Grade 5 Science SOL Standards

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.

Matter

Data and Analysis

Computing Systems

Networking and the Internet

Cybersecurity

Force, Motion, and Energy

Scientific and Engineering Practices

Earth Resources

Earth and Space Systems

Algorithms and Programming

Impacts of Computing