Fifth Grade Learning Expectations

Science Expectations

LEVERS & PULLEYS

1.1.2 Understand the relative position and motion of objects.

• Describe the motion of an object in terms of distance, time, and direction as the object travels in a straight line.

1.1.4 Understand that energy comes in many forms.

• Describe the forms of energy present in a system (i.e., energy of motion [kinetic], energy of position [potential]).

1.2.1 Analyze how the parts of a system go together and how these parts depend on each other.

• Predict and explain how a system would work if one of its parts was missing or broken.
• Describe what goes into (input) and out of (output) a system (e.g., what keeps a system running).
• Describe the effect on a system when an input in the system is changed.

1.3.1 Understand forces in terms of strength and direction.

• Compare the strength of one force to the strength of another force (e.g., measure that a 5-Newton pull from a spring scale is like the weight of a 1-pound object).

1.3.2 Understand that forces can change the motion of common objects.

• Investigate and report how a larger force acting on an object causes a greater change in motion of that object, 2nd Law of Motion (e.g., a 2-Newton pull causes a toy car to speed up more than a 1-Newton pull).

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.
• Develop a new question that can be investigated with the same materials and/or data as a given investigation.

2.1.2 Understand how to plan and conduct simple investigations following all safety rules.

• Make predictions of the results of an investigation.
• Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes:
• Prediction
• Appropriate materials, tools, and available computer technology
• Variables kept the same (controlled)
• One changed variable (manipulated)
• Measured (responding) variable
• Gather, record, and organize data using appropriate units, charts, and/or graphs
• Multiple trials
• Generate a logical plan for a simple field investigation with the following attributes:
• Identify multiple variables
• Select observable or measurable variables related to the investigative question
• Identify and use simple equipment and tools (such as magnifiers, rules, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.

2.1.3 Understand how to construct a reasonable explanation using evidence.

• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of observed phenomena using given data.
• Predict what logically might occur if an investigation lasted longer or was changed.

2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.

• List similarities and differences between a model and what the model represents (e.g., steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.
• Describe reasons for using a model to investigate phenomena (e.g., processes that happen very slowly or quickly; things that are too small or too large for direct observation; phenomena that cannot be controlled or are potentially dangerous).

2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• Reasons for selecting the investigative plan.
• Materials used in the investigation.
• Observations, data, results.
• Explanations and conclusions in written, mathematical, oral, and information technology presentation formats.
• Safety procedures used.

2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.

• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.

2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists.

• Describe whether measurements and/or observations of phenomena are scientific facts.
• Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky vs. seeing a star).

2.2.3 Understand why similar investigations may not produce similar results.

• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
• Explain whether sufficient information has been obtained to make a conclusion.

2.2.4 Understand how to make the results of scientific investigations reliable.

• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
• Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).

2.2.5 Understand that scientific comprehension of systems increase through inquiry.

• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• Explain how ideas about the natural and/or constructed world have changed because of scientific inquiry.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or a pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).

3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.

• Propose, implement, and document the scientific design process used to solve a problem or challenge.
• Define the problem.
• Scientifically gather information and collect measurable data.
• Explore ideas.
• Make a plan.
• List steps to do the plan.
• Scientifically test solutions.
• Document the scientific design process.
• Describe possible solutions to a problem (e.g., preventing injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reasons for the effectiveness of a solution to a problem or challenge.

3.1.3 Analyze how well a design or a product solves a problem.

• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse peoples.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.

• Describe how common tools help people design ways to adapt to different environments (e.g., sewing needle to make clothes).
• Describe how scientific ideas and discoveries are used to design solutions to human problems, extend human ability, or help humans adapt to different environments (e.g., prosthetics used to replace lost limbs).

3.2.3 Understand how knowledge and skills of science, mathematics and technology are used in common occupations.

• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.

LAND & WATER

1.2.1 Analyze how the parts of a system go together and how these parts depend on each other.

• Predict and explain how a system would work if one of its parts was missing or broken.
• Describe what goes into (input) and out of (output) a system (e.g., what keeps a system running).
• Describe the effect on a system when an input in the system is changed.

1.2.4 Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere.

• Describe how one part of Earth’s system depends on or connects to another part of Earth’s system (e.g., Puget Sound water affects the air over Seattle).
• Identify and describe various landmasses, bodies of water, and landforms (e.g., illustrate continents, oceans, seas, rivers, mountains, plains from a globe and a map).
• Construct a model that demonstrates understanding of Earth’s structure as a system made of parts (e.g., solid surface, water, atmosphere).

1.3.4 Know processes that change the surface of Earth.

• Describe how weathering and erosion change the surface of the Earth.
• Describe how earthquakes, landslides, and volcanic eruptions change Earth’s surface.

1.3.5 Understand that fossils provide evidence of plants, animals, and environments that existed long ago.

• Observe and describe a fossil in a rock.
• Know that fossils provide evidence about plants and animals that lived long ago and the nature of the environment at that time.

1.3.6 Understand weather indicators and understand how water cycles through the atmosphere.

• Describe the effects of water cycling through the land, oceans, and atmosphere (e.g., clouds, rain, snow, hail, rivers).

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.
• Develop a new question that can be investigated with the same materials and/or data as a given investigation.

2.1.2 Understand how to plan and conduct simple investigations following all safety rules.

• Make predictions of the results of an investigation.
• Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes:
• Prediction
• Appropriate materials, tools, and available computer technology
• Variables kept the same (controlled)
• One changed variable (manipulated)
• Measured (responding) variable
• Gather, record, and organize data using appropriate units, charts, and/or graphs
• Multiple trials
• Generate a logical plan for a simple field investigation with the following attributes:
• Identify multiple variables
• Select observable or measurable variables related to the investigative question
• Identify and use simple equipment and tools (such as magnifiers, rules, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.

2.1.3 Understand how to construct a reasonable explanation using evidence.

• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of observed phenomena using given data.
• Predict what logically might occur if an investigation lasted longer or was changed.

2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.

• List similarities and differences between a model and what the model represents (e.g., steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.
• Describe reasons for using a model to investigate phenomena (e.g., processes that happen very slowly or quickly; things that are too small or too large for direct observation; phenomena that cannot be controlled or are potentially dangerous).

2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• Reasons for selecting the investigative plan.
• Materials used in the investigation.
• Observations, data, results.
• Explanations and conclusions in written, mathematical, oral, and information technology presentation formats.
• Safety procedures used.

2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.

• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.

2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists.

• Describe whether measurements and/or observations of phenomena are scientific facts.
• Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky vs. seeing a star).

2.2.3 Understand why similar investigations may not produce similar results.

• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
• Explain whether sufficient information has been obtained to make a conclusion.

2.2.4 Understand how to make the results of scientific investigations reliable.

• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
• Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).

2.2.5 Understand that scientific comprehension of systems increase through inquiry.

• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• Explain how ideas about the natural and/or constructed world have changed because of scientific inquiry.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or a pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).

3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.

• Propose, implement, and document the scientific design process used to solve a problem or challenge.
• Define the problem.
• Scientifically gather information and collect measurable data.
• Explore ideas.
• Make a plan.
• List steps to do the plan.
• Scientifically test solutions.
• Document the scientific design process.
• Describe possible solutions to a problem (e.g., preventing injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reasons for the effectiveness of a solution to a problem or challenge.

3.1.3 Analyze how well a design or a product solves a problem.

• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse peoples.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.

• Describe how common tools help people design ways to adapt to different environments (e.g., sewing needle to make clothes).
• Describe how scientific ideas and discoveries are used to design solutions to human problems, extend human ability, or help humans adapt to different environments (e.g., prosthetics used to replace lost limbs).

3.2.3 Understand how knowledge and skills of science, mathematics and technology are used in common occupations.

• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.

3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive.

• Describe how resources can be conserved through reusing, reducing, and recycling.
• Describe the effects conservation has on the environment.
• Describe the effects of humans on the health of an ecosystem.
• Describe how humans can cause changes in the environment that affect the livability of the environment for humans.
• Describe the limited resources humans depend on and how changes in these resources affect the livability of the environment for humans.

ECOSYSTEMS

1.2.1 Analyze how the parts of a system go together and how these parts depend on each other.

• Predict and explain how a system would work if one of its parts was missing or broken.
• Describe what goes into (input) and out of (output) a system (e.g., what keeps a system running).
• Describe the effect on a system when an input in the system is changed.

1.2.4 Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere.

• Describe how one part of Earth’s system depends on or connects to another part of Earth’s system (e.g., Puget Sound water affects the air over Seattle).
• Identify and describe various landmasses, bodies of water, and landforms (e.g., illustrate continents, oceans, seas, rivers, mountains, plains from a globe and a map).
• Construct a model that demonstrates understanding of Earth’s structure as a system made of parts (e.g., solid surface, water, atmosphere).

1.3.8 Understand that living things need constant energy and matter.

• Explain how plants and animals obtain food/energy (e.g., plants make energy in the form of sugars using air, water, sunlight, minerals; animals obtain food from other living things).

1.3.9 Understand that plant and animal species change over time.

• Recognize and tell how some kinds of plants and animals survive well, some survive less well, and some cannot survive at all in particular environments, and provide examples.
• Recognize and describe how individual plants and animals of the same kind differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing.
• Demonstrate or describe that fossils can be compared to one another and to living organisms according to their similarities and differences (i.e., some organisms that lived long ago and similar to existing organisms, but some are quite different).

1.3.10 Understand that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives.

• Describe the characteristics of organisms that allow them to survive in an ecosystem.
• Describe the role of an organism in a food chain of an ecosystem (i.e., predator, prey, consumer, producer, decomposer, scavenger).
• Describe how an organism’s ability to survive is affected by a change in an ecosystem (e.g., the loss of one organism in a food chain affects all other organisms in that food chain).
• Describe the path of substances (i.e., air, water, mineral nutrients) through a food chain.

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.
• Develop a new question that can be investigated with the same materials and/or data as a given investigation.

2.1.2 Understand how to plan and conduct simple investigations following all safety rules.

• Make predictions of the results of an investigation.
• Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes:
• Prediction
• Appropriate materials, tools, and available computer technology
• Variables kept the same (controlled)
• One changed variable (manipulated)
• Measured (responding) variable
• Gather, record, and organize data using appropriate units, charts, and/or graphs
• Multiple trials
• Generate a logical plan for a simple field investigation with the following attributes:
• Identify multiple variables
• Select observable or measurable variables related to the investigative question
• Identify and use simple equipment and tools (such as magnifiers, rules, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.

2.1.3 Understand how to construct a reasonable explanation using evidence.

• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of observed phenomena using given data.
• Predict what logically might occur if an investigation lasted longer or was changed.

2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.

• List similarities and differences between a model and what the model represents (e.g., steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.
• Describe reasons for using a model to investigate phenomena (e.g., processes that happen very slowly or quickly; things that are too small or too large for direct observation; phenomena that cannot be controlled or are potentially dangerous).

2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• Reasons for selecting the investigative plan.
• Materials used in the investigation.
• Observations, data, results.
• Explanations and conclusions in written, mathematical, oral, and information technology presentation formats.
• Safety procedures used.

2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.

• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.

2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists.

• Describe whether measurements and/or observations of phenomena are scientific facts.
• Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky vs. seeing a star).

2.2.3 Understand why similar investigations may not produce similar results.

• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
• Explain whether sufficient information has been obtained to make a conclusion.

2.2.4 Understand how to make the results of scientific investigations reliable.

• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
• Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).

2.2.5 Understand that scientific comprehension of systems increase through inquiry.

• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• Explain how ideas about the natural and/or constructed world have changed because of scientific inquiry.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or a pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).

3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.

• Propose, implement, and document the scientific design process used to solve a problem or challenge.
• Define the problem.
• Scientifically gather information and collect measurable data.
• Explore ideas.
• Make a plan.
• List steps to do the plan.
• Scientifically test solutions.
• Document the scientific design process.
• Describe possible solutions to a problem (e.g., preventing injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reasons for the effectiveness of a solution to a problem or challenge.

3.1.3 Analyze how well a design or a product solves a problem.

• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse peoples.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.

• Describe how common tools help people design ways to adapt to different environments (e.g., sewing needle to make clothes).
• Describe how scientific ideas and discoveries are used to design solutions to human problems, extend human ability, or help humans adapt to different environments (e.g., prosthetics used to replace lost limbs).

3.2.3 Understand how knowledge and skills of science, mathematics and technology are used in common occupations.

• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.

3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive.

• Describe how resources can be conserved through reusing, reducing, and recycling.
• Describe the effects conservation has on the environment.
• Describe the effects of humans on the health of an ecosystem.
• Describe how humans can cause changes in the environment that affect the livability of the environment for humans.
• Describe the limited resources humans depend on and how changes in these resources affect the livability of the environment for humans.