proposed by peers, citing relevant evidence about the natural and designed world(s).

Obtaining, Evaluating, and Communicating Information: Evaluating the merit and accuracy of ideas and methods.