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MS.E.4.GRADE FIVE: Earth and Space Science
GRADE FIVE: Earth and Space Science
Earth’s Systems and Cycles
E.4.9A. Students will demonstrate an understanding of how the water cycle is propelled by the sun’s energy.
E.4.9A.1. Develop and use models to explain how the sun’s energy drives the water cycle. (e.g., evaporation, condensation, precipitation, transpiration, runoff, and groundwater).
Quiz, Flash Cards, Worksheet, Game & Study GuideEarth's Waters
Quiz, Flash Cards, Worksheet, Game & Study GuideWater
E.4.9B. Students will demonstrate an understanding of weather and climate patterns.
E.4.9B.1. Analyze and interpret data (e.g., temperature, precipitation, wind speed/direction, relative humidity, or cloud types) to predict changes in weather over time.
E.4.9B.3. Design weather instruments utilized to measure weather conditions (e.g., barometer, hygrometer, rain gauge, anemometer, or wind vane). Use an engineering design process to define the problem, design, construct, evaluate, and improve the weather instrument
E.4.9C. Students will demonstrate an understanding of how natural processes and human activities affect the features of Earth’s landforms and oceans.
E.4.9C.1. Analyze and interpret data to describe and predict how natural processes (e.g., weathering, erosion, deposition, earthquakes, tsunamis, hurricanes, or storms) affect Earth’s surface.
E.4.9C.3. Construct scientific arguments from evidence to support claims that human activities, such as conservation efforts or pollution, affect the land, oceans, and atmosphere of Earth.
E.4.9C.5. Obtain and communicate information about severe weather phenomena (e.g., thunderstorms, hurricanes, or tornadoes) to explain steps humans can take to reduce the impact of severe weather events.
E.4.10. Students will demonstrate an understanding of the various sources of energy used for human needs along with their effectiveness and possible impacts.
E.4.10.1. Organize simple data sets to compare energy and pollution output of various traditional, non-renewable resources (e.g. coal, crude oil, wood).
L.4.1. Students will demonstrate an understanding of the organization, functions, and interconnections of the major human body systems.
L.4.1.1. Use technology or other resources to research and discover general system function (e.g., machines, water cycle) as they relate to human organ systems and identify organs that work together to create organ systems.
Quiz, Flash Cards, Worksheet, Game & Study GuideOrgan systems
L.4.1.2. Obtain and communicate data to describe patterns that indicate the nature of relationships between human organ systems, which interact with one another to control digestion, respiration, circulation, excretion, movement, coordination, and protection from
Quiz, Flash Cards, Worksheet, Game & Study GuideOrgan systems
L.4.1.3. Construct models of organ systems (e.g. circulatory, digestive, respiratory, muscular, skeletal, nervous) to demonstrate both the unique function of the system and how multiple organs and organ systems work together to accomplish more complex functions.
L.4.2.2. Develop and use models to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, or butterflies) including commonalities (e.g., birth, growth, reproduction, or death).
P.4.6A. Students will demonstrate an understanding of the common sources and uses of heat and electric energy and the materials used to transfer heat and electricity.
P.4.6A.2. Plan and conduct scientific investigations to classify different materials as either an insulator or conductor of electricity.
P.4.6A.3. Develop models demonstrating how heat and electrical energy can be transformed into other forms of energy (e.g., motion, sound, heat, or light).
P.4.6A.4. Develop models that demonstrate the path of an electric current in a complete, simple circuit (e.g., lighting a light bulb or making a sound).
P.4.6A.6. Design a device that converts any form of energy from one form to another form (e.g., construct a musical instrument that will convert vibrations to sound by controlling varying pitches, a solar oven that will convert energy from the sun to heat energy, o
P.4.6B. Students will demonstrate an understanding of the properties of light as forms of energy.
P.4.6B.1. Construct scientific evidence to support the claim that white light is made up of different colors. Include the work of Sir Isaac Newton to communicate results.
Quiz, Flash Cards, Worksheet, Game & Study GuideLight and sound
P.4.6B.3. Develop and use models to communicate how light travels and behaves when it strikes an object, including reflection, refraction, and absorption.
P.4.6C.2. In relation to how sound is perceived by humans, analyze and interpret data from observations and measurements to report how changes in vibration affect the pitch and volume of sound.