SCIENCE

Grade 5

Strand 1: Inquiry Process “Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students’ activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry…” (National Science Education Standards, 1995). Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.

Concepts Concept 1:

Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources.

Concept 2:

Scientific Testing (Investigating and Modeling) Design and conduct controlled investigations.

Concept 3:

Analysis and Conclusions Analyze and interpret data to explain correlations and results; formulate new questions.

Concept 4:

Communication Communicate results of investigations.

Students should know and be able to… Concept Concept PO Number No. S1C1

Observations, Questions, and Hypotheses

1

Performance Objective Formulate a relevant question through observations that can be tested by an investigation.

Vocabulary

Notes/Integration/ Resources

investigation, relevant, question, data M, survey - M

th

Maintained from 4 grade

§ 2

e.g., Could you use a lever to lift an object in your classroom?

Formulate predictions in the realm of science based on observed cause and effect relationships.

prediction, hypothesis, formulate, cause, effect

th

Maintained from 4 grade

§

3

e.g., After observing how a lever assists in lifting heavy objects, students may formulate a prediction that a lever will lift twice the weight of an object in the classroom. (S5)

Locate information (e.g., book, article, website) related to an investigation. th

Maintained from 4 grade Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 1

SCIENCE

Grade 5

Students should know and be able to… Concept Concept PO Number No. S1C2

Scientific Testing (Investigating and Modeling)

1

Performance Objective

Vocabulary

Notes/Integration/ Resources

Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. Maintained from Kindergarten

T: Be aware of safety precautions identified in individual teacher guides (goggles, scalpels, chemicals, etc.)

§

2

e.g. Use caution when tasting and/or smelling in the classroom

Plan a simple investigation that identifies the variables to be controlled. th

Maintained from 4 grade §

variable, controlled variable, procedures, analysis, conclusion, results

Process • Ask question

• • •

Formulate prediction Identify variable to be tested Identify variables to be controlled th

Maintained from 4 grade

3

Conduct simple investigations (e.g., related to forces and motion, earth processes) based on student-developed questions in life, physical, and earth and space sciences. § §

Students generate questions based on units of study. Students conduct simple investigations based on their questions.

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 2

SCIENCE

Grade 5

Students should know and be able to… Concept Concept PO Number No. 4 S1C2 (cont.)

Performance Objective Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary). Tools: scale, balance, ruler th Maintained from 4 grade § Measurement tools: • ruler • scale • balance • measuring cup • meter stick • yard stick § Units of measure: • Distance U.S. – inch, foot, yard, mile metric – centimeter, millimeter, kilometer • Volume U.S. – teaspoon, tablespoon, cup, pint, quart, gallon Metric – liter • Weight U.S. – ounce, pound, ton Metric - gram

5

Record data in an organized and appropriate format (e.g., t-chart, table, list, written log).

Vocabulary

Notes/Integration/ Resources

ruler, scale, balance, metric system, U.S. Customary system, measuring cup, M, measuring tape, M, meter stick, M, ruler/yardstick, M, distance, M, inch, foot, yard, mile, centimeter, millimeter, kilometer, volume, teaspoon, tablespoon, cup, pint, quart, gallon, liter, ounce, pound, ton, gram

data, organized, t-chart, table, written log

t-chart, table, list, written log rd Maintained from 3 grade § Use the following formats to organize and record data: • t-chart • table • list • written log § Additional optional formats to use: • student booklet • whiteboard • lab book • notebook Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 3

SCIENCE

Grade 5

Students should know and be able to… Concept Concept PO Number No. S1C3 Analysis and 1 Conclusions

Performance Objective Analyze data obtained in a scientific investigation to identify trends and form conclusions.

Vocabulary

Notes/Integration/ Resources

trend

T: Trend – the tendency for the data to move in a direction – e.g., the temperature going up.

2

Analyze whether the data is consistent with the consistent, proposed proposed explanation that motivated the investigation.

3

Evaluate the reasonableness of the outcome of an investigation. §

Is the result logical based on the data; does it make sense?

4

Develop new investigations and predictions based on questions that arise from the findings of an investigation.

5

Identify possible relationships between variables in simple investigations (e.g., time and distance; incline and mass of object).

relationship

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 4

SCIENCE

Grade 5

Students should know and be able to… Concept Concept PO Number No. S1C4

Communication

Performance Objective

Vocabulary

1

Communicate verbally or in writing the results of an inquiry. Maintain from Grade 4.

inquiry

2

Choose an appropriate graphic representation for collected data: • bar graph (double bar) • line graph • Venn diagram (triple Venn) • model

line plot – M, frequency table – M, axis – M, axes – M, axes labels – M, bar graph – M, bar label – M, chart – M, double bar graph – M, key – M, legend – M, pictograph – M, range – M, sample – M, scale – M, symbol – M, tally – M, title – M, Venn diagram – M, triple Venn

Notes/Integration/ Resources

th

Maintained from 4 grade. § §

3

line plot frequency table

Communicate with other groups or individuals compare to compare the results of a common investigation. Maintain from Grade 4.

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 5

SCIENCE

Grade 5

Strand 2: History and Nature of Science Knowledge of the nature of science is central to the understanding of the scientific enterprise” (National Assessment of Educational Progress, 2000). Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures.

Concepts Concept 1:

History of Science as a Human Endeavor Identify individual, cultural, and technological contributions to scientific knowledge.

Concept 2:

Nature of Scientific Knowledge Understand how science is a process for generating knowledge.

Students should know and be able to… Concept Concept PO Number No. S2C1

History of Science as a Human Endeavor

1

Performance Objective Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Percy Lavon Julian [scientist], supports Strand 4; Niels Bohr [scientist], supports Strand 5; Edwin Hubble [scientist], supports Strand 6). Maintain from Kindergarten. §

Vocabulary diverse, contributions, innovations

Notes/Integration/ Resources Trade Book: Chain reaction Magazine: Making Tracks on Mars

e. g., Isaac Newton, Daniel Bernoulli, Orville and Wilbur Wright.

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 6

SCIENCE

Grade 5

Students should know and be able to… Concept Concept PO Number No. S2C2 Nature of Scientific 1 Knowledge

2

Performance Objective Provide examples that support the premise that science is an ongoing process that changes in response to new information and discoveries (e.g., space exploration, medical advances).

Notes/Integration/ Resources Trade Book: Chain reaction Magazine: Making Tracks on Mars

Explain the cycle by which new scientific knowledge generates new scientific inquiry. §

3

Vocabulary

e.g. discovery of a new plant or animal leads to questions about its origin.

Describe how scientific knowledge is subject to modification and/or change as new information/technology challenges prevailing theories. §

modification, theories

e.g., development of flight, space exploration, development of medical technology

4

Compare collaborative approaches that scientists use for investigations (e.g., teams, individual with peer review).

collaborative

5

Describe qualities of the scientists’ habits of mind (e.g., openness, skepticism, integrity, tolerance).

skepticism

§

Trade Book: Chain reaction Magazine: Making Tracks on Mars

scientists question data, reserve judgment before arriving at conclusions

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 7

SCIENCE

Grade 5

Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners.

Concepts Concept 1:

Changes in Environments Describe the interactions between human populations, natural hazards, and the environment.

Concept 2:

Science and Technology in Society Develop viable solutions to a need or problem.

Students should know and be able to… Concept Concept PO Number No. S3C1

Changes in Environments

Performance Objective

Vocabulary

Notes/Integration/ Resources

1

Explain the impacts of natural hazards on habitats (e.g., global warming, floods, asteroid or large meteor impacts).

habitat

2

Propose a solution, resource, or product that addresses a specific human, animal, or habitat need.

solution, resource, endangered, immunization, alternate fuel

S2C2-PO5

evaluate, proposed, relevant, habitat

S3C1-PO2

§

3

e.g., Need - depletion of natural energy resources. Solution - alternate fuels Need - illness/disease Solution: immunizations Need - overpopulation Solution – space station habitation, conservation of resources

Evaluate the possible strengths and weaknesses of a proposed solution to a specific problem relevant to human, animal, or habitat needs.

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 8

SCIENCE

Grade 5

Students should know and be able to… Concept Concept PO Number No. S3C2 Science and Technology 1 in Society

Performance Objective

Describe the relationship between science and science, technology technology. §

2

Notes/Integration/ Resources S2C2-PO4 S2C2-PO5

e.g. Science and technology are reciprocal. For example improved microscopes were developed to gain more knowledge about things that can’t be seen with the naked eye. That knowledge then leads to new scientific discoveries.

Explain how scientific knowledge, skills, and technological capabilities are integral to a variety of careers. §

3

Vocabulary

S2C2-PO4 S2C2-PO5

e. g., biologists biotechnology aerospace farming/agriculture

Design and construct a technological solution to a common problem or need using common materials.

design, construct

S2C2-PO4 S2C2-PO5

Maintain from Grade 3.

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 9

SCIENCE

Grade 5

Strand 4: Life Science “The fundamental goal of life sciences is to attempt to understand and explain the nature of life” (NAEP 2000). Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.

Concepts Concept 1:

Structure and Function in Living Systems Understand the relationships between structures and functions of organisms.

Concept 2:

Reproduction and Heredity. No performance objectives at this grade level. Understand the basic principles of heredity.

Concept 3:

Populations of Organisms in an Ecosystem. No performance objectives at this grade level. Analyze the relationships among various organisms and their environment.

Concept 4:

Diversity, Adaptation, and Behavior. No performance objectives at this grade level. Identify structural and behavioral adaptations.

Students should know and be able to… Concept Concept PO Number No. S4C1

Structure and Function in Living Systems T: body system – a group of body organs that together perform one or more vital functions.

1

Performance Objective

Vocabulary

Notes/Integration/ Resources

Identify the functions and parts of the skeletal system: • protection – rib cage, cranium (skull) • support – vertebrae • movement – pelvis, femur, hip, joints (hinge, ball and socket, gliding {pivotal})

body system, cranium (skull), vertebrae, pelvis, femur, rib cage, hip, joints, (hinge, ball and socket, gliding {pivotal})

S3C1-PO3 S03S1C1-PO2, PO3 Trade Book: Bones & Muscles (5.RI.1, 5.RI.3)

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 10

SCIENCE

Grade 5

Students should know and be able to… Concept Concept PO Number No. S4C1 2 (cont.)

Performance Objective

Vocabulary

Notes/Integration/ Resources

Identify the following types of muscles: • cardiac – heart • smooth – stomach, intestines, eyes, diaphragm, bladder, blood vessels • skeletal – biceps, triceps, neck, jaw, foot, fingers, hand, eyelid

• cardiac, bicep, intestines, eyes, diaphram, bladder, blood vessels, triceps, neck, jaw, foot, fingers, hand, eyelid

S05S1C1-PO3 Trade Book: Bones & Muscles (5.RI.1, 5.RI.3)

3

Identify the functions and parts of the nervous system: • control center – brain • relay mechanism – spinal cord • transport messages – nerves

nervous system mechanism, transport

S05S1C1-PO3 Trade Book: Understanding the Brain (5.RI.1, 5.RI.8, 5.RI.10)

4

Distinguish between voluntary and involuntary voluntary , involuntary responses. § § §

e.g. voluntary – raising your hand, chewing e.g. involuntary – heart beat, chemical digestion e.g. Use Venn diagram to compare

S05S1C4-PO2 Trade Book: Understanding the Brain (5.RI.1, 5.RI.8, 5.RI.10)

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 11

SCIENCE

Grade 5

Strand 5: Physical Science The physical science component … should probe the following major topics: matter and its transformations, energy and its transformations, and the motion of things” (NAEP 2000). Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings.

Concepts Concept 1:

Properties and Changes of Properties in Matter Understand physical and chemical properties of matter.

Concept 2:

Motion and Forces Understand the relationship between force and motion.

Concept 3:

Transfer of Energy. No performance objectives at this grade level. Understand that energy can be stored and transferred.

Students should know and be able to… Concept Concept PO Number No. S5C1

Properties and Changes of Properties in Matter

Performance Objective

Vocabulary molecule, atom, properties (property), matter

1

Identify that matter is made of smaller units called: • atoms (e.g., H, N, Na) • molecules (e.g., H2O, CO2)

2

Distinguish between mixtures and compounds. mixture , compound, solution § § §

3

Notes/Integration/ Resources Trade Book: Matter, Matter Everywhere (5.Ri.1, 5.RI.2, 5.RI.10) S1C4-PO2

e.g. Use Venn diagram to compare e.g. mixture – salt and pepper, cinnamon and sugar, raisin bread e.g. compound – NaCl (salt), raisin bread, H20 (water)

Describe changes of matter: • physical – cutting wood, ripping paper, freezing water • chemical – burning of wood, rusting of iron, milk turning sour

chemistry, physical, chemical

S1C1-PO1, PO2 S1C4-PO1, PO2, PO3

Trade Book: Matter, Matter Everywhere (5.Ri.1, 5.RI.2, 5.RI.10)

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 12

SCIENCE

Grade 5

Students should know and be able to… Concept Concept PO Number No. S5C2

Motion and Forces

Performance Objective

Vocabulary

Notes/Integration/ Resources

1

Describe the following forces: • gravity • friction

gravity , friction , force

S1C4-PO1, PO2 S2C1-PO1 Trade Book: Newton’s Law (5.RI.1, 5.RI.3)

2

Describe the various effects forces can have on an object (e.g., cause motion, halt motion, change direction of motion, cause deformation).

motion, deformation

S1C4-PO1, PO2, PO3 S2C2-PO1, PO2 Trade Book: Newton’s Law (5.RI.1, 5.RI.3), Flight and Rocketry (5.RI.1, 5.RI.10)

3

Examine forces and motion through investigations using simple machines (e.g., wedge, plane, wheel and axle, pulley, lever).

wedge, plane, wheel, axle, pulley, lever

S1C2-PO1, PO2, PO3, PO4, PO5 S1C3-PO5 S2C2-PO1, PO2 Trade Book: Flight and Rocketry (5.RI.1, 5.RI.10), Simple Machines (5.RI.1, 5.RI.10)

4

Demonstrate effects of variables on an object’s variable, incline angle motion (e.g., incline angle, friction, applied forces). §

MPS 5

e.g. applied force - pushing/pulling an object, running through water, foot on brake pedal to slow wheel

Explain the concepts of flight § § §

Bernoulli principle lift, drag, thrust (e.g. space shuttle/airplanes)

Bernoulli principle, lift, drag, thrust

S1C2-PO1, PO2, PO3, PO4, PO5 Trade Book: Newton’s Law (5.RI.1, 5.RI.3), Simple Machines (5.RI.1, 5.RI.10) S1C4-PO1, PO2, PO3 S2C1-PO1 S3C2-PO1 S2C2-PO1, PO2, PO3 Trade Book: Flight and Rocketry (5.RI.1, 5.RI.10)

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 13

SCIENCE

Grade 5

Strand 6: Earth and Space Science “Earth science is the study of the planets, Earth’s composition, processes, environments and history, focusing on the solid Earth, and its interaction with air and water” (NAEP 2000). Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live.

Concepts Concept 1:

Structure of the Earth. No performance objectives at this grade level. Describe the composition and interactions between the structure of the Earth and its atmosphere.

Concept 2:

Earth’s Processes and Systems Understand the processes acting on the Earth and their interaction with the earth systems.

Concept 3:

Earth in the Solar System Understand the relationships of the Earth and other objects in the solar system.

Students should know and be able to… Concept Concept PO Number No. S6C2

Earth’s Processes and Systems

1

Performance Objective

Vocabulary

cycle, new moon, waxing Describe how the Moon’s appearance changes lunar crescent, first quarter, waxing gibbous, during a four-week lunar cycle. full moon, waning gibbous, last quarter,

§

e.g.

1. new moon 2. waxing crescent 3. first quarter 4. waxing gibbous 5. full moon 6. waning gibbous 7. last quarter 8. waning crescent

Notes/Integration/ Resources S1C4-PO1, PO2

waning crescent

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 14

SCIENCE

Grade 5

Students should know and be able to… Concept Concept PO Number No. S6C2 2 (cont.)

Performance Objective

Vocabulary

Notes/Integration/ Resources

Describe how Earth’s rotation results in day and night at any particular location.

rotation

S1C4-PO1, PO2

3

Distinguish between revolution and rotation.

revolution

S1C4-PO2

4

Describe the role of gravity as an attractive force between celestial objects.

celestial objects, gravity, attractive force

SCS3C1-PO1 S1C4-PO1, PO2 Trade Book: Stars and Galaxies (5.RI.1, 5.RI.2, 5.RI.10), Zathura

§

e.g. moon’s orbit around Earth; Earth’s orbit around sun

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 15

SCIENCE

Grade 5

Students should know and be able to… Concept Concept PO Number No. S6C3

Earth in the Solar System

Performance Objective

Vocabulary

Notes/Integration/ Resources

1

Identify the known planets of the solar system. solar system, planet

S1C1-PO3

2

Describe the distinguishing characteristics of the known planets in the solar system.

composition, satellite

S1C1-PO3 S1C4-PO2

§

e.g. size, distance from sun, composition, atmosphere, size, number of satellites

3

Describe various objects in the sky (e.g., asteroids, comets, stars, meteors/shooting stars).

asteroid, comet, meteor/shooting star

S3C1-PO1 S1C1-PO3 Trade Book: Stars and Galaxies (5.RI.1, 5.RI.2, 5.RI.10), Zathura

4

Describe the change in position and motion of the following objects in the sky over time: • real motion – Moon, planets • apparent motion (due to the motion of the Earth) – Sun, Moon, stars

real motion, apparent motion

S1C4-PO2, PO3 Trade Book: Stars and Galaxies (5.RI.1, 5.RI.2, 5.RI.10)

§

5

Explain the apparent motion of the Sun and stars. §

6

e.g. line graph

Sun appears to rise in east and set in west, though it does not actually move

Describe efforts to explore space (e.g., Apollo missions, space shuttles, Hubble space telescope, space probes). (See Strand 2)

Trade Book: Stars and Galaxies (5.RI.1, 5.RI.2, 5.RI.10)

S2C1-PO1 S2C2-PO1, PO2, PO3, PO4, PO5 See Strand 2

Trade Book: Chain reaction Magazine: Making Tracks on Mars

Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. T = Teacher Information MPS Governing Board Approval May 10, 2005 16