Here is that "hot ice" experiment. It's only a physical change; it can be repeated.
Earth Science Resources for 2nd Quarter:
New LINK: These sites are AWESOME to explore:
5th Grade Vocabularyanalyze data
battery cell data earthquake fault atom boiling point cell membrane data collection ecosystem force attract cell wall data table electricity fungi Celsius density electromagnet chemical change deposition electron chemical properties destructive force energy chemical weathering energy source chromosomes environment classification erosion classify estimate collect data evidence compass experiment complete circuit explain conclusion explanation conductivity conductor constructive force control variable current cytoplasm gas hypothesis immunity landforms genes incomplete circuit learned trait geologic formations infer length graduated cylinder inference levee gram inherited trait liquid gravity insulator liter interdependence interpret invertebrate investigate magnetism nucleus observe parallel circuit reaction science equipment magnification offspring physical change record data science safety rules magnifier organism physical properties repel science tools mass predict reproduction scientific method matter resources seismologist measure results series circuit measurement SI units melting point single cell meter static electricity microorganism switch microscope mixture model multi-cellular temperature vaccination weathered rocks yeast temperature change vapor weathering thermometer variable topography vertebrate traits volcano transport of sediment volume |
Gwinnett County 5th Grade AKS (Standards)Indicators of Achievement
A - Characteristics of Science discuss the importance of curiosity, honesty, openness and skepticism in science and exhibit these traits in efforts to understand how the world works (GPS, ITBS) (5SC_A2006-1) 1a - keep records of investigations and observations and do not alter the records later (GPS) 1b - distinguish observations from ideas and speculations about those ideas (GPS) 1c - offer reasons for findings and consider reasons suggested by others (GPS demonstrate knowledge of scientific processes and inquiry methods (GPS, ITBS) (5SC_A2006-2) 2a - design and carry out experiments that follow the scientific method 2b - formulate logical conclusions based on experimental results using tables, charts, graphs and the scientific method (GPS) 2c - use data to support inferences and predictions 2d - understand that similar investigations may produce varying results due to unexpected differences or observational uncertainties (GPS) 2e - understand that scientists use technology to increase their power to observe, measure, and compare things accurately (GPS) 2f - understand that science involves many different kinds of work and engages men and women of all ages and backgrounds (GPS) 2g - understand that some scientific knowledge is very old and still applicable today (GPS) apply computation and estimation skills necessary for analyzing data and following scientific explanations (GPS, ITBS) (5SC_A2006-3) 3a - add, subtract, multiply and divide whole numbers mentally, on paper and with a calculator (GPS) 3b - use fractions and decimals, and translate between decimals and commonly encountered fractions (halves, thirds, fourths, fifths, tenths and hundredths) in scientific calculations (GPS) 3c - judge whether measurements and computations of quantities (length, area, volume, weight, time) are reasonable answers to scientific problems by comparing them to typical values (GPS) use tools and instruments for observing, measuring and manipulating objects in scientific activities utilizing safe laboratory procedures (GPS, ITBS) (5SC_A2006-4) 4a - choose appropriate common materials for making simple mechanical constructions and repairing objects (GPS) 4b - measure and mix dry and liquid materials in prescribed amounts exercising reasonable safety (GPS) 4c - use technology (computers, cameras, recording devices) to collect data (GPS) 4d - identify and practice accepted safety procedures in manipulating science materials and equipment (GPS) use the concepts of system, model, change and scale when exploring scientific and technological matters (GPS, ITBS) (5SC_A2006-5) 5a - observe and describe how parts influence one another in objects that have many parts (GPS) 5b - use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps and stories to represent corresponding features of objects, events and processes in the real world (GPS) 5c - identify and explain ways in which representations or models do not match the original object (GPS) 5d - identify patterns of change (steady, repetitive, irregular) using records, tables or graphs of measurements (GPS) 5e - identify the largest and smallest possible values of something (GPS) communicate scientific ideas and activities clearly (GPS, ITBS) (5SC_A2006-6) 6a - write instructions that others can follow in carrying out a scientific procedure (GPS) 6b - draw sketches to aid in explaining scientific procedures or ideas (GPS) 6c - use numerical data in describing and comparing objects and events (GPS) 6d - use reference books, newspapers, magazines, CD-ROMs and computer databases to locate scientific information (GPS) question scientific claims and arguments effectively (GPS, ITBS) (5SC_A2006-7) 7a - support statements with facts found in books, articles and databases and identify the sources used (GPS) 7b - identify when comparisons might not be fair because some conditions are different (GPS) B - Earth Science analyze how surface features of the earth are caused by constructive and destructive processes (GPS, ITBS) (5SC_B2006-8) 8a - identify and explain how surface features are caused by constructive processes such as deposition (deltas, sand dunes), earthquakes, volcanoes and faults (GPS) 8b - describe and illustrate surface features caused by destructive processes such as erosion (water, rivers, oceans, wind), weathering, impact of organisms, earthquakes and volcanoes (GPS) 8c - explain the role of technology and human intervention in the control of constructive and destructive processes including seismological studies, flood control, dams, levees, and storm drain management (GPS) C - Physical Science verify that an object is the sum of its parts (GPS) (5SC_C2006-9) 9a - demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of many parts (GPS) 9b - investigate how common items have parts that are too small to be seen without magnification (GPS) 9c - explain how magnification has changed what scientists could do historically and how improvements to magnification can help scientists in the future 9d - investigate ways scientists use magnification to solve problems distinguish between physical changes and chemical changes (GPS, ITBS) (5SC_C2006-10) 10a - demonstrate examples of physical changes by manipulating common household/classroom items (tearing or cutting paper/aluminum foil) and separating mixtures (GPS) 10b - recognize that the changes in state of water (vapor/steam, liquid, ice) are due to temperature differences and are examples of a physical change (GPS) 10c - investigate the properties of a substance before, during and after a chemical reaction to find evidence of change (GPS) investigate electricity and magnetism and their relationship to one another (GPS, ITBS) (5SC_C2006-11) 11a - investigate current and static electricity (GPS) 11b - determine the necessary components for completing an electric circuit (GPS) 11c - demonstrate the difference between open and closed circuits and parallel and series circuits 11d - investigate common materials to determine if they are insulators or conductors (GPS) 11e - compare a bar magnet to an electromagnet (GPS) 11f - distinguish between permanent and temporary magnets 11g - demonstrate how magnetism is used to create a compass D - Life Science classify organisms to simplify the study of living things (GPS, ITBS) (5SC_D2006-12) 12a - explain why scientists use classification in the study of living things (GPS) 12b - compare similarities and differences in animals 12b.1 - group animals using pictures or actual specimens by observable characteristics (body covering, number of legs, wings, ears, color, size) 12c - demonstrate how animals are sorted into groups (vertebrates, invertebrates) and how vertebrates are further sorted into groups (fish, amphibians, reptiles, birds, mammals) (GPS) 12d - demonstrate how plants are sorted into groups (GPS) identify the cell as the building block of living organisms (GPS, ITBS) (5SC_D2006-13) 13a - use magnifiers (microscopes, hand lenses) to observe cells and their structure (GPS) 13b - compare and contrast animal cells and plant cells 13b.1 - identify parts of a plant cell (cell membrane, cell wall, cytoplasm, nucleus, chloroplasts) and explain the function of each (GPS) 13b.2 - identify parts of an animal cell (cell membrane, cytpolasm, nucleus) and explain the function of each (GPS) 13c - compare and contrast the structure and function of single-celled and multi-celled organisms (GPS) compare and contrast the characteristics of learned behaviors and inherited traits (GPS, ITBS) (5SC_D2006-14) 14a - recognize that offspring can resemble parents in inherited traits and learned behaviors (GPS) 14b - discuss what a gene is and the role genes play in the transfer of traits (GPS) 14c - explain the role of chromosomes in development analyze how microorganisms benefit or harm other organisms (GPS) (5SC_D2007-1) 15a - identify beneficial microorganisms and explain why they are beneficial 15b - identify harmful microorganisms and explain why they are harmful 15c - determine the role of anti-bacterial agents that promote health and well-being |