Grade 5 Science CA Core Standards

PRINCIPLE I: People Depend on Natural Systems The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.

The goods produced by natural systems are essential to human life and to the functioning of our economies and cultures.

The ecosystem services provided by natural systems are essential to human life and to the functioning of our economies and cultures.

That the quality, quantity, and reliability of the goods and ecosystem services provided by natural systems are directly affected by the health of those systems.

PRINCIPLE II: People Influence Natural Systems The long‐term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies.

Direct and indirect changes to natural systems due to the growth of human populations and their consumption rates influence the geographic extent, composition, biological diversity, and viability of natural systems.

Methods used to extract, harvest, transport, and consume natural resources influence the geographic extent, composition, biological diversity, and viability of natural systems.

The expansion and operation of human communities influences the geographic extent, composition, biological diversity, and viability of natural systems.

The legal, economic, and political systems that govern the use and management of natural systems directly influence the geographic extent, composition, biological diversity, and viability of natural systems.

PRINCIPLE III: Natural Systems Change in Ways that People Benefit from and can Influence Natural systems proceed through cycles that humans depend upon, benefit from and can alter.

Natural systems proceed through cycles and processes that are required for their functioning.

Human practices depend upon and benefit from the cycles and processes that operate within natural systems.

Human practices can alter the cycles and processes that operate within natural systems.

PRINCIPLE IV: There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing Between Systems The exchange of matter between natural systems and human societies affects the long‐ term functioning of both.

The effects of human activities on natural systems are directly related to the quantities of resources consumed and to the quantity and characteristics of the resulting byproducts.

The byproducts of human activity are not readily prevented from entering natural systems and may be beneficial, neutral, or detrimental in their effect.

The capacity of natural systems to adjust to human-caused alterations depends on the nature of the system as well as the scope, scale, and duration of the activity and the nature of its byproducts

PRINCIPLE V: Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors Decisions affecting resources and natural systems are based on a wide range of considerations and decision‐making processes.

There is a spectrum of what is considered in making decisions about resources and natural systems and how those factors influence decisions.

The process of making decisions about resources and natural systems, and how the assessment of social, economic, political, and environmental factors has changed over time.

Physical Science: Elements and their combinations account for all the varied types of matter in the  world. As a basis for understanding this concept, students will:

know that during chemical reactions the atoms in the reactants rearrange to form products  with different properties .

know all matter is made of atoms, which may combine to form molecules.

know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals.

know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.

know scientists have developed instruments that can create discrete i m ages of atoms and molecules that show that the atoms and molecules often occur in well - ordered arrays.

know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.

know properties of solid, liquid, and gaseous substances, such as sugar (C 6 H 12 O 6 ), w ater ( H 2 O), helium (He), oxygen ( O 2 ), nitrogen (N 2 ), and carbon dioxide (C O 2 ).

know living organisms and most materials are composed of just a few elements

know the common properties of salts, such as sodium chloride (NaCl).

know many multi-cellular organisms have specialized structures to support the transport of materials.

know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.

know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.

know how sugar, water, and minerals are transported in a vascular plant.

know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.

know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration).

know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface.

know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.

know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.

know the origin of the water used by their local communities.

know uneven heating of Earth causes air movements (convection currents).

know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.

know the causes and effects of different types of severe weather.

know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables.

know that the Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions.

know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium.

know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.

know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.

classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.

develop a testable question.

plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.

identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.

identify the dependent and controlled variables in an investigation.

select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.

draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.

write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept, students will:

Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept, students will:

The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept, students will:

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept, students will

Engineering Design

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.

Earth's Place in the Universe

Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from 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.

Earth's Systems

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

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

Earth and Human Activity

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

From Molecules to Organisms: Structures and Processes

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

Ecosystems: Interactions, Energy, and Dynamics

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

Matter and Its Interactions

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.

Motion and Stability: Forces and Interactions

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

Energy

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.

Compare and refine multiple algorithms for the same task and determine which is the most appropriate.

Create programs that use variables to store and modify data.

Create programs that include events, loops, and conditionals.

Decompose problems into smaller, manageable tasks which may themselves be decomposed.

Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features.

Use an iterative process to plan and develop a program by considering the perspectives and preferences of others.

Observe intellectual property rights and give appropriate attribution when creating, remixing, or combining programs.

Test and debug a program or algorithm to ensure it accomplishes the intended task.

Perform different roles when collaborating with peers during the design, implementation, and review stages of program development.

Describe choices made during program development using code comments, presentations, and demonstrations.

Describe how computing devices connect to other components to form a system.

Demonstrate how computer hardware and software work together as a system to accomplish tasks.

Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.

Explain that the amount of space required to store data differs based on the type of data and/or level of detail.

Organize and present collected data visually to highlight relationships and support a claim.

Use data to highlight and/or propose relationships, predict outcomes, or communicate ideas.

Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.

Seek and explain the impact of diverse perspectives for the purpose of improving computational artifacts.

Describe reasons creators might limit the use of their work.

Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination.

Describe physical and digital security measures for protecting personal information.

Create patterns to protect information from unauthorized access.

Although computing systems vary, common troubleshooting strategies can be used across many different systems. Students use troubleshooting strategies to identify problems that could include a device not responding, lacking power, lacking a network connection, an app crashing, not playing sounds, or password entry not working. Students use and develop various solutions to address these problems. Solutions may include rebooting the device, checking for power, checking network availability, opening and closing an app, making sure speakers are turned on or headphones are plugged in, and making sure that the caps lock key is not on.

Control structures specify the order (sequence) in which instructions are executed within a program and can be combined to support the creation of more complex programs. Events allow portions of a program to run based on a specific action. Conditionals allow for the execution of a portion of code in a program when a certain condition is true. Loops allow for the repetition of a sequence of code multiple times.

Impacts of Computing

Computing technologies enable global collaboration and sharing of ideas. Students solicit feedback from a diverse group of users and creators and explain how this input improves their computational artifacts.

All saved data requires space to store it, whether locally or not (e.g., on the cloud). Music, images, video, and text require different amounts of storage. Video will often require more storage and different format than music or images alone because video combines both. The level of detail represented by that data also affects storage requirements. For instance, two pictures of the same object can require different amounts of storage based upon their resolution, and a high-resolution photo could require more storage than a low-resolution video. Students select appropriate storage for their data.

Planning is an important part of the iterative process of program development. Students gain a basic understanding of the importance and process of planning before beginning to write code for a program. They plan the development of a program by outlining key features, time and resource constraints, and user expectations. Students should document the plan as, for example, a storyboard, flowchart, pseudocode, or story map.

Hardware and software are both needed to accomplish tasks with a computing device. Students create a model to illustrate ways in which hardware and software work as a system. Students could draw a model on paper or in a drawing program, program an animation to demonstrate it, or demonstrate it by acting this out in some way. At this level, a model should only include the basic elements of a computer system, such as input, output, processor, sensors, and storage.

The development and modification of computing technology is driven by people’s needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities.

Decomposition is the act of breaking down tasks into simpler tasks. This manages complexity in the problem solving and program development process. For example, students could create an animation to represent a story they have written. Students write a story and then break it down into different scenes. For each scene, they would select a background, place characters, and program actions in that scene.

Algorithms & Programming

Programs can be broken down into smaller parts, which can be incorporated into new or existing programs. Students incorporate predefined functions into their original designs. At this level, students do not need to understand all of the underlying implementation details of the abstractions that they use. For example, students could use code from a ping pong animation to make a ball bounce in a new basketball game. They could also incorporate code from a single-player basketball game to create a two-player game with slightly different rules.

New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes.

Different algorithms can achieve the same result, though sometimes one algorithm might be more appropriate for a specific solution. Students examine different ways to solve the same task and decide which would be the better solution for the specific scenario.

Computing Systems

Personal information can be protected physically and digitally. Cybersecurity is the protection from unauthorized use of electronic data, or the measures taken to achieve this. Students identify what personal information is and the reasons for protecting it. Students describe physical and digital approaches for protecting personal information such as using strong passwords and biometric scanners.

Variables are used to store and modify data. Students use variables in programs they create. At this level, students may need guidance in identifying when to create variables (i.e., performing the abstraction).

Collaborative computing is the process of creating computational artifacts by working in pairs or on teams. It involves asking for the contributions and feedback of others. Effective collaboration can often lead to better outcomes than working independently. With teacher guidance, students take turns in different roles during program development, such as driver, navigator, notetaker, facilitator, and debugger, as they design and implement their program.

The accuracy of data analysis is related to how the data is represented. Inferences or predictions based on data are less likely to be accurate if the data is insufficient, incomplete, or inaccurate or if the data is incorrect in some way. Additionally, people select aspects and subsets of data to be transformed, organized, and categorized. Students should be able to refer to data when communicating an idea, in order to highlight and/or propose relationships, predict outcomes, highlight different views and/or communicate insights and ideas.

Intellectual property rights can vary by country, but copyright laws give the creator of a work a set of rights and prevents others from copying the work and using it in ways that they may not like. Students consider common licenses that place limitations or restrictions on the use of others' work, such as images and music downloaded from the Internet. When incorporating the work of others, students attribute the work. At this level, students could give attribution by including credits or links directly in their programs, code comments, or separate project pages.

Encryption is the process of converting information or data into a code, especially to prevent unauthorized access. At this level, students use patterns as a code for encryption, to protect information. Patterns should be decodable to the party for whom the message is intended, but difficult or impossible for those with unauthorized access.

Programs do not always run properly. Students need to understand how to test and make necessary corrections to their programs to ensure they run properly. Students successfully identify and fix errors in (debug) their programs and programs created by others. Debugging strategies at this level may include testing to determine the first place the solution is in error and fixing accordingly, leaving "breadcrumbs" in a program, and soliciting assistance from peers and online resources.

Networks & Internet

Computing devices often depend on other devices or components. Students describe physical and wireless connections to other components, including both input devices (e.g., keyboards, sensors, remote controls, microphones) and output devices (e.g., 3D printers, monitors, speakers).

Ethical complications arise from the opportunities provided by computing. With the ease of sending and receiving copies of media on the Internet, in formats such as video, photos, and music, students consider the opportunities for unauthorized use, such as online piracy and disregard of copyrights. The license of a downloaded image or audio file may restrict modification, require attribution, or prohibit use entirely.

Information is sent and received over physical or wireless paths. It is broken down into smaller pieces called packets, which are sent independently and reassembled at the destination. Students demonstrate their understanding of this flow of information by, for instance, drawing a model of the way packets are transmitted, programming an animation to show how packets are transmitted, or demonstrating this through an unplugged activity in which they physically act this out.

Raw data has little meaning on its own. Data is often sorted or grouped to provide additional clarity. Organizing data can make interpreting and communicating it to others easier. Data points can be clustered by a number of commonalities. The same data could be manipulated in different ways to emphasize particular aspects or parts of the data set.

Data & Analysis

People communicate about their code to help others understand and use their programs. Explaining one's design choices gives others a better understanding of one's work. Students may explain their step-by-step process of creating a program in a presentation or demonstration of their personal code journals. They describe how comments within code organize thought and process during the develpment of the program.