Note: Click any standard to move it to the center of the map.
[4.LS.1.1] -
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction.
Clarification Statements: Animal structures can include legs, wings, fins, feathers, trunks, claws, horns, antennae, eyes, ears, nose, heart, stomach, lung, brain, and skin. Plant structures can include leaves, roots, stems, bark, branches, flowers, fruit, and seeds. State Assessment Boundary: State assessment will be limited to macroscopic structures.
[4.PS.3.2] -
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Clarification Statement: Evidence of energy being transferred can include vibrations felt a small distance from a source, a solar-powered toy that moves when placed in direct light, warming a metal object on one end and observing the other end getting warm, and a wire carrying electric energy from a battery to light a bulb. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment.
Science and Technology/Engineering | Grade : 5
Discipline - Life Science
Core Idea - From Molecules to Organisms: Structures and Processes
[5.LS.1.1] - Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. State Assessment Boundary: The chemical formula or molecular details about the process of photosynthesis are not expected in state assessment.
[W.5.8] -
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
[SL.5.1] -
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
[5.G.A.2] -
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
[5.LS.2.1] -
Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil.
Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment.
[6.LS.1.2] -
Develop and use a model to describe how parts of cells contribute to the cellular functions of obtaining food, water, and other nutrients from its environment, disposing of wastes, and providing energy for cellular processes. Clarification Statement: Parts of plant and animal cells include (a) the nucleus, which contains a cell’s genetic material and regulates its activities; (b) chloroplasts, which produce necessary food (sugar) and oxygen through photosynthesis (in plants); (c) mitochondria, which release energy from food through cellular respiration; (d) vacuoles, which store materials, including water, nutrients, and waste; (e) the cell membrane, which is a selective barrier that enables nutrients to enter the cell and wastes to be expelled; and (f) the cell wall, which provides structural support (in plants). State Assessment Boundary: Specific biochemical steps or chemical processes, the role of ATP, active transport processes involving the cell membrane, or identifying or comparing different types of cells are not expected in state assessment.