SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Describe how adaptations help a species survive.
SC.05.LS.06.01 Describe changes to the environment that have caused the
population of some species to change.
SC.05.LS.06.02 Identify conditions that might cause a species to become
endangered or extinct.
Blooms Level
Level 1: Remembering
Skills
Describe
Identify
Big Ideas
Environmental changes may include (but are not limited to) misuse of natural resources, slow
and rapid weather changes, issues with interdependence, etc.
Endangered is when a species is dying out, and extinct is when there are no longer any members
of a species alive.
All species are interdependent on each other in a food chain or web. If one species disappears, it
can affect the entire chain of other species.
Essential Questions
What environmental changes might occur that could affect a species’ population?
What is the difference between the terms endangered and extinct?
What is interdependency? What happens when one species disappears from the food chain or
web?
SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Understand changes occurring within the lithosphere, hydrosphere, and
atmosphere of the Earth.
SC.05.ES.03.01 Identify effects of wind and water on Earth materials using
appropriate models.
SC.05.ES.03.02 Identify effects of rapid changes on Earth’s surface features
including earthquakes and volcanoes.
Blooms Level
Skills
Identify
Level 1: Remembering
Big Ideas
Features of the earth are formed by processes that construct and destroy the surface.
Erosion is a gradual wearing, washing, or eating away especially of soil and rock caused by
glaciers, running water, waves or wind. There is movement involved.
Weathering is the action of the weather conditions in altering the color, texture, composition or
form of exposed objects on the Earth’s surface. There is no movement involved.
Some changes in the earth are due to slow processes, such as erosion, and some changes are due
to rapid processes, such as landslides, volcanic eruptions, and earthquakes.
Natural hazards and disasters are naturally occurring events that have a negative effect on people
and the environment.
Essential Questions
What are the effects of wind and water over time on landforms?
What is erosion?
What is weathering?
What is a rapid change vs. a slow change?
What is a natural hazard and/or disaster and how does it affect the land and those living on it?
SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Understand chemical and physical changes.
SC.05.PS.02.01 Recognize that heating and cooling cause changes in states of
matter.
SC.05.PS.02.02 Identify changes in states of matter seen in the environment.
Blooms Level
Level 1: Remembering
Skills
Recognize
Identify
Big Ideas
A change of state is when a substance undergoes a phase transition.
Changes of state occur with temperature and pressure.
Examples of naturally occurring changes of state include glacial melting, evaporation of water
and snow melting, and cooling lava.
Essential Questions
What does a change of state of matter mean?
How do changes of state occur?
What are some changes in states of matter that are naturally?
SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Understand the characteristics, structure, and functions of organisms.
SC.05.LS.01.01 Classify a variety of living things into groups using various
characteristics.
Blooms Level
Skills
Classify
Level 2: Understanding
Big Ideas
We can group organisms according to scientific classifications which define organisms
according to the presence of a backbone, characteristics of specific classes, etc.
Essential Questions
What are some ways that we can classify organisms into groups?
SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Understand the relationships among living things and between living things
and their environments.
SC.05.LS.05.01 Use drawings or models to represent a series of food chains for
specific habitats.
SC.05.LS.05.02 Identify the producers, consumers, and decomposers in a given
habitat.
SC.05.LS.05.03 Recognize how all animals depend upon plants whether or not
the plants eat directly.
SC.05.LS.05.04 Explain the relationship between animal behavior and species
survival.
SC.05.LS.05.05 Describe the living and nonliving resources in a specific habitat
and the adaptations of organisms to that habitat.
Blooms Level
Level 1: Remembering
Level 2: Understanding
Level 3: Applying
Skills
Use
Recognize
Identify
Explain
Describe
Big Ideas
A food chain is a way to show how organisms get food and energy. A food web is a way of
showing all of the food chains in an ecosystem.
The arrows of a food chain indicate the flow of energy.
A producer is an organism that makes its own food (an autotroph), a consumer is an organism
that eats autotrophs, a decomposer chemically breaks down dead organisms, and scavenger eats
carrion.
All organisms depend on plants regardless of if they eat plants directly or not.
An adaptation is a special body or behavior that helps a species survive in its environment.
Essential Questions
Compare and contrast food chains and webs.
What do you notice about the direction of the arrows in food chains and webs?
What is a producer, consumer, decomposer and scavenger?
Identify producers, consumers, decomposers, and scavengers in food chains and webs.
What is the role of producers in all biomes?
What is an adaptation and how does it help a species thrive or survive?
Describe the living and nonliving resources in a habitat.
SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Understand the properties and limited availability of the materials which
make up the Earth.
SC.05.ES.01.03 Recognize that the supply of resources is limited, and that
resources can be extended through recycling and decreased use.
SC.05.ES.01.04 Recognize that discarded products contribute to the problem of
waste disposal.
Blooms Level
Level 1: Remembering
Big Ideas
Recycling is using abandoned materials to create new items.
Using fewer resources helps preserve resources.
Discarded products that are not biodegradable pile up in the landfill.
Essential Questions
What is recycling and how can recycling help preserve resources?
How can decreased use of materials help preserve resources?
What happens to discarded products in the landfill?
Skills
Recognize
SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Understand energy, its transformations, and interactions with matter.
SC.05.PS.05.01 Identify various forms of energy including heat, light, sound,
and electricity.
SC.05.PS.06.02 Identify ways to produce heat including light, burning,
electricity, friction, and as a by-product of mechanical and electrical machines.
SC.05.PS.06.03 Identify examples of energy transfer in the environment.
Blooms Level
Skills
Identify
Level 1: Remembering
Big Ideas
Energy forms include heat, light, sound, and electricity.
We can produce heat with light, burning, electricity, friction and machines.
Examples of energy transfer in the environment might include (but are not limited to) the sun to
plants and lightening striking the earth.
Essential Questions
What are some forms of energy?
How do we produce heat?
What are some examples of energy transfer in the environment?
SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Understand fundamental forces, their forms, and their effects on motion.
SC.05.PS.03.01 Recognize and describe the motion of an object in terms of one
or more forces acting on it.
Blooms Level
Level 1: Remembering
Big Ideas
An object will stay at rest until an outside force acts upon it (Inertia).
Force equals mass times acceleration (F=M x A).
For every action there is an equal and opposite reaction.
Essential Questions
How will an object at rest respond to a force acting upon it?
How does the mass of an object impact the force required to move that object?
Can you describe the relationship between an action and its resulting reaction?
Skills
Recognize
SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Understand structure and properties of matter.
SC.05.PS.01.01 Distinguish among solids, liquids, and gases.
SC.05.PS.01.02 Identify unique properties of each state of matter.
Blooms Level
Skills
Distinguish
Identify
Level 1: Remembering
Level 4: Analyzing
Big Ideas
The properties of a solid, liquid, and gas are based on form, shape, and structure.
Essential Questions
What are the properties of a solid, liquid, and gas?
SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Understand the characteristics, structure, and functions of organisms.
SC.05.LS.02.01 Classify organs by the system to which they belong.
Blooms Level
Skills
Classify
Level 2: Understanding
Big Ideas
The heart belongs to the circulatory system; the lungs belong to the respiratory system; the
intestines belong to the digestive system; the brain and spinal cord belong to the nervous
system; the bones belong to the skeletal system; and muscles to the muscular system.
Essential Questions
Can you identify each major organ and the system it belongs to?
SMS STANDARDS
Grade Level _ 5_
Subject: Science
Standard:
SC.05.SI.01
Make observations. Ask questions or form hypotheses based on those observations, which can be
explored through scientific investigations.
SC.05.SI.02
Design a simple scientific investigation to answer questions or test hypotheses.
SC.05.SI.03
Collect, organize, and summarize data from investigations.
SC.05.SI.04
Summarize, analyze, and interpret data from investigations.
Blooms Level
Level 1: Remember
Level 2: Understanding
Level 3: Apply
Level 4: Analyzing
Skills
Observe
Design
Collect
Organize
Summarize
Analyze
Interpret
Big Ideas
A hypothesis is an educated guess based on prior knowledge.
Control variables of your experiment to address only the aspects that answer your question.
Collect observe and organize scientific data.
Compare data, form conclusions, and analyze findings.
Summarize and display findings.
Essential Questions
What is a hypothesis?
What aspects need to be controlled in the design of a simple scientific investigation?
What is the process for data collection?
How is data analyzed and interpreted?
How are findings shared
SMS STANDARDS
Grade Level __5__
Subject Science
Standard
Understand the Earth’s place in the solar system and the
universe.
SC.05.ES.04.01 Describe Earth's position and movement in the
solar system.
SC.05.ES.04.02 Recognize that the rotation of the Earth on its
axis every 24 hours produces the night-and-day cycle.
Blooms Level
Skills
Describe
Recognize
Level 1: Remembering
Big Ideas
The Earth makes one revolution around the sun every 365 days.
The Earth rotates on its axis once every 24 hours creating the day and night cycle.
Essential Questions
What is the Earth’s position in the solar system?
How is day and night produced?