Grade 5 Science SOL Standards

Networking and the Internet

Impacts of Computing

Data and Analysis

Cybersecurity

Computing Systems

Algorithms and Programming

Force, Motion, Energy, and Matter

Earth/Space Systems and Earth Resources

Living Systems and Ecosystem Interactions

Earth Resources

Earth and Space Systems

Matter

Force, Motion, and Energy

Scientific and Engineering Practices

The Civil War

A New Nation and its Expansion

Colonial America and the American Revolution

Early Cultures of North America

Geography of North America

Skills

The student will construct sets of step-by-step instructions (algorithms) both independently and collaboratively,

The student will demonstrate an understanding of scientific and engineering practices by

using sequencing;

asking questions and defining problems

ask testable questions based on observations and predict reasonable outcomes based on patterns

develop hypotheses as cause-and-effect relationship

define design problems that can be solved through the development of an object, tool, process, or system

using loops; [Related SOL: Math 5.18]

planning and carrying out investigations

collaboratively plan and conduct investigations to produce data

identify independent variable, dependent variables, and constants

determine data that should be collected to answer a testable question

take¬ metric measurements using appropriate tools

use tools and/or materials to design and/or build a device that solves a specific problem

using variables to store and process data; [Related SOL: Math 5.19]

interpreting, analyzing, and evaluating data

represent and analyze data using tables and graphs

organize simple data sets to reveal patterns that suggest relationships

compare and contrast data collected by different groups and discuss similarities and differences in their findings

use data to evaluate and refine design solutions

performing number calculations on variables (addition, subtraction, multiplication and division); and [Related SOL: Math 5.5, 5.7]

constructing and critiquing conclusions and explanations

construct and/or support arguments with evidence, data, and/or a model

describe how scientific ideas apply to design solutions

generate and compare multiple solutions to problems based on how well they meet the criteria and constraints

using conditionals (if-statements). [Related SOL: M 5.2, 5.3]

developing and using models

develop models using an analogy, example, or abstract representation to describe a scientific principle or design solution

identify limitations of models

obtaining, evaluating, and communicating information

read and comprehend reading-level-appropriate texts and/or other reliable media

communicate scientific information, design ideas, and/or solutions with others

The student will determine whether passwords are strong, explain why strong passwords should be used, and demonstrate proper use and protection of personal passwords.

The student will answer a question by using a computer to manipulate data in order for the student to draw conclusions and make predictions.

The student will create an artifact using computing systems to model the attributes and behaviors associated with a concept (e.g., rocks).

The student will use numeric values to represent non-numeric ideas in the computer (e.g., binary, ASCII, pixel attributes such as RGB).

The student will give examples and explain how computer science had changed the world and express how computing technologies influence, and are influenced by, cultural practices.

The student will evaluate and describe the positive and negative impacts of the pervasiveness of computers and computing in daily life (e.g., downloading videos and audio files, electronic appliances, wireless Internet, mobile computing devices, GPS systems, wearable computing).

The student will explain social and ethical issues that relate to computing devices and networks.

The student will compare and contrast the difference between a local network and a worldwide network.

The student will construct programs to accomplish a task as a means of creative expression using a block or text based programming language, both independently and collaboratively

The student will investigate and understand that energy can take many forms. Key ideas include

using sequencing;

energy is the ability to do work or to cause change;

using loops;

there are many different forms of energy;

using variables;

energy can be transformed; and

using mathematical operations (addition, subtraction, multiplication and division) variable to manipulate a variable; and

energy is conserved.

using conditionals (if-statements).

The student will analyze, correct, and improve (debug) an algorithm that includes sequencing, events, loops, conditionals, and variables.

The student will investigate and understand that there is a relationship between force and energy of moving objects. Key ideas include

moving objects have kinetic energy;

motion is described by an object's direction and speed;

changes in motion are related to net force and mass;

when objects collide, the contact forces transfer energy and can change objects' motion; and

friction is a force that opposes motion.

The student will create a plan as part of the iterative design process, both independently and collaboratively using strategies such as pair programming (e.g., storyboard, flowchart, pseudo-code, story map).

The student will investigate and understand that electricity is transmitted and used in daily life. Key ideas include

electricity flows easily through conductors but not insulators;

electricity flows through closed circuits;

static electricity can be generated by rubbing certain materials together;

electrical energy can be transformed into radiant, mechanical, and thermal energy; and

a current flowing through a wire creates a magnetic field.

The student will break down (decompose) a larger problem into smaller sub-problems, both independently and collaboratively.

The student will investigate and understand that sound can be produced and transmitted. Key ideas include

sound is produced when an object or substance vibrates;

sound is the transfer of energy;

different media transmit sound differently; and

sound waves have many uses and applications.

The student will give credit to sources when borrowing or changing ideas (e.g., using information, pictures created by others, using music created by others, remixing programming projects).

The student will investigate and understand that visible light has certain characteristics and behaves in predictable ways. Key ideas include

visible light is radiant energy that moves in transverse waves;

the visible spectrum includes light with different wavelengths;

matter influences the path of light; and

radiant energy can be transformed into thermal, mechanical, and electrical energy.

The student will model how a computing system works including input and output, processors, sensors and storage.

The student will investigate and understand that matter has properties and interactions. Key ideas include

matter is composed of atoms;

substances can be mixed together without changes in their physical properties; and

energy has an effect on the phases of matter.

The student will identify, using accurate terminology, simple hardware and software problems that may occur during use, and apply strategies for solving problems (e.g., rebooting the device, checking for power, checking network availability, closing and reopening an app).

The student will investigate and understand that Earth constantly changes. Key ideas include

Earth's internal energy causes movement of material within the Earth;

plate tectonics describe movement of the crust;

the rock cycle models the transformation of rocks;

processes such as weathering, erosion, and deposition change the surface of the Earth; and

fossils and geologic patterns provide evidence of Earth's change.

The student will evaluate and solve problems that relate to inappropriate use of computing devices and networks.

The student will investigate and understand that the conservation of energy resources is important. Key ideas include

some sources of energy are considered renewable and others are not;

individuals and communities have means of conserving both energy and matter; and

advances in technology improve the ability to transfer and transform energy.

Recognize that plants need light, air, and water to grow.

Using simple pictures, diagrams, or representations, concepts could range from: recognizing plants (e.g., plants, trees, and flowers) need light, air, and water to grow to, identifying simple parts (e.g., roots, stems, leaves, flower, fruit) of plants that help them get light, air, and water to, comparing growth of plants when given appropriate or inappropriate amounts of light, air, and water.

Recognize objects in motion and changes in motion due to force.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing objects that are at rest or in motion while using common terminology (e.g., sitting, still, moving) to • recognizing objects that are at rest or in motion by incorporating the concept of force and common terminology (e.g., push, pull) to • identifying objects that are at rest or in motion by incorporating use of the term “force” and changes in motion (e.g., direction, from motion to rest, from rest to motion) through common examples.

Recognize electricity as a form of energy with everyday uses, applications, and sources.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing objects that require electricity as compared to common unrelated objects that do not without referring to the term “electricity” to • recognizing objects that require electricity as compared to common unrelated objects that do not while incorporating the concept and term “electricity” to • identifying basic forms of electricity based on common everyday uses or sources and incorporating the term “energy.”

Recognize sound as a form of energy with everyday uses, applications, and sources.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing objects that make noise or sound without referring to the concept or term “sound” to • recognizing objects that make or produce sound from those that do not while incorporating and referring to the concept and term “sound” to • identifying basic forms of sound based on common everyday uses or sources and incorporating the term “energy.”

Recognize light as a form of energy with everyday uses, applications, and sources.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing objects that make light without referring to the concept or term “light” to • recognizing objects that make or produce light from those that do not while incorporating and referring to the concept and term “light” to • identifying basic forms of light based on common everyday uses or sources and incorporating the term “energy.”

Recognize that objects, animals, and plants are made of smaller parts and identify various parts visible to the naked eye.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the smaller parts of large common objects (e.g., cars, trucks, buses - wheels; houses - doors and windows; building blocks - smaller blocks; computers and tablets - screen and keyboard) to • recognizing the parts of common living organisms (e.g., dogs, cats, birds - legs, eyes, ears, wings; plants, trees - leaves, flowers, trunk) to • identifying more complex parts of common objects, living organisms, and Earth systems (e.g., atmosphere – clouds, fog; solar system – planets, moons, comets) including parts that are very small.

Recognize when substances are mixed.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing two solids mixed that do not form a new substance (e.g., rocks and soil, objects in sand, trail mix, marbles in playdough) to • recognizing solid and liquid mixtures that do not form a new substance (sand and water) to • identifying more complex mixtures that may form a new substance (e.g., one solid and one liquid - salt water, fruit punch; two liquids - paint, lemonade; two gases - air in a balloon, air in the atmosphere; one liquid and one gas – carbonation in soda, air bubbles in water).

Recognize and compare the physical properties of matter in different phases.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing physical properties of common objects including size and shape to • recognizing additional physical properties including hardness/softness and weight/mass of common objects (e.g., a rock is harder than an egg; a balloon weighs less than a basketball) to • recognizing additional physical properties including volume and other representations of matter as a solid, liquid, and a gas/vapor.

Recognize common features of Earth's systems, simple interactions between those features, and the processes that shape Earth.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing common non-living features of Earth (e.g., lakes, rivers, streams, and oceans; rocks, mountains, volcanoes, and canyons; air and clouds) to • recognizing simple interactions among non-living and living features within common systems (e.g., clouds providing water/rain to lakes, rivers, and oceans; lakes, rivers, and oceans providing water to humans, plants, and animals) to • identifying processes that lead to erosion, weathering, and deposition linked to non-living features (e.g., mountains, rivers, streams, volcanoes).

Recognize ways in which people and communities protect Earth's environment and conserve natural resources.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing activities that harm Earth to • recognizing simple and common choices that help protect the environment or conserve natural resources (e.g., picking up trash, recycling materials, turning off lights) as compared to common unrelated activities (e.g., playing outside, eating a meal) to • identifying simple and common choices that help protect the environment or conserve natural resources as compared to common activities that harm or pollute Earth (e.g., pollution from a factory, littering in streams or oceans).

Recognize that living organisms have unique structures that help them obtain what they need to grow and survive.

Using simple pictures, diagrams, or representations, concepts could range from: recognizing animals and plants using common terminology to,  recognizing that animals need food, air, and water and that plants use soil, air, water, and light to, identifying and connecting unique structures of plants and animals that help them obtain what they need to grow and survive.

Recognize ways in which living organisms interact with other living organisms and non-living parts of an ecosystem.

Using simple pictures, diagrams, or representations, concepts could range from: recognizing living and non-living parts of an environment or ecosystem to, recognizing interactions between living and non-living parts (e.g., water, habitat, shelter) of an ecosystem to, identifying simple interactions between living organisms or among groups of living organisms (e.g., predator-prey, competitive, mutually beneficial).

Recognize different types of weather conditions and their characteristics.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple weather conditions (rainy, cloudy, sunny, foggy, thunder and lightning) to • connecting physical conditions to weather conditions (e.g., wet to rain, dry or hot to sunny, lightning to thunderstorm) to • identifying more complex storm conditions (e.g., hurricane, tornado, blizzard) and their physical conditions.

Recognize and compare objects in the solar system and their features.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the sun and Earth as compared to common unrelated objects on Earth to • recognizing the sun and Earth as compared to other objects in the solar system to • comparing simple physical characteristics (e.g., size, shape) of objects in the solar system.

Recognize the relationships between Earth, the moon, and the sun.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing Earth and the moon, including its phases, compared to other common, unrelated objects on Earth to • recognizing Earth, the sun, and the moon using their relative sizes and positions to • understanding the concept and terminology of orbit and revolution.

Recognize that the sun provides Earth with light and energy.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the difference between day and night (e.g., daylight and the sun versus darkness, the moon, and stars) to • recognizing that the sun provides the vast majority of light and heat energy to Earth (compared to the moon and other objects in the solar system) to • understanding that the sun gives light and heat energy to Earth and its organisms and influences the four major seasons.

Recognize oceans and identify the organisms that live in them.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing oceans as compared to common non-water objects or features (e.g., rocks, mountains, forests) to • recognizing oceans as compared to other common water features (e.g., lakes, rivers, streams) to • identifying common organisms that live in oceans.

Recognize natural resources, including those important in Virginia, in connection with their common use and origin.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing living and non-living natural resources used in everyday life as compared to other unrelated items or objects to • distinguishing between living and non-living natural resources that are important to Virginia to • connecting living and non-living natural resources to their common use and where they come from (e.g., wood is burned for fire; sources of drinking water; paper comes from trees or forests).

The student will apply history and social science skills to the content by

synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understand events in United States history

applying geographic skills to determine patterns and trends of people, places, or events

developing questions, enhancing curiosity, and engaging in critical thinking and analysis

integrating evidence to construct and analyze timelines, classify events, and distinguish fact from opinion

comparing and contrasting historical, cultural, economic, and political perspectives

determining and explaining cause-and-effect relationships

using economic decision-making models to make a decision and explain the incentives and consequences of a specific choice

engaging and communicating as a civil and informed individual with persons with different perspectives

developing products that reflect an understanding of content

The student will apply history and social science skills to understand the geography of North America by

locating North America in relation to the other continents and the oceans

locating and describing major geographic regions and bodies of water of North America and their impact on the early history of the United States

locating the 50 states

The student will apply history and social science skills to describe how early cultures developed throughout North America by

describing how archaeologists have recovered artifacts from ancient settlements, including, but not limited, to Cactus Hill in Virginia

locating and explaining where Indigenous peoples lived prior to the arrival of Europeans, with an emphasis on how the various geographic regions they inhabited influenced their daily lives

The student will apply history and social science skills to explain European exploration and colonization in North America by

describing the motivations for, obstacles to, and accomplishments of the Dutch, English, French, Portuguese, and Spanish explorations

describing cultural and economic interactions between Indigenous peoples and Europeans that led to cooperation and conflict

The student will apply history and social science skills to understand how the Western Hemisphere, including the United States, impacted West Africa by

identifying the location and characteristics of West African societies of Ghana, Mali, and Songhai before European exploration

examining the arrival of the first Africans to colonial America at Old Point Comfort (Fort Monroe)

explaining the Transatlantic Slave Trade and its impact on the African coast and Western Hemisphere

identifying the cultural connections, conflicts, and common values of enslaved people in the Western Hemisphere, as well as challenges and hardships endured by enslaved people brought to the United States

The student will apply history and social science skills to explain the social, political, religious, economic, and geographic factors that shaped colonial America by

describing the characteristics and differences among the New England, the Mid-Atlantic, and the Southern colonies

explaining Virginia’s importance as one of the most populous and wealthiest colonies

comparing life from the perspectives of various groups, including, but not limited to large landowners, farmers, artisans, clergy, merchants, women, indentured servants, and enslaved and free Blacks

explaining the specialization and interdependence of the regions

explaining the changing political and economic relationships between the colonies and Great Britain, including, but not limited to representative government and self-rule in the colonies

The student will apply history and social science skills to explain the American Revolution by

identifying the causes and effects of the French and Indian War

identifying the issues of dissatisfaction that led to the American Revolution, including, but not limited to the “injuries and usurpations” outlined in the Declaration of Independence

comparing and contrasting the political ideas and principles that shaped the revolutionary movement

describing the leadership roles of individuals, including, but not limited to George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, Thomas Paine, John Adams, and the Marquis de Lafayette

examining the causes, course, and consequences of key events and battles of the era

The student will apply history and social science skills to describe the challenges faced by the new nation by

explaining the strengths, weaknesses, and outcomes of the government established by the Articles of Confederation

describing the Constitutional Convention and the development of the Constitution of the United States, with emphasis on the role of James Madison

examining constitutional issues debated, including the role of the national government and the debate over ratifying of the Constitution, the influence of the Federalist Papers, and the reasons for the addition of the Bill of Rights

explaining the Three-Fifths Compromise

examining the three branches of government

The student will apply history and social science skills to explain westward expansion and reform in America from 1801 to 1861 by

describing how territorial expansion affected the political map of the United States, including, but not limited to the Louisiana Purchase, the Lewis and Clark expedition and the role of Sacagawea, the acquisitions of Florida, Texas, Oregon, and California, and the results of the Mexican American War

describing the causes, course of events, and effects of the War of 1812, the role of Andrew Jackson, and the development of the Monroe Doctrine

identifying geographic, economic, and religious motivations that influenced the movement of settlers

analyzing the impact of westward expansion on Indigenous peoples, including, but not limited to the Indian Removal policies, the Trail of Tears, and the Seminole Wars

explaining technological advancements and innovations and their effects on life in America, including but not limited to the cotton gin, the reaper, the steam engine, and the steam locomotive

describing major developments in the abolitionist and women’s suffrage movements

explaining how the expansion of U.S. territory led to increased momentum for the abolitionist and women’s suffrage movements

The student will apply history and social science skills to understand the cause, major events, and effects of the Civil War by

describing how slavery and its expansion was the primary cause of the cultural, economic, and constitutional issues that divided the nation and led to the secession of southern states

describing the differences in the economies of the North and the South, growth of agriculture and industry, and how those economies impacted the outcome of the war

evaluating the leadership and impact of Abraham Lincoln during the Civil War

describing how individuals influenced the course of the Civil War, including, but not limited to Jefferson Davis, Ulysses S. Grant, Robert E. Lee, William Tecumseh Sherman, Thomas “Stonewall” Jackson, and Frederick Douglass

describing major political texts during the war, including but not limited to Lincoln’s Inaugural Address, the Emancipation Proclamation, the Gettysburg Address, and Lincoln’s Second Inaugural Address

analyzing the effects of the war from various perspectives of Union and Confederate soldiers, Indigenous peoples, women, European Americans, and enslaved and free Blacks during the war including, but not limited to Clara Barton, John Brown, Robert Smalls, Harriet Tubman, Elizabeth Van Lew, and Mary Bowser