Maryland College and Career-Ready Standards 5th Grade Science Activities

MD.1.0. Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.

1.A.1. Constructing Knowledge: Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

1.A.1.b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes.

1.A.1.c. Explain that comparisons of data might not be fair because some conditions are not kept the same.

1.B.1. Applying Evidence and Reasoning: Seek better reasons for believing something than 'Everybody knows that...' or 'I just know' and discount such reasons when given by others.

1.B.1.a. Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and investigations.

1.C.1. Communicating Scientific Information: Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.

1.C.1.a. Make use of and analyze models, such as tables and graphs to summarize and interpret data.

1.C.1.d. Construct and share reasonable explanations for questions asked.

1.D.3. Technology: Examine and modify models and discuss their limitations.

1.D.3.a. Explain that a model is a simplified imitation of something and that a model's value lies in suggesting how the thing modeled works.

1.D.3.b. Investigate and describe that seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it.

1.D.3.c. Explain that models, such as 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, although such representations can never be exact in every detail.

1.D.3.d. Realize that one way to make sense of something is to think how it is like something more familiar.

MD.2.0. Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.

2.A.2. Materials and Processes That Shape A Planet: Cite and describe the processes that cause rapid or slow changes in Earth's surface.

2.A.2.a. Identify and describe events such as tornadoes, hurricanes, volcanic eruptions, earthquakes, and flooding which change surface features rapidly.

2.A.2.c. Cite examples that demonstrate how the natural agents of wind, water, and ice produce snow changes on the Earth's surface such as carving out deep canyons and building up sand dunes.

2.A.3. Materials and Processes That Shape A Planet: Explain how rock is formed from combinations of different minerals and that smaller rocks come from the breakage and weathering of bedrock (solid rock underlying soil components) and larger rocks; soil is made partly from weathered rock, partly from plant remains-and also contains many living organisms.

2.A.3.a. Observe and classify a collection of minerals based on their physical properties: Color; Luster; Hardness; Streak.

2.A.3.b. Identify components of a variety of rocks and compare the physical properties of rocks with those of minerals to note major differences.

2.A.3.c. Describe ways that the following processes contribute to changes always occurring to the Earth's surface: Erosion; Transport; Deposit.

2.D.1. Astronomy: Identify and compare properties, location, and movement of celestial objects in our solar system.

2.D.1.d. Identify and describe physical properties of comets, asteroids, and meteors.

2.D.1.e. Provide evidence that supports the idea that our solar system is sun-centered.

2.D.2. Astronomy: Recognize and describe the causes of the repeating patterns of celestial events.

2.D.2.a. Describe the rotation of the planet Earth on its axis.

2.D.2.b. Recognize and describe that the rotation of planet Earth produces observable effects: The day and night cycle; The apparent movement of the sun, moon, planets, and stars.

2.D.2.c. Describe the revolution of the planet Earth around the sun.

2.D.2.d. Recognize and describe that the revolution of the planet Earth produces effects: The observable patterns of stars in the sky stay the same although different stars can be seen in different seasons; Length of year.

2.D.2.e. Verify with models and cite evidence that the moon's apparent shape and position change.

2.E.1. Interactions of Hydrosphere and Atmosphere: Recognize and describe that the amount of water on Earth continues to stay the same even though it may change from one form to another.

2.E.1.a. Describe how water on Earth changes: Condensation; Precipitation; Evaporation.

2.E.1.c. Describe the relationship between the amount of energy from the sun and the quantity of water that is changed.

2.E.1.d. Describe the processes that maintain a continuous water cycle.

MD.3.0. Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

3.A.1. Diversity of Life: Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all.

3.A.1.a. Identify and describe features of some of the plants and animals living in a familiar environment and explain ways that these organisms are well suited to their environment.

3.A.1.b. Based on information about the features and behaviors of animals and plants from very different environments describe reasons that they might not survive if their environment changed or if they were moved from one environment to another.

3.A.1.e. Explain that the survival of individual organisms and entire populations can be affected by sudden (flood, Tsunami) or slow (global warming, air pollution) changes in the environment.

3.B.1. Cells: Provide evidence from observations and investigations to support the idea that some organisms consist of a single cell.

3.B.1.a. Use microscopes, other magnifying instruments, or video technology to observe, describe, and compare single celled organisms, such as amoeba, euglena, paramecium, etc.

3.B.1.b. Describe the observable behaviors of single celled organisms

3.B.1.c. Cite evidence from data gathered that supports the idea that most single celled organisms have needs similar to those of multicellular organisms.

3.B.2. Cells: Investigate and provide evidence that living things are made mostly of cells that can be seen and studied only through a microscope.

3.B.2.a. Use microscopes and/or other video technology to investigate and describe that some organisms are composed of a collection of similar cells working together to meet basic needs of a 'colony' of cells.

3.B.2.b. Use microscopes and pictures to investigate, describe with drawings, and compare the cells in a variety of multicellular organisms, such as cells in elodea and onions; muscle cells, nerve cells, skin cells, etc in animals.

3.E.1. Flow of Matter and Energy: Recognize that some source of energy is needed for all organisms to grow and survive.

3.E.1.a. Identify the sun as the primary source of energy for all living organisms: Plants use sunlight to make food; Plants and animals use food for energy and growth.

3.E.1.b. Cite evidence from observations and research that some insects and various other organisms depend on dead plant and animal material for food.

3.E.1.c. Provide examples that justify the statement 'Most animals' food can be traced back to plants.'

MD.4.0. Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.

4.B.1. Conservation of Matter: Cite evidence to support the statement that, 'No matter how many parts of an object are assembled, the mass of the whole object made is always the same as the sum of the parts.'

4.B.1.a. Use magnifying instruments to investigate samples of matter, such as a leaf, sugar cube, color photograph, and granite to describe the minute parts from which they are made.

4.C.1. States of Matter: Provide evidence from investigations to identify the processes that can be used to change materials from one state of matter to another.

4.C.1.a. Observe and describe the changes heating and cooling cause to the different states in which water exists: Heating causes: ice (solid) to melt forming liquid water; liquid water to evaporate forming water vapor (gas); Cooling causes: liquid water to freeze forming ice (solid); water vapor (gas) to form liquid water.

4.D.1. Physical and Chemical Changes: Provide evidence to illustrate that when a new material is made by combining two or more materials, its properties are different from the original materials.

4.D.1.a. Investigate and describe what happens to the properties of materials when several materials are combined to make a mixture, such as table salt and pepper; various kinds of nuts, chocolate pieces, and coconut; sugar dissolved in milk

4.D.1.b. Based on observations from investigations and video technology, describe what happens to the observable properties of materials when several materials are combined to make a new material, such as: Baking soda combined with vinegar.

MD.5.0. Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur

5.A.1. Mechanics: Describe the motion of objects using distance traveled, time, direction, and speed.

5.A.1.a. Observe, describe, and compare types of motion: Uniform motion as equal distances traveled in equal times, such as escalators, conveyor belts; Variable motion as different distances traveled in equal times, such as an accelerating car, falling objects; Periodic motion as motion that repeats itself, such as a child on a swing, a person on a pogo stick.

5.A.1.c. Based on data describe speed as the distance traveled per unit of time.

5.A.2. Mechanics: Explain that the changes in the motion of objects are determined by the mass of an object and the amount (size) of the force applied to it.

5.A.2.a. Observe and give examples that show changes in speed or direction of motion are caused by an interaction of forces acting on an object: Friction; Gravity.

5.A.2.b. Observe and explain the changes in selected motion patterns using the relationship between force and mass.

5.A.4. Mechanics: Cite evidence that energy in various forms exists in mechanical systems.

5.A.4.a. Identify ways of storing energy (potential) in an object: Raising an object above the ground; Putting it on the end of a compressed or extended spring or rubber band.

5.A.4.b. Identify that an object has energy (kinetic) related to its motion: The greater the mass, the greater the energy; The greater the speed, the greater the energy.

5.D.3. Wave Interactions: Provide evidence to show that light travels in a straight line until it is reflected or refracted.

5.D.3.c. Observe and describe that a ray of light changes direction when it crosses the boundary between two materials such as air and water or air to glass.

5.D.4. Wave Interactions: Recognize and describe how light interacts with different materials.

5.D.4.a. Classify materials as translucent, transparent or opaque.

5.D.4.d. Pose questions about why objects appear to be different colors.

MD.6.0. Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.

6.A.1. Natural Resources and Human Needs: Recognize and explain how renewable and nonrenewable natural resources found in Maryland are used by humans to meet basic needs.

6.A.1.a. Identify and compare Maryland's renewable resources and nonrenewable resources.

6.A.1.b. Describe how humans use renewable natural resources, such as plants, soil, water, animals.

6.A.1.c. Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals

6.B.2. Environmental Issues: Recognize and describe that consequences may occur when Earth's natural resources are used.

6.B.2.b. Explain how human activities may have a negative consequence on the natural environment: Damage or destruction done to habitats; Air, water, and land pollution.