| Curriculum Topic |
Common Curriculum Goals (CCG)/
Content Standards (CS) |
Grade 5 Benchmarks |
Topic XIII:
Geology
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of change, constancy, and measurement.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Describe and explain different rates of change.
- Students will identify and describe examples of rapid change and changes that happen at a slower pace.
- Students will identify and describe the changes people make in their environment.
- Students will identify and describe varying rates of change in organisms, i.e., in childhood versus in adulthood.
- Diagram and explain a cycle.
- Students will recognize and describe cycles in natural and man-made systems.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of systems, order, and organization.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Identify interactions among parts of a system.
- Students will describe the relationships among organisms in food chains and simple food webs.
- Students will explain the function of various parts of simple physical systems, such as in an electrical circuit using batteries and bulbs.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of evidence, models, and explanation.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Use models to explain how objects, events, and/or processes work in the real world.
- Students will use physical models to explain such phenomena as the solar system or surface features of Earth, continents, river systems, and their neighborhood.
- Students will use pictorial models to explain relationships within systems such as food chains, food webs, chains of events, and their community.
- Students will understand that geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, but such representations cannot usually be exact in detail.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of evolution and equilibrium.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Organize evidence of a change over time.
- Students will observe and record change in phenomena for a period of time.
- Students will sort data and display in a logical sequence.
- Describe actions that can cause or prevent changes.
- Students will explain results of classroom experiments in terms of cause and effect.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of structure and function.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Describe physical and biological examples of how structure relates to function.
- Students will identify particular structures in animals with the function they serve. For example, webbed feet perform the function of paddling through the water.
- Students will relate structures in plants to their functions. For example, tree trunks are solid and strong, and this enables them to provide support for the tree.
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Science: Unifying Concepts and Processes
- CCG: (No goal listed).
- CS:
> Use basic scientific process skills to observe, measure, use numbers, classify, question, infer, hypothesize, and communicate.
> Use integrated scientific process skills to predict, design experiments, control variables, interpret data, define operations, and formulate models.
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- (No benchmarks listed under this Content Standard).
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Science: Life Science
- CCG: Describe the characteristics, structure, and functions of organisms.
- CS: Organisms: Understand the characteristics, structure, and functions of organisms.
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- Describe basic plant and animal structures and their functions.
- Students will associate specific structures with their functions in the survival of the organism. For example, the colorful petals of a flower serve to attract insects, which aid in the reproduction of the plant.
- Describe the basic needs of living things.
- Students will distinguish between basic and nonessential needs of an organism.
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Science: Life Science
- CCG: Describe the transmission of traits in living things.
- CS: Heredity: Understand the transmission of traits in living things.
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- Describe the life cycle of an organism.
- Students will identify, from a series of drawings, the life cycle of common organisms, such as seed plants, butterflies, or frogs.
- Students will recognize that new organisms are produced by living organisms of similar kind, and do not appear spontaneously from inanimate materials.
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Science: Life Science
- CCG: Explain the interdependence of organisms in their natural environment.
- CS: Diversity/Interdependence: Understand the relationships among living things and between living things and their environment.
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- Describe the relationship between characteristics of specific habitats and the organisms that live there.
- Students will draw a series of food chains for specific habitats.
- Students will identify the producers, consumers, and decomposers and predator-prey relationships in a given habitat.
- Students will explain if and why each of the living and non-living elements present within a closed environment (such as an aquarium) is needed. For example, rocks are needed for shelter and plants provide oxygen for fish.
- Students will recognize how all animals depend upon plants whether or not they eat the plants directly.
- Students will identify the living and non-living resources unique to a specific habitat. For example, the desert has sun and dry sandy soil (non-living resources) that the cactus has adapted to by developing thick skin and shallow roots to gather and conserve water.
- Students will describe how animal behavior can improve the chance of survival. Examples might include mutually beneficial relationships such as ramoras cleaning the parasites from fish gills; communication such as scent to mark territory or warning calls by birds; social behaviors in insects, birds, and mammals.
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Science: Life Science
- CCG: Describe the principles of natural selection and adaptation.
- CS: Diversity/Interdependence: Understand the relationships among living things and between living things and their environments.
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- Describe how adaptations help an organism survive in its environment.
- Students will identify how an organism's fur, color, shape, size, etc., adapt to its specific environment.
- Students will identify how and why unique animal and plant structures and behaviors are adaptive. Examples might include a plant developing thorns for protection from birds and larger herbivores; an octopus copying the color and texture of its surroundings for camouflage; vultures spreading their wings toward the sun to kill bacteria acquired when feeding on carrion.
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Science: Earth and Space Science
- CCG: Identify the structure of the Earth system and changes that can occur in its physical properties.
- CS: The Dynamic Earth: Understand the properties and limited availability of the materials which make up the Earth.
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- Identify properties and uses of Earth materials.
- Students will recognize that Earth materials have different physical and chemical properties that can be used in different ways such as for building materials, as sources of fuel, or as an environment of growing plants.
- Students will identify how soils vary from place to place in color, texture, components, reaction to water, and ability to support the growth of plants.
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Science: History and Nature of Science
- CCG: Describe science as a human endeavor.
- CS: Understand that science is a human endeavor practiced by individuals from many different cultures.
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- Identify different ways and places in which scientists work.
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Science: History and Nature of Science
- CCG: Explain how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.
- CS: Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation.
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- Identify examples of how scientific knowledge changes over time.
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Science: History and Nature of Science
- CCG: Explain that scientific knowledge is developed through the use of empirical standards, logical arguments, and skepticism.
- CS: Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism.
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- (No benchmarks listed under this content standard.)
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Science: Scientific Inquiry
- CCG: Formulate and express scientific questions and hypotheses to be investigated.
- CS: Formulate and express scientific questions and hypotheses to be investigated.
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- Ask questions and make predictions that are based on observations and can be explored through simple investigations.
- Students will ask questions about objects, organisms, and events in the world.
- Students will identify questions that can be explored through a scientific investigation.
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Science: Scientific Inquiry
- CCG: Conduct procedures to collect, organize, and display scientific data.
- CS: Conduct procedures to collect, organize, and display scientific data.
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- Collect, organize, and summarize data from investigations.
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Science: Science and Technology
- CCG: (No goal listed.)
- CS:
> Understand the relationship that exists between science and technology.
> Understand the process of technological design to solve problems and meet needs.
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- (No benchmarks listed under this Content Standard.)
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Science: Science in Personal and Social Perspectives
- CCG: (No goal listed.)
- CS:
> Describe the role of science and technology in local, national, and global issues.
> Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.
> Explain risks and benefits in personal and community health from a science perspective.
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- (No benchmarks listed under this Content Standard.)
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