Grade 5 Science Iowa standards Standards

Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.

Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Describe and graph the amounts of saltwater and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Obtain and combine information about ways individuals and communities use science ideas to protect the Earth’s resources and environment.

Define a simple design problem, reflecting a need or a want, that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

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

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

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

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.

Make observations and measurements to identify materials based on their properties.

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

Support an argument that the gravitational force exerted by Earth on objects is directed down.

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

Earth and Space

Life

Physical

Initial Level: Order events in daily routine including sunrise and sunset.

Precursor Level: Recognize patterns about length of daylight hours over time (e.g., week to week, month to month).

Target Level: Represent and interpret data on a picture, line, or bar graph to show seasonal patterns in the length of daylight hours.

Initial Level: Anticipate routine (e.g., clothes to wear, activities to do) to follow when it is raining.

Precursor Level: Recognize how water (hydrosphere) affects people in a region (e.g., floods, droughts, mudslide, tourism, and recreation).

Target Level: Develop a model showing how water (hydrosphere) affects the living things (biosphere) found in a region.

Initial Level: Identify one way to protect a resource of Earth (e.g., put paper in the recycling bin).

Precursor Level: Compare two methods people can use to help protect the Earth's resources.

Target Level: Use information to describe how people can help protect the Earth's resources and how that affects the environment.

Initial Level: Distinguish things that grow from things that don’t grow.

Precursor Level: Provide evidence that plants grow.

Target Level: Provide evidence that plants need air and water to grow.

Initial Level: Identify common human foods.

Precursor Level: Identify a model that shows the movement of matter from plants to animals (e.g., food chain/food web).

Target Level: Create a model that shows the movement of matter (e.g., plant growth, eating, composting) through living things.

Initial Level: Recognize the change in state from liquid to solid or from solid to liquid of the same material.

Precursor Level: Compare the weight of an object before and after it changes from a liquid to a solid and from a solid to a liquid.

Target Level: Measure and compare weights of substances before and after heating, cooling, or mixing substances to show that weight of matter is conserved.

Initial Level: Match materials with similar physical properties.

Precursor Level: Classify materials by physical properties (e.g., weight, shape, texture, buoyancy, color, or magnetism).

Target Level: Make observations and measurements to identify materials based on their properties (e.g., weight, shape, texture, buoyancy, color, or magnetism).

Initial Level: Recognize the direction an object will go when dropped.

Precursor Level: Predict the direction an object will go when dropped.

Target Level: Demonstrate that the gravitational force exerted by Earth on objects is directed down.

Initial Level: Identify simple models that show that plants need sunlight to grow.

Precursor Level: Use models to describe that plants capture energy from sunlight.

Target Level: Create a model to describe that energy in animals' food was once energy from the Sun.

ESS1: Earth's Place in the Universe

Earth and the Solar System

ESS2: Earth's Systems

Earth Materials and Systems

ESS3: Earth and Human Activity

Human Impacts on Earth Systems

LS1: From Molecules to Organisms: Structures and Processes

Organization for Matter and Energy Flow in Organisms

LS2: Ecosystems: Interactions, Energy, and Dynamics

Interdependent Relationships in Ecosystems

PS1: Matter and Its Interactions

Structure and Properties of Matter

PS2: Motion and Stability: Forces and Interactions

Types of Interactions

PS3: Energy

Energy in Chemical Processes and Everyday Life

Student Sensemaking of phenomena

Asking questions and defining problems.

Planning and carrying out investigations.

Analyzing and interpreting data.

Using mathematical and computational thinking.

Engaging in argument from evidence.

Obtaining, evaluating and communicating information.

Constructing explanations and designing solutions.

Developing and using models.