| Curriculum Topic |
Common Curriculum Goals (CCG)/
Content Standards (CS) |
Grade 5 Benchmarks |
Topic XII:
Water
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of change, constancy, and measurement.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Describe and explain different rates of change.
- Students will identify and describe examples of rapid change and changes that happen at a slower pace.
- Students will identify and describe the changes people make in their environment.
- Students will identify and describe varying rates of change in organisms, i. e., in childhood versus in adulthood.
- Diagram and explain a cycle.
- Students will recognize and describe cycles in natural and man-made systems.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of systems, order, and organization.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Identify interactions among parts of a system.
- Students will describe the relationships among organisms in food chains and simple food webs.
- Students will explain the function of various parts of simple physical systems, such as in an electrical circuit using batteries and bulbs.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of evidence models, and explanation.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Use models to explain how objects, events, and/or processes work in the real world.
- Students will use physical models to explain such phenomena as the solar system or surface features of Earth, continents, river systems, and their neighborhood.
- Students will use pictorial models to explain relationships within systems such as food chains, food webs, chains of events, and their community.
- Students will understand that geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, but such representations cannot usually be exact in detail.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of evolution and equilibrium.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Organize evidence of a change over time.
- Students will sort data and display in a logical sequence.
- Describe actions that can cause or prevent changes.
- Students will explain results of classroom experiments in terms of cause and effect.
- Students will describe the relationship between factors of weather and the resulting change to the Earth's surface.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of structure and function.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Describe physical and biological examples of how structure relates to function.
- Students will identify particular structures in animals with the function they serve. For example, webbed feet perform the function of paddling through the water.
- Students will relate structures in plants to their functions. For example, tree trunks are solid and strong, and this enables them to provide support for the tree.
- Students will identify characteristics of natural structures which lend themselves to human use. For example, wide, deep, slowmoving rivers are ideal for ship traffic.
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Science: Unifying Concepts and Processes
- CCG: (No goal listed)
- CS:
> Use basic scientific process skills to observe, measure, use numbers, classify, question, infer, hypothesize, and communicate.
> Use integrated scientific process skills to predict, design experiments, control variables, interpret data, define operations, and formulate models.
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- (No benchmarks listed under this Content Standard.)
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Science: Physical Science
- CCG: Identify structures and properties of matter.
- CS: Matter: Understand structure and properties of matter.
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- Identify substances as they exist in different states of matter.
- Students will distinguish among solids, liquids, and gases.
- Students will identify unique properties of each state of matter.
- Students will determine whether an unidentified substance is a solid, liquid, or gas by analyzing its properties.
- Students will give examples of or identify each state of matter alone and in combinations, such as solids with liquids in them.
- Students will recognize that gases occupy space and can expand or condense to fit into the space available.
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Science: Physical Science
- CCG: Describe chemical and physical changes.
- CS: Matter: Understand chemical and physical changes
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- Describe the ability of matter to change state by heating and cooling
- Students will infer that heating and cooling cause changes in properties of matter.
- Students will explain how transformations among solids, liquids, and gases occur.
- Students will describe the conditions that affect changes in the state of matter, such as freezing point and boiling point.
- Students will identify and explain changes in states of matter that they may see in their environment, e. g., puddles disappearing on a warm day, mirrors fogging up.
- Students will identify or give examples of the interchangeability of the states of matter, such as liquid water, water vapor, clouds, fog, snow, etc.
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Science: Physical Science
- CCG: Describe electrical, magnetic, gravitational, and other forces and the motions resulting from them.
- CS: Force and Motion: Understand fundamental forces, their forms, and their effects on motion.
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- Describe and compare the motion of objects.
- Students will predict and explain which way an object will move based upon its mass, composition, and the force exerted upon it.
- Students will describe an object's motion by tracing and measuring its position over time.
- Students will explain simple changes in the motion of an object, such as the acceleration of objects moving downhill, the slowing of objects due to friction, and the curving of the path of a thrown object or a satellite.
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Science: Physical Science
- CCG: Explain the interaction of energy and matter.
- CS: Energy Understand the interactions of energy and matter.
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- Identify forms and behaviors of various types of energy.
- Students will differentiate among the vaious forms of energy: heat, light, sound, and electricity.
- Students will identify the effects that various forms of energy have on matter, such as producing light, motion, sound, warmth, and change of state.
- Describe examples of energy transfer.
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Science: Life Science
- CCG: Describe the characteristics, structure, and functions of organisms.
- CS: Organisms: Understand the characteristics, structure, and functions of organisms.
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- Describe basic plant and animal structures and their functions.
- Students will draw comparisons between structures that are functionally equivalent in plants and animals. For example, the root system in plants and the circulatory system in animals both serve the function of transporting nutrients to the organism.
- Describe the basic needs of living things.
- Students will distinguish between basic and nonessential needs of an organism.
- Students will describe how a plant or animal grows when its needs are met.
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Science: Life Science
- CCG: Describe the transmission of traits in living things.
- CS: Heredity: Understand the transmission of traits in living things.
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- Describe the life cycle of an organism.
- Students will identify, from a series of drawings, the life cycle of common organisms, such as seed plants, butterflies, or frogs.
- Students will identify the stages of metamorphosis and various larval forms.
- Students will recognize that new organisms are produced by living organisms of similar kind, and do not appear spontaneously from inanimate materials.
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Science: Life Science
- CCG: Explain the interdependence of organisms in their natural environment.
- CS: Diversity/Interdependence: Understand the relationships among living things and between living things and their environment.
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- Describe the relationship between characteristics of specific habitats and the organisms that live there.
- Students will draw a series of food chains for specific habitats.
- Students will identify the producers, consumers, and decomposers and predator-prey relationships in a given habitat.
- Students will explain if and why each of the living and non-living elements present within a closed environment (such as an aquarium) is needed. For example, rocks are needed for shelter and plants provide oxygen for fish.
- Students will recognize how all animals depend upon plants whether or not they eat the plants directly.
- Students will identify the living and non-living resources unique to a specific habitat. For example, the desert has sun and dry sandy soil (non-living resources) that the cactus has adapted to by developing thick skin and shallow roots to gather and conserve water.
- Students will describe how animal behavior can improve the chance of survival. Examples might include mutually beneficial relationships such as ramoras cleaning the parasites from fish gills; communication such as scent to mark territory or warning calls by birds; social behaviors in insects, birds, and mammals.
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Science: Life Science
- CCG: Describe the principles of natural selection and adaptation.
- CS: Diversity/Interdependence: Understand the relationships among living things and between living things and their environments.
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- Describe how adaptations help an organism survive in its environment.
- Students will identify how an organism's fur, color, shape, size, etc., adapt to its specific environment.
- Students will identify how and why unique animal and plant structures and behaviors are adaptive. Examples might include a plant developing thorns for protection from birds and larger herbivores; an octopus copying the color and texture of its surroundings for camouflage; vultures spreading their wings toward the sun to kill bacteria acquired when feeding on carrion.
- Students will describe changes to the environment that have caused some species to become endangered.
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Science: Earth and Space Science
- CCG: Identify the structure of the Earth system and changes that can occur in its physical properties.
- CS: The Dynamic Earth: Understand the properties and limited availability of the materials which make up the Earth.
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- Identify causes of Earth surface changes.
- Students will identify the effects of wind and running water on Earth materials, for example, erosion of soil by wind.
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Science: Earth and Space Science
- CCG: Explain changes occurring within the lithosphere, hydrosphere, and/or atmosphere of the Earth.
- CS: The Dynamic Earth: Understand chagnes occurring within the lithosphere, hydrosphere, and/or atmosphere of the Earth.
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- Describe patterns of seasonal weather and climate.
- Students will describe weather in measurable quantities such as temperature, wind direction, wind speed, and precipitation.
- Students will interpret data over a period of time and use information to describe changes from day to day, week to week, and season to season.
- Students will predict weather patterns for different parts of the United States based upon season and geography.
- Students will compare the weather in their own area with weather in other areas and other climates.
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Science: History and Nature of Science
- CCG: Explain how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.
- CS: Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation.
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- Identify examples of how scientific knowledge changes over time.
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Science: History and Nature of Science
- CCG: Explain that scientific knowledge is developed through the use of empirical standards, logical arguments, and skepticism.
- CS: Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism.
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- (No benchmarks listed under this content standard.)
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Science: Scientific Inquiry
- CCG: Formulate and express scientific questions and hypotheses to be investigated.
- CS: Formulate and express scientific questions and hypotheses to be investigated.
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- Ask questions and make predictions that are based on observations and can be explored through simple investigations.
- Students will ask questions about objects, organisms, and events in the world.
- Students will identify questions that can be explored through a scientific investigation.
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Science: Scientific Inquiry
- CCG: Conduct procedures to collect, organize, and display scientific data.
- CS: Conduct procedures to collect, organize, and display scientific data.
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- Collect, organize, and summarize data from investigations.
- Students will select and use familiar tools, such as magnifiers, thermometers, and rulers, to gather data.
- Students will recognize how to measure and record simple properties such as temperature, time, distance, volume, and mass.
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Science: Scientific Inquiry
- CCG: Analyze scientific information to develop and present conclusions.
- CS: Analyze scientific information to develop and present conclusions.
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- Analyze, interpret, and summarize data from investigations.
- Students will analyze and interpret data related to the question or hypothesis.
- Students will explain why the data from one person's investigation might differ from the data of others performing the same investigation.
- Students will analyze data to determine possible questions for further investigation.
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Science: Science and Technology
- CCG: (No goal listed.)
- CS:
> Understand the relationship that exists between science and technology.
> Understand the process of technological design to solve problems and meet needs.
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Science: Science in Personal and Social Perspectives
- CCG: (No goal listed.)
- CS:
> Describe the role of science and technology in local, national, and global issues.
> Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.
> Explain risks and benefits in personal and community health from a science perspective.
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- (No benchmarks listed under this Content Standard.)
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Mathematics: Calculation and Estimation
- CCG: Compute with whole numbers, fractions, decimals, and integers, using paper and pencil, calculators, and computers.
- CS: Computation:
> Read, write, and order real numbers.
> Select and use appropriate methods and tools for computing with numbers (e. g., mental calculation, paper and pencil, calculator, computer).
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- Perform calculations on whole numbers, fractions, and decimals using paper and pencil and calculators. Students will demonstrate these skills by performing or explaining the following operations: ordering whole numbers, fractions with single-digit numerators and unlike denominators, and decimals to the thousandths.
- Students will identify the order of operations for multiple-step calculations (Calculations include addtion, subtraction, multiplication, and division).
- Students will recognize negative numbers, e. g., using temperature or number lines.
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Mathematics: Calculation and Estimation
- CCG: Use estimation to solve problems and check the accuracy of solutions.
- CS: Estimation: Use estimation to solve problems and check the accuracy of solutions.
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- Estimate solutions to problems and determine if the solutions are accurate and reasonable.
- Students will round (with ranges from the nearest hundredth to the nearest ten-thousand) to estimate answers to calculations.
- Students will recognize which place will be the most helpful in estimating an answer.
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Mathematics: Measurement
- CCG: Determine appropriate units, tools, and techniques to measure to the degree of precision and accuracy desired in particular situations.
- CS: Units and Tools: Determine and use appropriate standard and nonstandard units and tools of measurement to measure to the degree of accuracy desired in particular situations.
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- Select the appropriate units and tools to measure length (cm.), perimeter, weight (g.), area (sq. cm.), volume (ml.), time, temperature, money, and angle.
- Students will use the following units:
> volume (capacity) -- teaspoon, tablespoon, cup, pint, quart, gallon, milliliter, liter.
> temperature -- degrees Fahrenheit, degrees Celsius.
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Mathematics: Measurement
- CCG: Apply direct methods of measurement in metric, U. S. customary, and other systems.
- CS: Direct Measurement: Describe, estimate, and use measures of length, perimeter, weight, time, temperature, money, and capacity.
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- Measure length, perimeter, weight, area, volume, time, temperature, and angle using standard and nonstandard units of measurement.
- Using any customary U. S. or metric units, students will read measurements from illustrations of rulers, clocks, scales, and thermometers.
- Students will read measurements from illustrations of rulers, clocks, scales, and thermometers.
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Mathematics: Measurement
- CCG: Apply indirect methods of measurement (e.g. formulas, estimates).
- CS: Indirect Measurement:
> Measure quantities indirectly using algebra, geometry, or trigonometry.
> Develop and use formulas and procedures to solve problems involving measurement.
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- Make and use estimates of length, weight, capacity, angle, money, and time.
- Students will estimate length, weight, or capacity in any U. S. customary or metric units.
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Mathematics: Statistics and Probability
- CCG: Create charts, tables,and graphs, and use statistics to summarize data, draw inferences, and make predictions.
- CS: Interpretation of Data:
> Read, construct, and interpret displays of data (e. g., charts, tables, graphs) using appropriate techniques and technologies.
> Analyze data to determine strength of relationships between sets, draw conclusions, and make predictions.
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- Collect, organize, display, and analyze data, using number lines, bar graphs, line graphs, circle graphs, stem and leaf plots, and histograms.
- Data may be in the form of measurements of time, money, physical measurements (height, weight, length, distance, etc.), age, quantity, speed.
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Mathematics: Algebraic Relationships
- CCG: Use mathematical expressions and algebraic operations to solve equations.
- CS: Expressions and Equations: Recognize and use mathematical expressions and algebraic operations to solve problems; use a variety of methods and tools to solve equations.
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- Use variables and open sentences to express algebraic relationships.
- Emphasis is on simple, single-step relationships. Open sentences model single operations-- addition, subtraction, multiplication, and division of whole numbers
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Mathematics: Mathematical Problem Solving
- CCG: Identify problems and select information to solve them.
- CS: Conceptual Understanding: Understand and formulate problems, selecting pertinent information to solve them.
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- Use pictures, models, diagrams, and symbols to show main mathematical concepts in the problem.
- Select and use relevant information in the problem to solve it.
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Mathematics: Mathematical Problem Solving
- CCG: Develop and apply problem-solving strategies accurately to solve problems.
- CS: Processes and Strategies: Develop and apply problem-solving strategies accurately to solve problems.
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- Select and use appropriate mathematical strategies. Apply graphic and/or numeric models to solve the problem.
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Mathematics: Mathematical Problem Solving
- CCG: Communicate solution process in an easily understood manner.
- CS: Communication: Communicate solutions and reasoning in an easily understood manner.
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- Communicate the solution with clear reasoning applicable to the problem.
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Social Science: Geography
- CCG: Locate places and explain geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations.
- CS:
> Understand the spatial concepts of location, distance, direction, scale, movement, and region.
> Recognize and use appropriate geographic tools and technology (e. g., maps, globes, graphs, diagrams, aerial and other photographs, and satellite-produced images) to answer geographic questions, analyze spatial distributions, and patterns and solve geographic problems.
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- Examine and prepare maps, charts, and other visual representations to locate places and interpret geographic information.
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Social Science: Geography
- CCG: Identify and explain physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance.
- CS:
> Compare physical (e. g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e. g., population, land use, language, and religion) characteristics of places and regions.
> Understand the social, cultural, and economic processes that change the characteristics of places and regions over time (e. g., development , accessibility, migration, resource use, belief systems, transportation and communication systems, major technological changes, environment, wars).
> Understand why places and regions are important to human identity and serve as symbols to unify or fragment society.
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- Identify physical and human characteristics of regions in the United States and the processes that have shaped them.
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Social Science: Geography
- CCG: Explain how humans and the physical environment impact and influence each other.
- CS:
> Describe the consequences of humans changing the physical environment (e. g., ozone, forests, air, water) and how human changes in one place affect other places.
> Understand how differing points of view, self-interests, and global distribution of natural resouces play a role in conflict over territory.
> Understand the geographic results of resource use and management programs and policies.
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- Explain how physical environments are affected by human activities and present opportunities, constraints, and hazards for people.
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English: Writing
- CCG: Communicate knowledge of the topic, including relevant examples, facts, anecdotes, and details.
- CS: Communicate knowledge of the topic, including relevant examples, facts, anecdotes, and details appropriate to topic, audience, and purpose.
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- Convey clear main ideas and supporting details in ways appropriate to topic, audience, and purpose.
- Students will include an identifiable purpose and main idea in their writing; provide relevant supporting details; provide content and selected details that consider audience and purpose.
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English: Writing
- CCG: Structure information in clear sequence, making connections and transitions among ideas, paragraphs, and sentences.
- CS:
> Structure information in clear sequence, making connections and transitions among ideas, paragraphs, and sentences.
> Express ideas in an engaging and credible way appropriate to audience and purpose.
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- Structure writing by developing a beginning, middle, and end with clear sequencing of ideas and transitions.
- Students will develop a recognizable beginning that introduces the audience to the topic; develop a clearly sequenced body that contains identification of main topics and supporting details about the topics; develop a conclusion; use some transitional words, e. g., first, then, finally, also.
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English: Writing
- CCG: Use varied sentence structures and lengths to enhance flow, rhythm, and meaning in writing.
- CS:
> Develop flow and rhythm of sentences.
> Select functional, precise, and descriptive words appropriate to audience and purpose.
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- Use sentence structures that flow and vary in length.
- Students will use simple and complex sentences; vary sentence length and beginnings; create sentences that flow together and sound natural.
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English: Writing
- CCG: Use correct spelling, grammar, punctuation, capitalization, paragraph structure, sentence construction and other writing conventions.
- CS: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, paragraphing, and citing sources.
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- Use correct spelling, grammar, punctuation, capitalization, and paragraphing.
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