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Ohio's Academic Content Standards in Science
By the end of grade 5Return to grade list| | | | Earth and Space Sciences | | Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the Universe, the Solar System and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the Solar System, and the Universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. | | Indicators for grade 5 | | 1. | Describe how night and day are caused by Earth's rotation. (ORC Resources) | | 2. | Explain that Earth is one of several planets to orbit the Sun, and that the Moon orbits Earth. (ORC Resources) | | 3. | Describe the characteristics of Earth and its orbit about the Sun (e.g., three-fourths of Earth's surface covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis, spherical planet). (ORC Resources) | | 4. | Explain that stars are like the Sun, some being smaller and some larger, but so far away that they look like points of light. (ORC Resources) | | 5. | Explain how the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitely. (ORC Resources) | | 6. | Investigate ways Earth's renewable resources (e.g., fresh water, air, wildlife and trees) can be maintained. (ORC Resources) |
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| | | | Life Sciences | | Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure, and function of cells, of organisms and of living systems are developed as well as a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students also demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences. | | Indicators for grade 5 | | 1. | Describe the role of producers in the transfer of energy entering ecosystems as sunlight to chemical energy through photosynthesis. (ORC Resources) | | 2. | Explain how almost all kinds of animals' food can be traced back to plants. (ORC Resources) | | 3. | Trace the organization of simple food chains and food webs (e.g., producers, herbivores, carnivores, omnivores and decomposers). (ORC Resources) | | 4. | Summarize that organisms can survive only in ecosystems in which their needs can be met (e.g., food, water, shelter, air, carrying capacity and waste disposal). The world has different ecosystems and distinct ecosystems support the lives of different types of organisms. (ORC Resources) | | 5. | Support how an organism's patterns of behavior are related to the nature of that organism's ecosystem, including the kinds and numbers of other organisms present, the availability of food and resources, and the changing physical characteristics of the ecosystem. (ORC Resources) | | 6. | Analyze how all organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral or detrimental (e.g., beaver ponds, earthworm burrows, grasshoppers eating plants, people planting and cutting trees, and people introducing a new species). (ORC Resources) |
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| | | | Physical Sciences | | Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy, as well as motion and the forces affecting motion, the nature of waves and interactions of matter and energy. Students also demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences. | | Indicators for grade 5 | | 1. | Define temperature as the measure of thermal energy and describe the way it is measured. (ORC Resources) | | 2. | Trace how thermal energy can transfer from one object to another by conduction. (ORC Resources) | | 3. | Describe that electrical current in a circuit can produce thermal energy, light, sound and/or magnetic forces. (ORC Resources) | | 4. | Trace how electrical current travels by creating a simple electric circuit that will light a bulb. (ORC Resources) | | 5. | Explore and summarize observations of the transmission, bending (refraction) and reflection of light. (ORC Resources) | | 6. | Describe and summarize observations of the transmission, reflection, and absorption of sound. (ORC Resources) | | 7. | Describe that changing the rate of vibration can vary the pitch of a sound (ORC Resources) |
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| | | | Science and Technology | | Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks, and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and to understand that problems may be solved in several ways. | | Indicators for grade 5 | | 1. | Investigate positive and negative impacts of human activity and technology on the environment. (ORC Resources) | | 2. | Revise an existing design used to solve a problem based on peer review. (ORC Resources) | | 3. | Explain how the solution to one problem may create other problems. (ORC Resources) |
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| | | | Scientific Inquiry | | Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions, and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others. | | Indicators for grade 5 | | 1. | Select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others(e.g., thermometers, timers, balances, spring scales, magnifiers, microscopes and other appropriate tools). (ORC Resources) | | 2. | Evaluate observations and measurements made by other people and identify reasons for any discrepancies. (ORC Resources) | | 3. | Use evidence and observations to explain and communicate the results of investigations. (ORC Resources) | | 4. | Identify one or two variables in a simple experiment. (ORC Resources) | | 5. | Identify potential hazards and/or precautions involved in an investigation. (ORC Resources) | | 6. | Explain why results of an experiment are sometimes different (e.g., because of unexpected differences in what is being investigated, unrealized differences in the methods used or in the circumstances in which the investigation was carried out, and because of errors in observations). (ORC Resources) |
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| | | | Scientific Ways of Knowing | | Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. | | Indicators for grade 5 | | 1. | Summarize how conclusions and ideas change as new knowledge is gained. (ORC Resources) | | 2. | Develop descriptions, explanations and models using evidence to defend/support findings. (ORC Resources) | | 3. | Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted. (ORC Resources) | | 4. | Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer (e.g., observations of things or events in nature, data collection, controlled experiments). (ORC Resources) | | 5. | Keep records of investigations and observations that are understandable weeks or months later. (ORC Resources) | | 6. | Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform. (ORC Resources) |
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