Grade 5

Grade 5
LANGUAGE ARTS
STANDARD 1: Listening, Viewing And Speaking Skills
The student will demonstrate effective listening, viewing and speaking skills.
1.1 Demonstrate effective listening skills
1.1.1 listen attentively and courteously (e.g., body language, eye contact)
1.1.2 interpret oral literary selections for details, main ideas, themes, setting, actions and figurative language
1.1.3 interpret information presented orally in a variety of forms (e.g., informational speeches, humor, persuasive messages, directions)
1.1.4 identify specific personal listening preferences (e.g., fiction, nonfiction, dramatic literary presentations, informational presentations)
1.2 Demonstrate effective speaking skills
1.2.1 speak clearly (e.g., appropriate rate, volume, phrasing, enunciation)
1.2.2 use correct grammar in speech (e.g., correct verb tense, subject-verb agreement, pronoun references, word order)
1.2.3 use sentence variety in speech
1.2.4 use nonverbal strategies to engage an audience (e.g., eye contact, gestures, posture, facial expressions)
1.2.5 use appropriate words to shape reactions, perceptions and beliefs (e.g., connotative and idiomatic meanings, synonyms, antonyms, sensory words)
1.2.6 respond to speakers using a variety of strategies (e.g., asking appropriate questions, paraphrasing to confirm understanding, summarizing, making contributions, offering feedback)
1.2.7 read a literary selection aloud (poetry or prose)
1.2.8 present ideas orally with peers (e.g., group discussions, peer conferences)
1.2.9 present a report, speech or other oral presentation for specific purposes and audiences using visual aids, technology or demonstrations to support the presentation
1.2.10 participate in group presentations (e.g., informational, dramatization)
1.3 Demonstrate effective viewing strategies
1.3.1 determine main content and supporting details in a nonprint media message (e.g., film, video, art, computers)
1.3.2 interpret persuasive messages conveyed through mass media (e.g., television commercials, advertisements, commands, requests)
1.3.3 use a technique employed in media messages to achieve a specific purpose
STANDARD 2: Structural Analysis And Vocabulary Skills
The student will demonstrate structural analysis and vocabulary skills.
2.1 Construct meaning of words in texts
2.1.1 interpret the meaning of words, including multi-meaning words, using context clues in literary and informational text
2.1.2 recognize a synonym or antonym for an indicated word
2.1.3 determine the effect of affixes on the meaning of words
2.1.4 identify the root word of an indicated word
2.1.5 apply knowledge of word origin to determine the meaning of words
2.1.6 identify and interpret words that give specific detailed information and words that appeal to the senses
2.1.7 recognize the meaning of words from content areas
STANDARD 3: Reading And Literature Skills
The student will demonstrate reading and literature interpretation skills.
3.1 Use prediction strategies and identify a purpose to prepare for reading
3.1.1 use text features to predict content (e.g., table of contents, headings, illustrations, captions, key words)
3.1.2 use prior knowledge to make predictions about the content of text
3.1.3 identify a purpose for reading (e.g., information, entertainment)
3.1.4 predict events in a story based on prior knowledge
3.2 Demonstrate literal comprehension skills
3.2.1 recognize details in literary and informational texts
3.2.2 determine the sequence of events or information in literary and informational texts
3.3 Demonstrate inferential comprehension skills
3.3.1 identify the main idea of literary and informational texts
3.3.2 recognize cause and effect relationships in literary and informational texts
3.3.3 compare or contrast similarities and differences drawn from literary and informational text (e.g., characters, settings, events)
3.3.4 draw conclusions and predict logical outcomes in literary and informational texts
3.4 Use elements of literature to comprehend text
3.4.1 recognize major literary genres (e.g., fiction, poetry, folktale, myth, drama, biography, autobiography, historical fiction)
3.4.2 recognize distinguishing features of nonfiction and literary text (e.g., textbooks, letters, scientific studies, magazines, biography, poetry, drama)
3.4.3 recognize text structure in literary and informational texts (e.g., story patterns, rhyme schemes in poetry, comparison and contrasts, cause and effect, sequence of events)
3.4.4 identify and interpret figurative language in literary text (e.g., simile, alliteration, metaphor)
3.4.5 analyze characterization in a literary selection
3.4.6 interpret the plot and problem resolution in a literary selection
3.4.7 interpret the mood of a literary selection or of a given character in the selection
3.4.8 identify a theme of a literary selection
3.5 Demonstrate critical comprehension skills
3.5.1 identify the author’s purpose in text including to persuade, to inform, to entertain or to tell a story
3.5.2 differentiate between fact, fiction and opinion in literary and informational texts
3.5.3 justify an inference using specific information from the text
3.5.4 relate attitudes, values and events of a time period to literary and informational texts
3.5.5 identify personal reading preferences using a variety of criteria (e.g., authors’ style, themes, knowledge of genres, text difficulty, recommendations of others)
3.5.6 relate personal values and experiences to characters and events in a literary selection
3.6 Use strategies to clarify meaning
3.6.1 use a variety of strategies to monitor reading (e.g., rereading, self-correcting, asking questions, summarizing, checking other sources)
STANDARD 4: Study And Reference Sills
The student will demonstrate effective study and reference skills.
4.1 Locate information for a variety of purposes
4.1.1 use an index to find needed information
4.1.2 analyze the most appropriate types of reference materials needed to locate specific information
4.1.3 use a variety of reference materials (e.g., dictionary, thesaurus, encyclopedia)
4.2 Apply study skills when reading literary or informational text
4.2.1 write notes, comments and observations that reflect comprehension from a variety of media
4.2.2 organize information using a variety of tools (e.g., outline, timeline, graphic organizer)
STANDARD 5: Writing Skills
The student will effectively use the writing process
5.1 Use a variety of strategies to prepare for writing
5.1.1 clarify the purpose for writing (e.g., informing, entertaining, explaining)
5.1.2 brainstorm ideas for a topic
5.1.3 organize ideas for writing (e.g., mapping, clustering, categorizing, outlining)
5.1.4 prepare to write an informational report by selecting a topic, formulating questions, narrowing the focus and developing a plan for gathering information
5.2 Create a written draft using an organizational pattern appropriate to purpose and audience
5.2.1 write a focused narrative, expository or persuasive draft focusing on a central idea or topic with no irrelevant information
5.2.2 use an organizational pattern appropriate to purpose and audience (e.g., beginning, middle and end; logical sequence; order by ideas)
5.2.3 use support to develop ideas in writing (e.g., specific detail, precise word choice, examples)
5.2.4 use devices to develop relationships among ideas in writing (e.g., transitional devices; paragraphs that show a change in time, idea, paragraphs that show a change in time, idea,
5.2.5 use varied sentence structure in writing
5.2.6 use creative writing strategies appropriate to the format (e.g., voice, tone, style)
5.2.7 use conventions of punctuation, capitalization and spelling when writing
5.3 Respond to his/her writing efforts and the writing of peers
5.3.1 examine personal writings for meaning and form
5.3.2 respond to peer’s writing through questions, suggestions or statements about the content or form
5.4 Revise writing by incorporating changes
5.4.1 develop a piece of writing by adding, deleting, and rearranging ideas and details
5.5 Edit writing for language conventions
5.5.1 edit for capitalization and punctuation
5.5.2 edit for usage
5.5.3 edit for spelling
5.5.4 edit for fragments, run-on sentences or sentence clarity
5.6 Publish and share a final writing product
5.6.1 produce and share final writing products demonstrating a variety of genre, types of writing and written formats
5.7 Write for a variety of occasions, audiences and purposes
5.7.1 narrate a specific occurrence in his/her own life
5.7.2 write a story using suspense, humor, creativity or fantasy
5.7.3 write a letter to persuade or make a request
5.7.4 write a report including information form a variety of sources
5.7.5 write an evaluation with supportive reasons and evidence (e.g., book report, movie review, art critique)
STANDARD 6: Grammar/Mechanics/Spelling
The student will use correct grammar, mechanics and spelling.
6.1 Use correct grammar
6.1.1 use singular and plural forms for subject/verb agreement in written work
6.1.2 demonstrate correct pronoun usage in writing
6.1.3 use singular and plural possessive nouns in writing
6.1.4 identify the main parts of speech (e.g., nouns, pronouns, verbs, adjectives, adverbs)
6.2 Use correct mechanics of language in writing
6.2.1 use conventions of capitalization (e.g., organizations, nationalities, races, languages, religions; the heading, salutation and closing of a letter; first word of a direct quotation)
6.2.2 use commas after introductory words, words in a series and in dates.
6.2.3 use beginning and ending quotation marks in writing
6.3 Use correct spelling in writing
6.3.1 spell commonly used words
6.3.2 use strategies to spell words (e.g., root words, prefixes and suffixes, using word families, syllabication)
MATHEMATICS
Grade 5
STANDARD 1: Number Sense
The student will demonstrate an understanding of number concepts.
1.1 Read and write whole numbers
1.1.1 read and write the numeral form for a whole number
1.1.2 read and write the word form of a whole number
1.1.3 recognize and compare Roman numerals and other number systems to the decimal number system
1.2 Compare and order whole numbers
1.2.1 recognize that our place value system is based on groups of ten
1.2.2 express numbers to millions in expanded form using powers of ten, with or without exponential notation.
1.2.3 compare whole numbers using language, symbols (>, <, =), concrete materials, number lines or drawings
1.2.4 order whole numbers
1.3 Find sums and differences of whole numbers
1.3.1 find the sum and difference of whole numbers of up to six digits, with or without regrouping
1.4 Apply addition and subtraction of whole numbers to real-world problem situations
1.4.1 solve real-world problems requiring addition or subtraction of whole numbers using an appropriate method (e.g., mental math, pencil and paper, calculator)
1.5 Find products and quotients of whole numbers
1.5.1 find the product of two whole numbers.
1.5.2 find the quotient, with or without a remainder, when a whole number is divided by a one- or two-digit number
1.6 Apply multiplication and division of whole numbers to real-world problem situations
1.6.1 solve real-world problems requiring the multiplication or division of whole numbers using an appropriate method (e.g., mental math, paper and pencil, calculator)
1.6.2 identify and apply the rules of divisibility for 2, 3, 4, 5, 6, 9 and 10
1.6.3 identify perfect squares to 144 using models or by memory recall
1.7 Understand and use appropriate notation to represent decimals and percents
1.7.1 read and write decimals through thousandths
1.7.2 identify the place value of a digit within a decimal number to thousandths using language, symbols, drawings or manipulatives
1.7.3 compare decimals to thousandths using language, symbols (>, <, =), concrete materials, number lines or drawings
1.7.4 order decimals to thousandths using concrete materials, number lines or numerals
1.7.5 read and write common percents including 10%, 20%, 25%, 30%, 40%, 50%, 60%, 70%, 75%, 80%, 90%, 100%
1.8 Find sums and differences of decimals
1.8.1 solve addition problems involving decimals numbers to three places with or without regrouping
1.8.2 solve subtraction problems involving decimal numbers to three places, with or without regrouping
1.8.3 solve real-world problems which require addition or subtraction of decimals
1.9 Multiply and divide decimals
1.9.1 describe and demonstrate how to solve a problem involving the multiplication of decimals to hundredths using concrete materials, drawings, story problems, symbols and algorithms
1.9.2 find the product of two decimal numbers to hundredths
1.9.3 predict the relative size of the solution when two decimals are multiplied
1.9.4 solve real-world problems which require multiplication of decimals
1.9.5 find the quotient of a whole number dividend and a decimal divisor
1.10 Solve real-world problems involving money
1.10.1 solve real-world problems involving money
1.10.2 solve real-world problems involving estimates of money to the nearest dollar (combination of coin and currency)
1.11 Identify the correct set of factors and multiples for a number
1.11.1 identify the set of factors for a specific number
1.11.2 identify the greatest common factor of given numbers
1.11.3 identify the set of multiples for a number
1.11.4 identify the least common multiple of numbers to 100
1.11.5 identify prime and composite numbers less than 100
1.11.6 express a whole number as a product of its prime factors
1.11.7 use mental math when multiplying whole numbers by 10, 100, 1000, 10,000
1.12 Understand and use appropriate notation to represents fractions
1.12.1 read and write fractions and mixed numbers
1.12.2 rename improper fractions as mixed numbers and rename mixed numbers as improper fractions
1.13 Compare and order fractions and
1.13.1 compare fractions/mixed numbers using language, symbols (>, <, =), concrete materials, number lines and drawings
1.13.2 identify pictorial, verbal and written forms for an equivalent fraction of a given fraction
1.13.3 order fractions and mixed numbers using concrete materials, number lines or numerals
1.14 Use language and symbols (>, <, =) to compare whole numbers, fractions, mixed numbers, decimals and percents in different forms (e.g., 0.5 < 3/4)
1.14.1 use language and symbols (<, >, =) to compare whole numbers, fractions, mixed numbers, decimals and percents in different forms (e.g., 0.5 < 3/4)
1.14.2 locate whole numbers, fractions, mixed numbers and decimals on the same number line
1.14.3 identify equivalent numbers in different forms using whole numbers, decimals, fractions, mixed numbers and percents
1.15 Add and subtract fractions
1.15.1 find the sum and difference of like or unlike common fractions
1.15.2 find the sum in lowest terms of an addition problem involving mixed numbers with like or unlike denominators
1.15.3 find the difference in lowest terms of a subtraction problem involving mixed numbers with like or unlike denominators
1.15.4 solve real-world problems which require addition or subtraction of fractions and/or mixed numbers
1.16 Multiply fractions
1.16.1 describe and demonstrate how to solve a problem involving the multiplication of common fractions using concrete materials, drawings, story problems, symbols or algorithms
1.16.2 1.16.2 find the product of two fractions
1.16.3 predict the relative size of the solution when two fractions are multiplied (e.g., when two numbers less than one are multiplied, the result is a number less than either factor)
1.16.4 demonstrate the inverse nature of multiplication and division (e.g., multiplying _ yields the same result as dividing by 4)
1.16.5 solve real-world problems which require multiplication of fractions
1.17 Apply operations to solve problems
1.17.1 determine the operation(s) to solve one- and two-step problems involving the addition, subtraction, multiplication, and division of whole numbers
1.17.2 determine the operation(s) to solve one- and two-step problems involving the addition, subtraction, multiplication and division of fractions and decimals
1.17.3 solve multi-step, real-world problems requiring the use of more than one operation for its solution
1.18 Use estimation in problem solving
1.18.1 round to a given place a decimal number containing either hundredths or thousandths
1.18.2 estimate the sum, difference, product or quotient of two or more whole numbers, fractions or decimals
1.18.3 determine whether a given problem situation calls for an estimate or an exact answer
1.19 Use ratios to solve problems
1.19.1 solve problems for which the solutions require the use of ratios
1.20 Demonstrate an understanding of the properties of addition and multiplicationproperties of addition and multiplication
1.20.1 apply addition properties including the zero property, the commutative property and the associative property
1.20.2 apply the multiplication properties including the zero property, the identity property, the commutative property, the associative and the distributive property
STANDARD 2: Measurement
The student will demonstrate an understanding of measurement.
2.1 Analyze a measurement task to determine appropriate units, tools and accuracy needed
2.1.1 select the appropriate unit of measure (standard or nonstandard) to measure length, weight or capacity/volume
2.1.2 select and use an appropriate tool for real-world measurement (e.g., measuring sticks, scales and balances, thermometers, measuring cups, gauges, protractors)
2.1.3 select an appropriate measurement unit for labeling the solution to real-world problems
2.1.4 determine whether an accurate or estimated measurement is needed for the solution to a realworld problem
2.1.5 convert units of measure within the US customary or metric system
2.2 Identify and compute the amount of elapsed time
2.2.1 compute the amount of time elapsed between two given times
2.2.2 label time intervals appropriately including seconds and centuries
2.2.3 use real-world settings including schedules, calendars or charts to solve problems involving estimated measurements of time (to the nearest one-minute interval) or elapsed time
2.3 Solve problems using temperature
2.3.1 solve real-world problems involving estimates of temperature to the nearest five degree interval
2.3.2 solve real-world problems involving temperature changes within the same scale (Fahrenheit or Celsius)
2.4 Estimate the quantity of a group of objects and justify the estimate
2.4.1 estimate the quantity for a group of objects to 1,000
2.4.2 describe the estimation strategy used to determine a reasonable estimate of a quantity
2.5 Use US customary and metric units to estimate and measure length to solve problems
2.5.1 compare length using US customary or metric units of measure
2.5.2 find the length or height of a “hard-to-reach” object by using the measure of a portion of the object (e.g., find the height of a room or building by finding the height of one block or floor and multiplying)
2.5.3 measure the circumference of an object (e.g., bottle, can) using concrete materials (e.g., string, measuring tape)
2.5.4 solve real-world problems involving length using US customary or metric units of measure
2.5.5 solve real-world problems involving estimated measurements of length to the nearest quarter-inch or centimeter
2.6 Estimate and measure weight and capacity/volume to solve problems using US customary or metric units
2.6.1 compare weight/mass and capacity/volume using US customary or metric units of measure
2.6.2 estimate the volume of a rectangular prism
2.6.3 solve problems involving weight/mass and capacity/volume using US customary or metric units of measure
2.6.4 solve problems involving estimated measures of weight to the nearest ounce or gram
2.7 Estimate and find the perimeter and area of a polygon
2.7.1 estimate and calculate the perimeter of a regular or irregular polygon
2.7.2 estimate and calculate the area of a regular or irregular polygon
2.7.3 compare the concepts of area, perimeter and volume using concrete materials (e.g., geoboards, grid paper) and real-world situations (e.g., tiling a floor, bordering a room, packing a box)
2.7.4 solve mathematical and real-world problems involving perimeter and area using concrete, graphic or pictorial models or student-developed formulas
2.7.5 recognize how area and perimeter are affected when geometric figures are combined, rearranged or reduced
STANDARD 3: Geometry
The student will demonstrate an understanding of geometric concepts.
3.1 Recognize and use appropriate geometric vocabulary to describe figures
3.1.1 recognize and use appropriate geometric vocabulary to describe properties and attributes of two- and three-dimensional figures (e.g., obtuse and acute angles, radius, equilateral, scalene and isosceles triangles)
3.1.2 recognize and describe the characteristics of and relationships among points, lines, line segments, rays and planes
3.2 Use visual attributes and concrete materials to identify, classify and draw geometric figures
3.2.1 identify a two-dimensional figure having up to ten sides
3.2.2 classify two- and three-dimensional figures
3.2.3 draw two-dimensional figures
3.2.4 draw three-dimensional figures
3.2.5 classify angle measures as acute, obtuse, right or straight
3.3 Recognize and describe geometric relationships
3.3.1 explain why two figures are similar or congruent
3.3.2 recognize and describe symmetry, congruency and reflections in geometric figures
3.3.3 recognize and describe the effect of a flip, slide or turn (90°, 180°, 270°) on a geometric figure
3.3.4 solve problems requiring spatial visualization using manipulatives
3.4 Solve mathematical and real-world problems involving the measurement of angles
3.4.1 measure angles using models, manipulatives and other angles as reference points
3.4.2 solve mathematical and real-world problems involving measurement of angles including acute, obtuse and straight angles
STANDARD 4: Algebraic Thinking
The student will describe, analyze and generalize patterns and mathematical relationships.
4.1 Describe, extend, create, predict and generalize numerical and geometric patterns to solve problems
4.1.1 identify and extend numerical and geometric patterns
4.1.2 create numerical and geometric patterns
4.1.3 generalize a pattern to a variety of situations (e.g., objects, numerical sequences, rhythm, data)
4.1.4 solve problems using visual and numerical patterns
4.2 Describe and apply a rule for a mathematical relationship of a pattern
4.2.1 identify a rule that describes the mathematical relationship of a pattern
4.2.2 complete a table or chart using the appropriate rule
4.3 Represent and interpret a problem situation using diagrams and symbolic expressions
4.3.1 solve problems involving simple equations or inequalities using diagrams, symbolic expressions or written phrases
4.3.2 translate a given verbal expression into an algebraic expression (e.g., 5 more than a number is n + 5)
4.3.3 translate an algebraic equation into a verbal expression
4.3.4 create a problem situation for a given algebraic equation
4.3.5 solve equations and inequalities using physical/pictorial models or number lines
4.4 identify and plot the ordered pair located by a point on a graph
STANDARD 5: Data Analysis Probability
The student will demonstrate an understanding of data analysis and probability.
5.1 Collect, organize and interpret data from tables, charts and graphs
5.1.1 select an appropriate type of graph for a specific set of data (e.g., pictograph, bar graph, line graph, circle graph)
5.1.2 interpret and compare information from different types of graphs
5.1.3 5.1.3 predict trends using statistical data
5.1.4 make generalizations using statistical data
5.1.5 display data on a graph including title, labels and reasonable scale intervals
5.1.6 collect and organize responses to a list of generated questions
5.1.7 complete a circle graph using common fractions or percents
5.2 Interpret data using range, mean, median and mode
5.2.1 identify the mean from a set of data
5.2.2 identify the median from a set of data
5.2.3 identify the mode from a set a data
5.2.4 identify the range from a set of data
5.2.5 use data displayed on a stem and leaf plot to identify range, median, mean and mode
5.3 Use models to determine possible outcomes and predict events
5.3.1 identify all possible combinations of a given set of items and display them in an organized way (e.g., organized lists, charts or tree diagrams)
5.3.2 calculate the probability of a particular event occurring from a set of all possible outcomes
5.3.3 predict and justify which outcomes are most likely to occur in a given situation
5.3.4 conduct an experiment to test a prediction
STANDARD 6: Problem Solving
The student will use mathematical knowledge and experience in problem-solving situations.
6.1 Formulate problems from real-world and mathematical situations
6.1.1 formulate a problem about a real-world or mathematical situation
6.1.2 translate problem situations into diagrams, models and numerals using whole numbers, fractions, mixed numbers, decimals and percents
6.2 Apply strategies to solve a variety of word problems
6.2.1 choose and justify an appropriate strategy for solving a mathematical or real-world problem (e.g., drawings, working backwards, guess and check)
6.2.2 use estimation strategies to determine the most reasonable answer to a mathematical or real-world problem
6.2.3 interpret a diagram to solve a mathematical or realworld problem
6.3 Make logical conclusions from precise statements
6.3.1 determine a valid conclusion from a precise statement
Social Studies
Grade Five
United States History and Geography: Making a New Nation
1.0 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
1.1 Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.
1.2 Describe their varied customs and folklore traditions.
1.3 Explain their varied economies and systems of government.
2.0 Students trace the routes of early explorers and describe the early explorations of the Americas.
2.1 Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder)
2.2 Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world.
2.3 Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.
2.4 Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.
3.0 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
3.1 Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.
3.2 Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges)
3.3 Discuss the role of broken treaties and massacres and the factors that led to the Indians defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).
3.4 Describe the internecine Indian conflicts, including the competing claims for control
3.5 Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).
4.0 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
4.1 Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
4.2 Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
4.3 Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
4.4 Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.
4.5 Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
4.6 Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.
5.0 Students explain the causes of the American Revolution.
5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
5.2 Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.
5.3 Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document’s significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.
5.4 Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).
6.0 Students understand the course and consequences of the American Revolution.
6.1 Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders’ alliances on both sides.
6.2 Describe the contributions of France and other nations and of individuals to the out- come of the Revolution (e.g., Benjamin Franklin’s negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Ko´sciuszko, Baron Friedrich Wilhelm von Steuben).
6.3 Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).
6.4 Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.
6.5 Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution.
6.6 Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western lands, the Northwest Ordinance of 1787) and those policies’ impact on American Indians’ land.
6.7 Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.
7.0 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
7.1 Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).
7.2 Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g., mountain ranges, principal rivers, dominant plant regions).
7.3 Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).
7.4 Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).
7.5 Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.
7.6 Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.
8.0 Students know the location of the current 50 states and the names of their capitals.
9.0 Students know how the American government functions.
9.1 Understand the functions of the government under the framework of the United States Constitution.
9.2 Understands the branches of federal government and their main roles.
9.3 Understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of the United States government.
9.4 Understands ways all three branches of government promote the common good and protect individual rights.
SCIENCE
Grade 5
STANDARD 1: The Nature Of Matter – Chemistry
The student will demonstrate the skills and knowledge necessary for the study of chemistry.
1.1 Understand the physical and chemical properties of matter and explain its changes
1.1.1 use metric tools to measure density and volume of materials
1.1.2 differentiate between physical and chemical changes
1.1.3 recognize that new substances can be produced by physically combining two or more different materials
1.1.4 recognize that materials made by chemically combining two or more substances have properties that differ from the original materials
1.1.5 distinguish between mixture and solution
1.1.6 recognize that matter is conserved during heating and cooling
1.2 Recognize that matter is made of smaller pieces in different amounts
1.2.1 use magnification tools to observe parts of materials too small to be seen with the eye alone (e.g., hand lens, microscope)
STANDARD 2: Energy
The student will demonstrate the skills and knowledge necessary for the study of energy.
2.1 Identify energy forms, sources and transformations
2.1.1 use a variety of tools to measure the gain and loss of energy (e.g., thermometers, balances, colorimeters)
2.1.2 recognize that some materials conduct heat better than others (e.g., copper compared to sand)
2.1.3 describe how convection transfers heat energy
2.1.4 describe how radiation transfers heat energy
2.1.5 describe how conduction transfers heat energy
2.1.6 distinguish between stored energy (potential) and energy in motion (kinetic)
2.1.7 trace the flow of energy in a system (e.g., electricity in a circuit used to produce heat, light, sound on a magnetic field)
STANDARD 3: Force And Motion – Physics
The student will demonstrate the skills and knowledge necessary for the study of physics.
3.1 Understand the effects of force on motion
3.1.1 recognize that an outside force is required to change the motion of objects
3.1.2 recognize the effect of inertia upon an object in motion
3.1.3 recognize the effect of gravity upon an object in motion
3.1.4 recognize the effects of friction upon an object in motion
3.1.5 recognize the effect of mass upon an object in motion
3.1.6 demonstrate the effects of force upon an object in motion (e.g., greater the force, the greater the change in motion; the more massive the object, the smaller the effect of a given force)
3.1.7 recognize that motion in space is different from motion on earth due to changes in gravitational force and friction
3.1.8 use tools to measure speed, distance and direction of an object (e.g., stopwatch, meter stick, compass)
3.1.9 recognize that waves travel at different speeds through different materials (e.g., water, earth, air)
3.2 Understand how simple machines are used
3.2.1 recognize the relationship between force and distance as it relates to simple machines (e.g., levers and fulcrums lifting objects)
STANDARD 4: Processes That Shape The Earth – Earth Science
The student will demonstrate the skills and knowledge necessary for the study of earth science.
4.1 Understand the interactions of earth’s atmosphere, hydrosphere and lithosphere
4.1.1 recognize that rocks are constantly being formed and worn away through weathering and erosion
4.1.2 explain how eroded materials are transported and deposited over time in new areas to form new features (e.g., deltas, beaches, dunes)
4.1.3 describe how the surface of the earth is shaped by both slow processes (e.g., weathering, erosion, deposition) and rapid cataclysmic events (e.g., earthquakes, tsunamis, volcanoes)
4.1.4 describe how geological features result from the movement of the crust of the earth (e.g., earthquakes, volcanoes, mountains, trenches)
4.1.5 identify parts of a volcano and the volcanic process
4.1.6 identify the characteristics and causes of earthquakes
4.2 Understand the effects of weather factors
4.2.1 recognize how atmospheric pressure affects the water cycle (e.g., low pressure increases evaporation)
4.2.2 describe the formation and destructive power of hurricanes
4.3 Understand the physical characteristics of the oceans
4.3.1 define terms related to the study of oceans (e.g., oceanography, oceans, waves, currents, tides, salinity, tsunamis)
4.3.2 identify the world’s oceans and describe their physical characteristics (e.g., size, location, depth)
4.3.3 describe some features of the ocean floor (e.g., sea mounts, trenches, abyssal plains)
STANDARD 5: Earth And Space – Astronomy
The student will demonstrate the skills and knowledge necessary for the study of astronomy.
5.1 Understand the characteristics and interrelationships of astronomical bodies
5.1.1 describe the relative positions of the moon, earth and sun during each of the phases of the moon
5.1.2 recognize that the orbit of the earth is slightly elliptical and the earth is closest to the sun in the northern hemisphere in winter
5.1.3 recognize that the angle the rays of the sun strike the surface of the earth determines the amount of energy received and thus the season of the year
5.1.4 describe the arrangement of the planets and the asteroid belt in our solar system
5.1.5 compare and contrast the planets in terms of size, characteristics and composition
STANDARD 6: Processes Of Life – Biology
The student will demonstrate the skills and knowledge necessary for the study of biology.
6.1 Identifies characteristics of cells
6.1.1 identify similar cells and cell structures by using magnifying tools (e.g., hand lenses, microscopes)
6.1.2 identify major plant and animal cellular structures (e.g., nucleus, cell wall, membrane, cytoplasm, chloroplasts)
6.1.3 recognize how similar cells are organized to form structures in plants and animals (e.g., tissues, organs)
6.2 Understand the function of major plant structures
6.2.1 recognize the functions of major nonreproductive plant structures (e.g., leaves, roots, stems, flowers, xylem, phloem)
6.2.2 describe a typical plant life cycle
6.2.3 recognize photosynthetic structures and how green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food for growth, maintenance and reproduction
6.3 Understand how systems in organisms interact
6.3.1 explain how the body’s organ systems interact with one another for the survival of an organism (e.g., skeletal and muscular systems work together for movement)
6.4 Demonstrate a knowledge of genetics
6.4.1 define species and identify examples
6.4.2 identify characteristics of an organism that are inherited from the genetic ancestors of that organism (e.g., eye color, flower color, height, hair texture)
6.4.3 identify traits affected by interactions with the environment (e.g., pink flamingoes caused by consuming certain crustaceans)
6.4.4 identify genetic similarities and differences between members of the same species
STANDARD 7: Ecology
The student will demonstrate the skills and knowledge necessary for the study of ecology.
7.1 Understand how living things interact with each other and the environment
7.1.1 identify ways in which protists interact with plants and animals in the environment
7.1.2 describe how changes in the environment affect organisms (e.g., when some organisms move in, others move out; when some organisms survive and reproduce, others die)
7.1.3 recognize that adaptations to the environment may increase the survival of a species
7.2 Understand characteristics of marine organisms
7.2.1 identify examples of marine organisms and their habitats
7.2.2 identify adaptations of marine life particular to a specific habitat (e.g., many deep ocean fish have bioluminescence in order to attract mates, scare predators or attract prey)
7.2.3 describe a marine food web
7.3 Understand how human beings impact the environment
7.3.1 identify ways people can reuse, recycle and reduce the use of resources to improve and protect the quality of life
7.3.2 recognize that the limited supply of usable energy sources (e.g., coal, oil) places great significance on the development of renewable energy sources
STANDARD 8: The Nature Of Science
The student will demonstrate the skills and knowledge necessary for the study of the nature of science.
8.1 Demonstrate skills necessary to work cooperatively with other students
8.1.1 demonstrate cooperative skills when working in a variety of cooperative science activities
8.1.2 recognize situations in which the student should request help
8.2 Utilize the scientific method to complete tasks related to the study of science
8.2.1 perform scientific demonstrations or experiments with variables and controls using given procedures
8.2.2 identify a problem that could lead to an experiment
8.2.3 use reference sources to obtain information leading to a hypothesis
8.2.4 formulate a hypothesis based upon prior knowledge and reference information
8.2.5 perform proper lab safety procedures during scientific investigations as directed by the teacher and outlined in district directive (e.g., wearing eye protection)
8.2.6 describe procedures for properly handling and reporting accidents that might occur during science experiments or investigations
8.2.7 use a journal or log to record data that pertains to observations, experiments or investigations
8.2.8 demonstrate the proper handling and use of laboratory equipment (e.g., hand lenses, microscopes, balances, glassware)
8.2.9 use metric tools to accurately measure (estimating when appropriate), record and interpret data
8.2.10 accurately collect and classify data compiled from observations, experiments or investigations
8.2.11 construct and analyze tables, charts, diagrams, models and/or graphs summarizing information collected in observations, experiments and investigations
8.2.12 draw conclusions and make predictions using data collected from observations, experiments or investigations
8.2.13 recognize that scientific investigations should be able to be replicated with slight variations
8.2.14 recognize that an experiment must be repeated many times and yield consistent results before the results are accepted
8.2.15 describe how a solution to one scientific problem can create another problem
8.2.16 recognize that scientists use different kinds of investigations depending on the questions they are trying to answer (e.g., observation of events in nature, controlled experiments)
8.3 Recognize the relationship between technology and the history of science
8.3.1 recognize ways new inventions often lead to other new inventions and ways of doing things
8.3.2 recognize areas in which science and technology have improved human lives (e.g., transportation, communication, nutrition, sanitation, health care, entertainment)
8.3.3 describe ways that people can solve problems, make decisions and formulate new ideas by using science processes and knowledge
8.3.4 analyze scientific investigations (e.g., review, compare, contrast, critique)
8.3.5 recognize the importance of communication among scientists (e.g., informing and becoming informed about scientific investigations in progress and the work of others; exposing ideas to the criticism of others)

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