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Bullitt County Public Schools |
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Science Core Content 4.1 / POS |
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Science - Grade 5 |
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SC-05-1.1.1 Substances / Phy Prop
The learner will be able to
describe the physical properties of substances (e.g., boiling point, solubility, density).
A substance has characteristic physical properties (e.g., boiling point, solubility, density) that are independent of the amount of the sample. DOK 2
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| Strand |
Scope |
Source |
Activities |
| Structure and Transformation of Matter |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-1.2.1 Straight-line Motion
The learner will be able to
interpret data in order to make qualitative (e.g., fast, slow, forward, backward) and quantitative descriptions and predictions about the straight-line motion of an object.
The motion of an object can be described by its relative position, direction of motion, and speed. That motion can be measured and represented on a graph. DOK 3
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| Strand |
Scope |
Source |
Activities |
| Motion and Forces |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-1.2.2 Object / Forces
The learner will be able to
understand that forces are pushes and pulls, and that these pushes and pulls may be invisible (e.g., gravity, magnetism) or visible (e.g., friction, collisions).
| Strand |
Scope |
Source |
Activities |
| Motion and Forces |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-2.3.1 Water Cycle
The learner will be able to
"" describe the circulation of water (evaporation and condensation) from the surface of the Earth, through the crust, oceans and atmosphere (water cycle);
" explain how matter is conserved in this cycle.
Water, which covers the majority of the Earth's surface, circulates through the crust, oceans and atmosphere in what is known as the water cycle. This cycle maintains the world's supply of fresh water. Students should have experiences that contribute to the understanding of evaporation, condensation and the conservation of matter.
DOK 2
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-2.3.2 Earth / Water / Interaction
The learner will be able to
explain interactions of water with Earth materials and results of those interactions (e.g., dissolving minerals, moving minerals and gases).
Water dissolves minerals and gases and may carry them to the oceans. DOK 3
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-2.3.3 Earth Atmosphere
The learner will be able to
"" describe Earth's atmosphere as a relatively thin blanket of air consisting of a mixture of nitrogen, oxygen and trace gases, including water vapor;
" analyze atmospheric data in order to draw conclusions about real life phenomena related to atmospheric changes and conditions.
Earth is surrounded by a relatively thin blanket of air called the atmosphere. The atmosphere is a mixture of nitrogen, oxygen and trace gases that include water vapor. The atmosphere has different properties at different elevations. Conclusions based on the interpretation of atmospheric data can be used to explain real life phenomena (e.g., pressurized cabins in airplanes, mountain-climber's need for oxygen).
DOK 3
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-2.3.4 Atmosperic Movement
The learner will be able to
"" analyze global patterns of atmospheric movement;
" explain the basic relationships of patterns of atmospheric movement to local weather.
Global patterns of atmospheric movement can be observed and/or analyzed by interpreting patterns within data. Atmospheric movements influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. Related data can be used to predict change in weather and climate. DOK 3
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-2.3.5 Solar System / Components
The learner will be able to
compare components of our solar system, including using models/representations that illustrate the system.
Earth is the third planet from the Sun in a system that includes the moon, the Sun, eight other planets and their moons, and smaller objects. The Sun, an average star, is the central and largest body in the solar system. Models/diagrams provide understanding of scale within the solar system. DOK 2
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-3.4.1 Living Systems / Complement
The learner will be able to
describe and compare living systems to understand the complementary nature of structure and function.
Observations and comparisons of living systems at all levels of organization illustrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, tissues, organs, organ systems, organisms (e.g., bacteria, protists, fungi, plants, animals), and ecosystems. Explorations of the relationship between structure and function provide the basis for comparisons and classification schemes. DOK 2
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| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-3.4.2 Cells / Functions
The learner will be able to
explain the essential functions of cells necessary to sustain life.
Cells carry on the many functions needed to sustain life. Models of cells, both physical and analogical, promote understanding of their structures and functions. Cells grow and divide, thereby producing more cells. This requires that they take in nutrients, which provide energy for the work that cells do and make the materials that a cell needs. DOK 2
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| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-3.4.3 Cells / fundamental unit
The learner will be able to
understand that all organisms are composed of cells, the fundamental unit of life. Most organisms are single cells; other organisms, including plants and animals are multicellular.
| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-3.5.1 Bilological Adaptations
The learner will be able to
describe cause and effect relationships between enhanced survival/reproductive success and particular biological adaptations (e.g., changes in structures, behaviors, and/or physiology) to generalize about the diversity of populations of organisms.
Biological change over time accounts for the diversity of populations developed through gradual processes over many generations. Examining cause and effect relationships between enhanced survival/reproductive success and biological adaptations (e.g., changes in structures, behaviors, and/or physiology), based on evidence gathered, creates the basis for explaining diversity.
DOK 2
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| Strand |
Scope |
Source |
Activities |
| Bilogical Change |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-3.5.2 Organisms / Changing Eviron
The learner will be able to
understand that all organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.
| Strand |
Scope |
Source |
Activities |
| Bilogical Change |
Master |
Bullitt County Public Schools, Core Content 4.1 |
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SC-05-4.6.1 Energy Phenomena / Classify
The learner will be able to
"" classify energy phenomena as kinetic or potential;
" describe the transfer of energy occurring in simple systems or related data.
Energy can be classified as kinetic or potential. Energy is a property of many substances and energy can be found in several different forms. For example, chemical energy as found in food we eat or in the gasoline we burn in our car. Heat, light (solar), sound, electrical energy and the energy associated with motion (called kinetic energy) are examples of other forms of energy. Objects can have energy simply by virtue of their position, called potential energy. Energy is transferred in many ways. Analyzing simple systems can provide the basis for describing the transfer of energy occurring within the system.
DOK 2
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| Strand |
Scope |
Source |
Activities |
| Energy Transformations |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-4.6.2 Sun / light and heat
The learner will be able to
should understand that the Sun is a major source of energy for changes on Earth's surface. The Sun loses energy by emitting light. A tiny fraction of that light reaches Earth, transferring energy from the Sun to Earth.
| Strand |
Scope |
Source |
Activities |
| Energy Transformations |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-4.6.3 Energy / Transfer
The learner will be able to
"" draw conclusions about the transfer of energy within models/representations of electrical circuits as evidenced by the heat, light, sound, and magnetic effects that are produced;
" describe changes within the system that would affect the transfer of energy.
Electrical circuits provide a means of transferring electrical energy. This transfer can be observed and described as heat, light, sound, and magnetic effects are produced. Models and diagrams can be used to support conclusions and predict consequences of change within an electrical circuit. DOK 3
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| Strand |
Scope |
Source |
Activities |
| Energy Transformations |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-4.6.4 Light / Patterns
The learner will be able to
identify predictable patterns and make generalizations about light and matter interactions using data/evidence.
Light energy interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). DOK 3
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| Strand |
Scope |
Source |
Activities |
| Energy Transformations |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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SC-05-4.6.5 Heat / Produced
The learner will be able to
understand that heat energy moves in predictable ways, flowing from warmer objects to cooler ones, until both objects reach the same temperature. By examining cause and effect relationships, consequences of heat movement and conduction can be predicted and inferred.
| Strand |
Scope |
Source |
Activities |
| Energy Transformations |
Master |
Bullitt County Public Schools, Core Content 4.1 |
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SC-05-4.7.1 Ecosystem / Populations
The learner will be able to
"" describe and categorize populations of organisms according to the function they serve in an ecosystem (e.g., producers, consumers, decomposers);
" draw conclusions about the effects of changes to populations in an ecosystem.
Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers because they make their own food. All animals, including humans, are consumers, and obtain their food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. Using data gained from observing interacting components within an ecosystem, the effects of changes can be predicted. DOK 3
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| Strand |
Scope |
Source |
Activities |
| Interdependence |
Master |
Bullitt County Public Schools, Core Content 4.1 |
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SC-05-4.7.2 Species / Population /Ecosy
The learner will be able to
understand that a population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.
| Strand |
Scope |
Source |
Activities |
| Interdependence |
Master |
Bullitt County Public Schools, Core Content 4.1 |
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