Taken from: http://www.cde.ca.gov/be/st/ss/scgrade5.asp
Last modified: Thursday, July 20, 2006
Grade FiveScience Content Standards.
- Elements and their combinations account for all the varied
types of matter in the world. As a basis for understanding this
- Students know that during chemical reactions the
atoms in the reactants rearrange to form products with different
- Students know all matter is made of atoms, which
may combine to form molecules.
- Students know metals have properties in common,
such as high electrical and thermal conductivity. Some metals,
such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu),
silver (Ag), and gold (Au), are pure elements; others, such
as steel and brass, are composed of a combination of elemental
- Students know that each element is made of one
kind of atom and that the elements are organized in the
periodic table by their chemical properties.
- Students know scientists have developed instruments
that can create discrete images of atoms and molecules that
show that the atoms and molecules often occur in well-ordered
- Students know differences in chemical and physical
properties of substances are used to separate mixtures and
- Students know properties of solid, liquid, and
gaseous substances, such as sugar (C6H12O6),
water (H2O), helium (He), oxygen (O2),
nitrogen (N2), and carbon dioxide (CO2).
- Students know living organisms and most materials
are composed of just a few elements.
- Students know the common properties of salts, such
as sodium chloride (NaCl).
- Plants and animals have structures for respiration, digestion,
waste disposal, and transport of materials. As a basis for understanding
- Students know many multicellular organisms have
specialized structures to support the transport of materials.
- Students know how blood circulates through the
heart chambers, lungs, and body and how carbon dioxide (CO2)
and oxygen (O2) are exchanged in the lungs and
- Students know the sequential steps of digestion
and the roles of teeth and the mouth, esophagus, stomach,
small intestine, large intestine, and colon in the function
of the digestive system.
- Students know the role of the kidney in removing
cellular waste from blood and converting it into urine,
which is stored in the bladder.
- Students know how sugar, water, and minerals are
transported in a vascular plant.
- Students know plants use carbon dioxide (CO2)
and energy from sunlight to build molecules of sugar and
- Students know plant and animal cells break down
sugar to obtain energy, a process resulting in carbon dioxide
(CO2) and water (respiration).
- Water on Earth moves between the oceans and land through
the processes of evaporation and condensation. As a basis for
understanding this concept:
- Students know most of Earth's water is present
as salt water in the oceans, which cover most of Earth's
- Students know when liquid water evaporates, it
turns into water vapor in the air and can reappear as a
liquid when cooled or as a solid if cooled below the freezing
point of water.
- Students know water vapor in the air moves from
one place to another and can form fog or clouds, which are
tiny droplets of water or ice, and can fall to Earth as
rain, hail, sleet, or snow.
- Students know that the amount of fresh water located
in rivers, lakes, under-ground sources, and glaciers is
limited and that its availability can be extended by recycling
and decreasing the use of water.
- Students know the origin of the water used by their
- Energy from the Sun heats Earth unevenly, causing air movements
that result in changing weather patterns. As a basis for understanding
- Students know uneven heating of Earth causes air
movements (convection currents).
- Students know the influence that the ocean has
on the weather and the role that the water cycle plays in
- Students know the causes and effects of different
types of severe weather.
- Students know how to use weather maps and data
to predict local weather and know that weather forecasts
depend on many variables.
- Students know that the Earth's atmosphere exerts
a pressure that decreases with distance above Earth's surface
and that at any point it exerts this pressure equally in
- The solar system consists of planets and other bodies that
orbit the Sun in predictable paths. As a basis for understanding
- Students know the Sun, an average star, is the
central and largest body in the solar system and is composed
primarily of hydrogen and helium.
- Students know the solar system includes the planet
Earth, the Moon, the Sun, eight other planets and their
satellites, and smaller objects, such as asteroids and comets.
- Students know the path of a planet around the Sun
is due to the gravitational attraction between the Sun and
Investigation and Experimentation
- Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for understanding
this concept and addressing the content in the other three strands,
students should develop their own questions and perform investigations.
- Classify objects (e.g., rocks, plants, leaves) in accordance
with appropriate criteria.
- Develop a testable question.
- Plan and conduct a simple investigation based on a student-developed
question and write instructions others can follow to carry
out the procedure.
- Identify the dependent and controlled variables in an
- Identify a single independent variable in a scientific
investigation and explain how this variable can be used
to collect information to answer a question about the results
of the experiment.
- Select appropriate tools (e.g., thermometers, meter sticks,
balances, and graduated cylinders) and make quantitative
- Record data by using appropriate graphic representations
(including charts, graphs, and labeled diagrams) and make
inferences based on those data.
- Draw conclusions from scientific evidence and indicate
whether further information is needed to support a specific
- Write a report of an investigation that includes conducting
tests, collecting data or examining evidence, and drawing