Академический Документы
Профессиональный Документы
Культура Документы
COMPANION DOCUMENTS
Contains:
- Science Companion Document for 5th Grade Measuring Changes in Motion
unit
- General Inquiry Questions Assessment questions
- 5th Grade Measuring Changes in Motion Assessment questions
- 5th Grade Science Expectations
- 5th Grade ELA Expectations
- 5th Grade Mathematics Expectations
- 5th Grade Social Studies Expectations
- Grade 3-5 Technology Expectations
Introduction to the K-7 Companion Document
An Instructional Framework
Overview
The Michigan K-7 Grade Level Content Expectations for Science establish
what every student is expected to know and be able to do by the end of
Grade Seven as mandated by the legislation in the State of Michigan. The
Science Content Expectations Documents have raised the bar for our
students, teachers and educational systems.
In an effort to support these standards and help our elementary and middle
school teachers develop rigorous and relevant curricula to assist students in
mastery, the Michigan Science Leadership Academy, in collaboration with the
Michigan Mathematics and Science Center Network and the Michigan Science
Teachers Association, worked in partnership with Michigan Department of
Education to develop these companion documents. Our goal is for each
student to master the science content expectations as outlined in each grade
level of the K-7 Grade Level Content Expectations.
These companion documents are an effort to clarify and support the K-7
Science Content Expectations. Each grade level has been organized into four
teachable units- organized around the big ideas and conceptual themes in
earth, life and physical science. The document is similar in format to the
Science Assessment and Item Specifications for the 2009 National
Assessment for Education Progress (NAEP). The companion documents are
intended to provide boundaries to the content expectations. These
boundaries are presented as “notes to teachers”, not comprehensive
descriptions of the full range of science content; they do not stand alone, but
rather, work in conjunction with the content expectations. The boundaries
use seven categories of parameters:
I
within the standard, content statement and content expectation
comprise the assessable vocabulary.
c. Instruments, Measurements and Representations refer to the
instruments students are expected to use and the level of precision
expected to measure, classify and interpret phenomena or
measurement. This section contains assessable information.
d. Inquiry Instructional Examples presented to assist the student in
becoming engaged in the study of science through their natural
curiosity in the subject matter that is of high interest. Students explore
and begin to form ideas and try to make sense of the world around
them. Students are guided in the process of scientific inquiry through
purposeful observations, investigations and demonstrating
understanding through a variety of experiences. Students observe,
classify, predict, measure and identify and control variables while
doing “hands-on” activities.
e. Assessment Examples are presented to help clarify how the teacher
can conduct formative assessments in the classroom to assess student
progress and understanding
f. Enrichment and Intervention is instructional examples that stretch
the thinking beyond the instructional examples and provides ideas for
reinforcement of challenging concepts.
g. Examples, Observations, Phenomena are included as exemplars of
different modes of instruction appropriate to the unit in which they are
listed. These examples include reflection, a link to real world
application, and elaboration beyond the classroom. These examples
are intended for instructional guidance only and are not assessable.
h. Curricular Connections and Integrations are offered to assist the
teacher and curriculum administrator in aligning the science curriculum
with other areas of the school curriculum. Ideas are presented that will
assist the classroom instructor in making appropriate connections of
science with other aspects of the total curriculum.
II
HSSCE Companion Document
SCIENCE
• Big Ideas • Instructional Framework
• Clarifications • Enrichment
• Inquiry • Intervention
• Vocabulary • Real World Context
• Instruments • Literacy Integration
• Measurements • Mathematics Integration
v.1.09
Fifth Grade Companion Document
Vocabulary Page 10
Enrichment Page 15
Intervention Page 15
1
5th Grade Unit 1:
Measuring Changes in Motion
2
5-Unit 1: Measuring Changes in Motion
Content Expectations
Instructional Clarifications
1. Distinguish means to recognize or know the differences between contact
forces and non-contact forces.
2. A force is a push or a pull that causes an object to accelerate (change in
speed and/or direction) in the direction of force.
3. Contact forces are pushes and pulls that result from direct touching of
objects (for example: a foot kicking a soccer ball, a bat striking a
baseball, hand pushing on an object, shoes/feet against a floor).
4. Friction is the rubbing of two surfaces. It is the force of two surfaces in
contact with each other.
5. Non-contact forces are pushes and pulls that result without direct
touching of objects acting at a distance (for example: gravity, magnet
attraction and repulsion, and electrical fields).
Assessment Clarifications
1. Contact forces are pushes and pulls that result from direct touching of
objects.
2. Non-contact forces are pushes and pulls that result without direct
touching of objects. (Gravity, magnets, and electrical fields are examples
of non-contact forces.)
3
3. A force is a push or a pull that causes an object to change its speed
and/or direction in the direction of the force.
Instructional Clarifications
1. Demonstrate is to show through manipulation of materials, drawings, and
written and verbal explanations changes in the motion of an object either
by contact or non-contact forces.
2. A force is a push or a pull that causes an object to accelerate (change in
speed and/or direction) in the direction of the force.
3. Contact forces are pushes and pulls that result from direct touching of
objects (for example: a foot kicking a soccer ball, a bat striking a
baseball, hand pushing on an object, shoes/feet against a floor).
4. Non-contact forces are pushes and pulls that result without direct
touching of objects (for example: a magnet attracting or repelling another
magnet or magnetic material through a distance, gravitational pull on
objects on earth and/or in space).
5. Change in motion is a change in direction, speed or both.
Assessment Clarifications
1. Show how contact forces change the motion of an object.
2. Show how non-contact forces change the motion of an object.
Content Expectations
P.FM.05.31 Describe what happens when two forces act on an object in the
same or opposing directions.
Instructional Clarifications
1. Describe means to tell or depict in written or spoken words how two
forces act on an object in the same or opposing directions.
2. A force is a push or a pull that causes an object to accelerate (change in
speed and/or direction) in the direction of its application.
3. Two forces acting on an object in the same direction cause the object to
accelerate (speed up, slow down and/or change direction) in the direction
of the forces.
4
4. Two forces acting on an object in opposing directions can be of equal
strength and are, therefore, balanced (zero net force). The result will be
that if the object is at rest, it will stay at rest (not move). If the object is
moving, it will continue to move a constant speed in a straight line.
5. Two forces acting on an object in opposing directions can be of unequal
strength and, therefore, are unbalanced (non-zero net force). The result
will be motion (starting or speeding up) in the direction of the stronger
force.
Assessment Clarifications
1. A force is a push or a pull that causes an object to change speed and/or
direction in the direction of the force.
2. Two forces acting on an object in the same direction cause the object to
accelerate (speed up, slow down and/or change direction) in the direction
of the forces.
3. Two forces acting on an object in opposing directions can be of equal
strength and are, therefore, balanced (zero net force). The result will be
that if the object is at rest, it will stay at rest (not move). If the object is
moving, it will continue to move a constant speed in a straight line.
4. Two forces acting on an object in opposing directions can be of unequal
strength and, therefore, are unbalanced (non-zero net force). The result
will be motion in the direction of the stronger force.
Instructional Clarifications
1. Describe means to tell or depict in written or spoken words how constant
motion is the result of balanced forces.
2. A force is a push or a pull that causes an object to change speed and/or
direction in the direction of the force.
3. Forces acting on an object in opposing directions of equal strength are
balanced (zero net force).
4. When all forces are balanced an object that is moving will keep moving in
a straight line at a constant speed.
5. If an object is at rest, not moving, it will stay at rest if all of the forces are
balanced.
Assessment Clarifications
1. A force is a push or a pull that causes an object to accelerate (change in
speed and/or direction) in the direction of its application.
2. Forces acting on an object in opposing directions of equal strength are
balanced (zero net force).
3. When all forces are balanced an object that is moving will keep moving in
a straight line at a constant speed.
4. If an object is at rest, not moving, it will stay at rest if all of the forces
acting on it are balanced.
5
P.FM.05.33 Describe how changes in the motion of objects are caused by a
non-zero net (unbalanced) force.
Instructional Clarifications
1. Describe means to tell or depict in written or spoken words how changes
in motion of objects are caused by a non-zero force.
2. An object experiencing a change in its motion (speeding up, slowing
down, or changing direction) is said to be accelerating. A common
misconception is that acceleration is limited to an increase in speed.
3. A force is a push or a pull that causes an object to accelerate (change in
speed and/or direction) in the direction of the force.
4. Forces acting on an object in opposing directions of unequal strength are
unbalanced (non-zero net force).
5. An object at rest will begin to move if a non-zero net force is applied to it.
It will move in the direction of the non-zero net force.
6. An object that is in motion will speed up, slow down and/or change
direction if a non-zero net force is applied to it. It will speed up, slow
down, or change direction in the direction of the non-zero net force.
Assessment Clarifications
1. A force is a push or a pull that causes an object to change speed and/or
direction in the direction of the force.
2. Forces acting on an object in opposing directions of unequal strength are
unbalanced (non-zero net force).
3. An object at rest will begin to move if a non-zero net force is applied to it.
It will move in the direction of the force.
4. An object that is in motion will speed up, slow down, and/or change
direction if a non-zero net (unbalanced) force.
Instructional Clarifications
1. Relate means to establish an association or a connection between size of
the change of motion to the strength of unbalanced forces and the mass
of the object.
2. Magnitude (size) refers to a force's strength.
3. Forces acting on an object in opposing directions of unequal strength are
unbalanced (non-zero net force).
4. A change in motion is change in speed and/or direction.
5. Mass is measured in grams or kilograms using a balance. Mass is related
to an object’s resistance to changes in motion. The greater the mass of
an object the greater force is required to change the motion of the object.
6. The strength of an unbalanced force is the measurement of how strong
(greater) or weak (lesser) the push or pull is that causes the change in
motion. A weaker or lesser force causes a small change; a strong or
greater force causes a larger change in the motion of objects.
6
Assessment Clarifications
1. Forces acting on an object in opposing directions of unequal strength are
unbalanced (non-zero net force).
2. A change in motion is change in speed and/or direction.
3. Mass is measured in grams or kilograms using a balance. Mass is related
to an objects resistance to changes in motion. The greater the mass of
an object the greater the force is required to change the motion of the
object.
4. The strength of an unbalanced force is the measurement of how strong
(greater) or weak (lesser) the push or pull is that causes the change in
motion. A weaker or lesser force causes a small change; a strong or
greater force causes a larger change in the motion of objects.
Content Expectations
Instructional Clarifications
1. Explain is to clearly describe by means of illustrations (drawings),
demonstrations, written reports or verbally the motion of an object
relative to a point of reference.
2. Motion is relative to something else (point of reference).
3. A point of reference offers all observers a common frame through which
to judge motion and its changes. A point of reference is the point from
which movement is determined.
Assessment Clarification
1. Describe the motion of an object in relation to a point of reference.
Instructional Clarifications
1. Describe means to tell or depict in written or spoken words the motion of
an object in terms of distance, time, and direction.
2. Speed is the ratio of distance covered per unit of time, S=D/T.
3. The direction of the motion is in relation to a point of reference. Direction
can be described as up, down, right, left, north, south, east, west,
forward and backward.
4. An object’s motion can be described in terms of speed and direction.
7
5. The term distance describes amount of space between two things or
points. Distance is measured in millimeters, centimeters, meters, and
kilometers.
Assessment Clarifications
1. Speed is the ratio of distance covered per unit of time, S=D/T.
2. The direction of the motion is in relation to a point of reference. Direction
can be described as up, down, right, left, north, south, east, and west.
3. An object’s motion can be described in terms of speed and motion.
4. The term distance describes amount of space between two things or
points. Distance is measured in millimeters, centimeters, meters, and
kilometers.
Instructional Clarifications
1. Demonstrate means to show through manipulation of materials, drawings,
and written or verbal explanation with a graph how motion can be
measured and represented.
2. An object’s motion can be measured by its position and speed.
3. An object's position can be measured and graphed as a function of time.
4. An object's speed can be measured and graphed as a function of time.
5. Represent motion on a position versus time graph.
6. Represent motion on a speed versus time graph.
Assessment Clarifications
1. An object’s motion can be measured by its position and speed.
2. An object's position can be measured and graphed as a function of time.
3. An object's speed can be measured and graphed as a function of time.
4. Represent motion on a position versus time graph.
5. Represent motion on a speed versus time graph.
8
Inquiry Process, Inquiry Analysis and Communication,
Reflection and Social Implications
Inquiry Process
S.IP.05.11 Generate scientific questions about motion based on
observations, investigations, and research.
S.IP.05.12 Design and conduct scientific investigations on motion and
changes in motion.
S.IP.05.13 Use tools and equipment (stop watches, meter sticks and tapes,
models, balances) appropriate to scientific investigation of motion.
S.IP.05.14 Use metric measurement devices in the investigation of motion.
S.IP.05.15 Construct charts and graphs from data and observations dealing
with motion and changes in motion.
S.IP.05.16 Identify patterns in data regarding motion.
Inquiry Analysis and Communication
S.IA.05.11 Analyze information from data tables and graphs to answer
scientific questions on motion.
S.IA.05.12 Evaluate data, claims, and personal knowledge through
collaborative science discourse about motion.
S.IA.05.13 Communicate and defend findings of observations and
investigations about motion using evidence.
S.IA.05.14 Draw conclusions from sets of data from multiple trials of a
scientific investigation on motion and changes in motion.
S.IA.05.15 Use multiple sources of information on motion and changes in
motion to evaluate strengths and weaknesses of claims, arguments, or data.
Reflection and Social Implications
S.RS.05.11 Evaluate the strengths and weaknesses of claims, arguments,
and data regarding motion and changes in motion.
S.RS.05.12 Describe limitations in personal and scientific knowledge
regarding motion and changes in motion.
S.RS.05.13 Identify the need for evidence in making scientific decisions
about motion.
S.RS.05.15 Demonstrate scientific concepts about motion through various
illustrations, performances, models, exhibits, and activities.
S.RS.05.16 Design solutions to problems concerning the motion of objects
using technology.
S.RS.05.17 Describe the effect humans and other organisms have on the
balance in the natural world when force is applied to an object.
S.RS.05.19 Describe how the science and technology of motion have
advanced because of the contribution of many people throughout history and
across cultures.
9
Vocabulary
10
Instructional Framework
Instructional Examples
Objectives
11
• Further develop student experiences with describing motion by measuring
distance and time of different types of motion that they can generate by
themselves, (hop, skip, walk, run, hop on one foot, walk backwards,
crawl, etc.) and compare the distances traveled over time. (P.FM.05.41,
P.FM.05.42, S.IP.05.11, S.IP.05.12, S.IA.05.13, P.FM.05.43)
• Distribute metric measuring tapes and stop watches and give students the
opportunity to explore the measurement of distance and time as related
to the motion of different objects and themselves. (P.FM.05.41,
P.FM.05.42, S.IP.05.11, S.IP.05.12, S.IA.05.13, P.FM.05.43)
• Ask students to describe what started the objects in motion. Review the
term force from their experiences in the third grade or introduce the term
force if students are not yet familiar with the term. (P.FM.05.21)
• Students explore forces and their affect on motion by setting up low
friction cars with and without fans attached to them. They observe a car
at rest with out any fans attached. They observe the motion of a car with
two fans attached in opposing directions, one fan attached, and three fans
attached (two oriented in the same direction, and one in the opposite
direction. They are asked to predict how the cars will move after the fan
or fans are turned on. They record their results. (P.FM.05.31,
P.FM.05.32, P.FM.05.33, P.FM.05.34)
• Students explore the motion of an object relative to a reference point by
moving their bodies in front of a sensor to recreate distance-time graphs.
(P.FM.05.41, P.FM.05.42, P.FM.05.43)
12
direction of the taps that are necessary to start the ball moving, keep the
ball moving in a given direction, and to stop the ball and bring it to rest.
The students identify the use of the mallet as a contact force and compare
it to the use of magnetism, gravity or electrical forces to move objects.
(P.FM.05.21, P.FM.05.22)
• Students discuss the effect of the force of the fan or fans on the cars.
When did the cars go faster? Were the forces ever balanced? When were
the forces unbalanced? (P.FM.05.31, P.FM.05.32, P.FM.05.33,
P.FM.05.34)
• Students explain what they had to do to recreate the different parts of the
graphs. For example, what did they have to do make the line slope up or
down for a certain amount of time. What happened to the graph when
they moved away from the sensor? What did they have to do make the
line flat? What happened when they were moving the fastest or slowest?
(P.FM.05.41, P.FM.05.42, P.FM.05.43)
13
(P.FM.05.21, P.FM.05.22, P.FM.05.43, S.IA.05.11, S.IA.05.12, S.IA.05.13,
S.IA.05.14, S.RS.05.15)
• Demonstrate static electricity changing the direction of a stream of water
as it comes out of a faucet or is poured from a container into another
container. The use of static electricity can also be used to move or stop
the motion of a hanging object suspended from a string. An inflated
balloon rubbed on a fabric can be used to pick up tiny bits of paper to
show static electricity. (P.FM.05.21, P.FM.05.22)
• The students draw diagrams, pictures or concept maps to indicate how
they are thinking about force and its relationship to motion. (P.FM.05.31,
P.FM.05.32, P.FM.05.33, P.FM.05.34)
• Students discuss speeding up and slowing down as represented on the
graphs that they created moving in front of the sensor. (P.FM.05.41,
P.FM.05.42, P.FM.05.43)
14
Enrichment
Intervention
15
as in the first trial above, but the weight in the baggy will now be
increased to 20 grams. The students repeat the procedure above. For
the second trial 10 grams is added and for the third trial 20 grams is
added.
• The third set of trials will be conducted with 30 grams in the baggy. Once
again, the car will have 0 grams, then 10 grams, and finally 20 grams for
each of the subsequent trials. There will be a total of nine trials in all.
Students record their observations and discuss the results. Do they
observe a pattern or patterns? What are the forces acting on the car? Is
or are the forces contact or non-contact forces?
• Center an index card over the top of a glass, and place a coin in the
center of the index card. Flick the card from the side with one or two
fingers. Observe the motion of the card and the coin. Place the coin on a
table or other level surface. Observe it for a while. Note that the card
flew off in the direction of the force of applied to it by the finger. The coin
stayed in place and dropped due the force of gravity.
16
Examples, Observations, and Phenomena (Real World Context)
Two students push with equal force on a chair or cart on opposite sides and
the result is that the chair or cart does not move. Because the forces are the
same and in opposite directions, they cancel each other out. The net force
acting on the chair or cart is zero. The net force is what is left over when
you figure in all the effects of different forces acting on something. Next add
another student to one of the sides so that there are now two students
pushing against one. The chair or cart will move in the direction of the
greater force. The additional student causes the forces to be unbalanced for
a non-zero net force.
Automobiles start moving and stop moving faster than trucks. Automobiles
have smaller masses than trucks. In general, it is easier to change the
speed and/or direction of an automobile than a truck. This is also true of
motorcycles and automobiles. The motorcycle may have a smaller engine
(smaller force), but it also has a smaller mass.
17
Literacy Integration
Students will…
Reading
Read the book - THE MAGIC SCHOOL BUS PLAYS BALL: A Book About Forces
by Joanna Cole.
Writing
W.PR.05.04 revise drafts based on constructive and specific oral and written
responses to writing by identifying sections of the piece to improve
organization and flow of ideas (e.g., position/evidence organizational pattern,
craft such as titles, leads, endings, and powerful verbs).
Speaking
S.CN.06.02 speak effectively using rhyme, rhythm, cadence, and word play
for effect in narrative and informative presentations.
• Small groups of students create and perform skits that show physical
properties of the three states of matter.
18
Mathematics Integration
M.UN.05.03 Compare the relative sizes of one cubic inch to one cubic foot,
and one cubic centimeter to one cubic meter.
19
Science Grade 5: General Inquiry Questions » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
1. Use the graph below to answer the following 2. Fiona conducted a lab experiment and concluded
question. that stirring chemicals makes them dissolve faster.
When is it most likely that a disease first affected Which of the following is a piece of evidence that
the Jefferson pines? best supports her conclusion?
A. 1980
B. 1989
C. 1984
D. 1983
ItemID kmorgan.1802
Correct C
Standard(s) SCI.5.S.IA.05.11 ( 5 )
DataDirector Exam ID: 423 Page 1 of 3 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 5: General Inquiry Questions » Teacher Version
3. The chart below shows the growth of a plant over 5. A farmer is trying to find out which kind of feed his
four days. cows like best.
Which of the following graphs most accurately Which of the following would be the fairest test?
represents the information in the chart? A.
A.
B.
B.
C.
D. C.
ItemID kmorgan.1807
Correct C
Standard(s) SCI.5.S.IP.05.15 ( 5 )
DataDirector Exam ID: 423 Page 2 of 3 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 5: General Inquiry Questions » Teacher Version
Stop! You Go
have
onfinished
to the next
thispage
exam.
»
DataDirector Exam ID: 423 Page 3 of 3 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 5, Unit 1: Measuring Changes in Motion » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
A. 2 m/s
D. B. 168 m/s
C. 170 m/s
D. 172 m/s
ItemID kmorgan.1729 ItemID kmorgan.1731
Correct A Correct B
Standard(s) SCI.5.P.FM.05.31 ( 5 ) Standard(s) SCI.5.P.FM.05.41 ( 5 )
DataDirector Exam ID: 398 Page 1 of 2 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 5, Unit 1: Measuring Changes in Motion » Teacher Version
Stop! You Go
have
onfinished
to the next
thispage
exam.
»
DataDirector Exam ID: 398 Page 2 of 2 © 2009 Houghton Mifflin Harcourt. All rights reserved.
FIFTH GRADE SCIENCE
GRADE LEVEL
5
SCIENCE
CONTENT
EXPECTATIONS
v.1.09
Development
In developing these expectations, the K-7 Scholar Work Group depended heavily
on the Science Framework for the 2009 National Assessment of Educational
Progress (National Assessment Governing Board, 2006) which has been the
gold standard for the high school content expectations. Additionally, the
National Science Education Standards (National Research Council, 1996), the
Michigan Curriculum Framework in Science (2000 version), and the Atlas for
Science Literacy, Volumes One (AAAS, 2001) and Two (AAAS, 2007), were
all continually consulted for developmental guidance. As a further resource
for research on learning progressions and curricular designs, Taking Science
to School: Learning and Teaching Science in Grades K-8 (National Research
Council, 2007) was extensively utilized. The following statement from this
resource was a guiding principle:
“The next generation of science standards and curricula at the national and
state levels should be centered on a few core ideas and should expand on
them each year, at increasing levels of complexity, across grades K-8. Today’s
standards are still too broad, resulting in superficial coverage of science that
fails to link concepts or develop them over successive grades.”
Michigan’s K-7 Scholar Work Group executed the intent of this statement
Office of School Improvement in the development of “the core ideas of science...the big picture” in this
document.
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools
and districts can generate conversations among stakeholders concerning current
policies and practices to consider ways to improve and enhance student achievement.
Together, stakeholders can use these expectations to guide curricular and instructional
decisions, identify professional development needs, and assess student achievement.
Assessment
The Science Grade Level Content Expectations document is intended to be a curricular
guide with the expectations written to convey expected performances by students.
Science will continue to be assessed in grades five and eight for the Michigan
Educational Assessment Program (MEAP) and MI-Access.
02-Second Grade
Content statements are written and coded for Elementary and Middle School Grade
Spans. Not all content expectations for the content statement will be found in each
grade.
The completion of the study in motion involves the exploration and identification of
contact and non-contact forces and how they change the motion of objects. Students’
everyday experiences in motion lead them to believe that friction causes all moving
objects to slow down and stop. In-depth explorations into reducing the force of friction
can help the students understand and demonstrate that a moving object requires
friction to keep it moving. The understanding of objects at rest requires the students
recognize that there are balanced forces in equilibrium, such as a book on a table or
chair on the floor.
Students explore the traits of individuals and examine how traits are influenced by the
environment and genetics of the individual. They distinguish between acquired and
inherited traits of humans as well as other living things.
Further study of organisms’ individual traits demonstrates how behavioral and physical
characteristics help them survive in their environments. In the investigation of physical
characteristics, students relate similarities in anatomical features to the classification
of contemporary organisms.
Discipline 3: Life Science (L)
Standard: Organization of Living Things (OL)
Animal Systems (2)
Standard: Heredity (HE)
Inherited and Acquired Traits (2)
Standard: Evolution (EV)
Species Adaptation and Survival (4)
Relationships Among Organisms (1)
K-7 Standard S.RS: Develop an understanding that claims and evidence for
their scientific merit should be analyzed. Understand how scientists decide
what constitutes scientific knowledge. Develop an understanding of
the importance of reflection on scientific knowledge and its application to new
situations to better understand the role of science in society and technology.
S.RS.M.1 Reflecting on knowledge is the application of scientific
knowledge to new and different situations. Reflecting on knowledge
requires careful analysis of evidence that guides decision-making
and the application of science throughout history and within society.
LIFE SCIENCE Organization of Living Things
Evolution
K-7 Standard L.EV: Develop an understanding that plants and
animals have observable parts and characteristics that help them
survive and flourish in their environments. Understand that fossils
provide evidence that life forms have changed over time and
were influenced by changes in environmental conditions.
Understand that life forms either change (evolve) over
time or risk extinction due to environmental changes and describe
how scientists identify the relatedness of various organisms based
on similarities in anatomical features.
56 FIFTH GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION
L.EV.M.1 Species Adaptation and Survival- Species with
certain traits are more likely than others to survive
and have offspring in particular environments. When an
environment changes, the advantage or disadvantage
of the species’ characteristics can change. Extinction of
a species occurs when the environment changes and
the characteristics of a species are insufficient to allow
survival.
L.EV.05.11
Explain how behavioral characteristics (adaptation,
instinct, learning, habit) of animals help them to
survive in their environment.
L.EV.05.12 Describe the physical characteristics (traits) of
organisms that help them survive in their
environment.
L.EV.05.13
Describe how fossils provide evidence about how
living things and environmental conditions have
changed.
L.EV.05.14 Analyze the relationship of environmental change and
catastrophic events (for example: volcanic eruption,
floods, asteroid impacts, tsunami) to species extinction.
EARTH SCIENCE Earth Systems
57 FIFTH GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION
Earth in Space and Time
K-7 Standard E.ST: Develop an understanding that the sun is the
central and largest body in the solar system and that Earth and
other objects in the sky move in a regular and predictable
motion around the sun. Understand that those motions explain the
day, year, moon phases, eclipses and the appearance of motion
of objects across the sky. Understand that gravity is the force that
keeps the planets in orbit around the sun and governs motion in
the solar system. Develop an understanding that fossils and layers
of Earth provide evidence of the history of Earth’s life forms,
changes over long periods of time, and theories regarding Earth’s
history and continental drift.
5
GRADE LEVEL
ELA
CONTENT
EXPECTATIONS v.12.05
Welcome to Michigan’s K-8 Grade Level Content Expectations
R EA D I N G
Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
Grade Level Content Expectations in response to the federal No Child Left Behind Act
W R IT I N G of 2001. This act mandated the existence of a set of comprehensive state grade level
assessments that are designed based on rigorous grade level content.
In this global economy, it is essential that Michigan students possess personal, social,
occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills
S P EA K I N G
defined in Michigan’s Grade Level Content Expectations will increase students’ ability to
be successful academically, contribute to the future businesses that employ them and the
communities in which they choose to live.
L I ST E N I N G The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
research, they provide a set of clear and rigorous expectations for all students and
provide teachers with clearly defined statements of what students should know
V I EW I N G
and be able to do as they progress through school.
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version 12.05
and has incorporated the changes in the construction of test and item specifications for
the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and
to guide program planners in focusing resources and energy.
Office of School Improvement
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools and districts
can generate conversations among stakeholders concerning current policies and practices
to consider ways to improve and enhance student achievement. Together, stakeholders can
use these expectations to guide curricular and instructional decisions, identify professional
development needs, and assess student achievement.
Domains
Word Recognition and Genre (GN) Conventions (CN) Conventions (CN)
Word Study (WS) Process (PR) Discourse (DS) Response (RP)
• Phonemic Awareness Personal Style (PS)
• Phonics Grammar & Usage (GR)
• Word Recognition Spelling (SP)
• Vocabulary Handwriting (HW)
Fluency (FL) Writing Attitude (AT)
Narrative Text (NT)
Informational Text (IT)
Comprehension (CM)
Metacognition (MT)
Critical Standards (CS)
Reading Attitude (AT)
Fluency
Students will…
R.WS.05.06 fluently read beginning grade-level text and increasingly demanding text as
the year proceeds.
Vocabulary
Students will…
R.WS.05.07 in context, determine the meaning of words and phrases including symbols,
idioms, recently coined words, content vocabulary, and literary terms using strategies and
resources including analogies, content glossaries, and electronic resources.
Narrative Text
Students will…
R.NT.05.01 analyze how characters and communities reflect life (in positive and
negative ways) in classic, multicultural, and contemporary literature recognized for quality
and literary merit.
R.NT.05.02 analyze the structure, elements, style, and purpose of narrative genre
including historical fiction, tall tales, science fiction, fantasy, and mystery.
R.NT.05.03 analyze how characters’ traits and setting define plot, climax, the role of
dialogue, and how problems are resolved.
R.NT.05.04 explain how authors use literary devices including exaggeration and metaphors
to develop characters, themes, plot, and functions of heroes, anti-heroes, and narrators.
Comprehension
Students will…
R.CM.05.01 connect personal knowledge, experiences, and understanding of the
world to themes and perspectives in text through oral and written responses.
R.CM.05.02 retell through concise summarization grade-level narrative and
informational text.
R.CM.05.03 analyze global themes, universal truths, and principles within and across
text to create a deeper understanding by drawing conclusions, making inferences, and
synthesizing.
R.CM.05.04 apply significant knowledge from grade-level science, social studies,
and mathematics texts.
Metacognition
Students will…
R.MT.05.01 self-monitor comprehension when reading or listening to text by
automatically applying and discussing the strategies used by mature readers to increase
comprehension including: predicting, constructing mental images, visually representing
ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring,
summarizing, and engaging in interpretive discussions.
R.MT.05.02 plan, monitor, regulate, and evaluate skills, strategies, and processes to
construct and convey meaning (e.g., decoding unfamiliar words); select an appropriate
text type from known genre for particular writing purposes; and use theory/evidence,
cause/effect, and persuasive organizational patterns.
Critical Standards
Students will…
R.CS.05.01 develop, discuss, and apply individual and shared standards using student/class
created rubrics to assess the quality and accuracy of their own writing and the writing
of others; identify attainment of intended purpose to interpret authors’ viewpoints and
determine effect on classroom or school-wide audiences.
Reading Attitude
Students will…
R.AT.05.01 be enthusiastic about reading and do substantial reading and writing on
their own.
Writing Process
Students will…
W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns
when writing a narrative or informational piece.
W.PR.05.02 apply a variety of pre-writing strategies for both narrative and informational
writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate,
sequence, and structure ideas (e.g., role and relationships of characters, settings, ideas,
relationship of theory/evidence, or compare/contrast).
W.PR.05.03 draft focused ideas using linguistic structures and textual features needed
to clearly communicate information composing coherent, mechanically sound paragraphs
when writing compositions.
W.PR.05.04 revise drafts based on constructive and specific oral and written responses
to writing by identifying sections of the piece to improve organization and flow of ideas
(e.g., position/evidence organizational pattern, craft such as titles, leads, endings, and
powerful verbs).
W.PR.05.05 proofread and edit writing using grade-level checklists and other
appropriate resources both individually and in groups.
Personal Style
Students will…
W.PS.05.01 exhibit personal style and voice to enhance the written message in both
narrative (e.g., personification, humor, element of surprise) and informational writing
(e.g., emotional appeal, strong opinion, credible support).
Spelling
Students will…
W.SP.05.01 in the context of writing, correctly spell frequently encountered words
(e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered
words, use structural cues (e.g., letter/sound, rime, morphemic) and environmental
sources (e.g., word walls, word lists, dictionaries, spell checkers).
Handwriting
Students will…
W.HW.05.01 write neat and legible compositions.
Writing Attitude
Students will…
W.AT.05.01 be enthusiastic about writing and learning to write.
Discourse
Students will…
S.DS.05.01 engage in interactive, extended discourse to socially construct meaning in
book clubs, literature circles, partnerships, or other conversation protocols.
S.DS.05.02 discuss narratives (e.g., mystery, historical fiction, tall tales, science fiction),
conveying the story grammar (e.g., traits of characters, relationship between setting
and climax/anticlimax), while varying voice modulation, volume, and pace of speech to
emphasize meaning.
S.DS.05.03 respond to multiple text types by analyzing content, interpreting the
message, and evaluating the purpose.
S.DS.05.04 plan and deliver persuasive presentations or reports using an informational
organizational pattern for a specific purpose (e.g., to persuade, describe, inform) that
conveys and supports the point they want to make, while varying voice modulation,
volume, and pace of speech to emphasize meaning.
Response
Students will…
L.RP.05.01 listen to or view knowledgeably and discuss a variety of genre and compare
their responses to those of their peers.
L.RP.05.02 select, listen to or view knowledgeably, and respond thoughtfully to both
classic and contemporary texts recognized for quality and literary merit.
L.RP.05.03 respond to multiple text types listened to or viewed knowledgeably, by
discussing, illustrating, and/or writing in order to clarify meaning, make connections, take
a position, and/or show deep understanding without major misconceptions.
L.RP.05.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing in
writing, listening then paraphrasing in writing).
L.RP.05.05 respond to and go beyond the information given by a speaker, making
inferences and drawing appropriate conclusions.
The fifth grade social studies content expectations mark a departure from the social studies approach taken in
previous grades. Building upon the geography, civics and government, and economics concepts of the United States
mastered in fourth grade and historical inquiry from earlier grades, the fifth grade expectations begin a more
discipline-centered approach concentrating on the early history of the United States. Students begin their study
of American history with American Indian peoples before the arrival of European explorers and conclude with the
adoption of the Bill of Rights in 1791. Although the content expectations are organized by historical era, they build
upon students’ understandings of the other social studies disciplines from earlier grades and require students to
apply these concepts within the context of American history.
Era 1: Beginnings to 1620
Beginning with pre-Columbian times, the expectations focus on American Indians living in North America before
European exploration. The geographic concepts of spatial awareness, places and regions, human systems, and human-
environment interactions are addressed throughout the era as students study American history to 1620. The
expectations deliberately expand upon students’ knowledge of American Indians living in Michigan and the concept of
regions from previous grades. In examining European exploration and conquest, the expectations embed geographic,
civics, and economic concepts, and revisit the case study method used by historians to explain the technological
and political developments that made exploration possible. In deepening understanding of perspective, students
also explore the goals, obstacles, motivations, and consequences of European exploration and the subsequent
colonization of the Americas. The expectations also include an introduction to life in Africa as a foundation for
examining interactions among Europeans, American Indians, and Africans from the 15th through the 17th centuries
with a focus on how economic concepts influenced the behavior of people and nations. Students apply the tools
of the historian by using primary and secondary sources to compare European and American Indian cultures, using
previously established criteria. The expectations also focus on the interaction among Europeans, American Indians,
and Africans, by exploring the impact of European contact on American Indian cultures, comparing the approaches
of the British and French in their interactions with American Indians, and examining the Columbian Exchange and its
impact on all three groups.
Era 2: Colonization and Settlement
In learning about the regional settlement patterns and significant developments of the three distinct colonial regions
prior to the American Revolution, students apply their conceptual understanding of regions and the geography
of the United States. They explore how the geography influenced peoples’ daily lives and economic activities as
three distinct colonial regions developed. The expectations require students to apply concepts of government
and economics to further understand the Southern, New England, and Middle colonies as they learn about the
establishment of colonial settlements, development of colonial governments, role of religion, relationships between
colonists and American Indians, and development of the institution of slavery. Using geography, students explore how
human systems such as religion, movement of people, and ethnic diversity led to the establishment of other colonies
within particular regions. Special attention is paid to the European slave trade and slavery in Colonial America as
students explore the lives of enslaved peoples and free Africans living in the American colonies. Fifth grade students
enhance their understanding of historical perspective by analyzing the perspectives of different groups living in
colonial America. By comparing the different colonial regions that developed with respect to politics, economics,
religion, social institutions, and human-environment interactions, the expectations prepare students for American
history in middle school serving as the precursor for the regional and racial issues that culminated in the Civil War.
Era 3: Revolution and the New Nation
In studying the American Revolution and the New Nation, the expectations deliberately build upon students’ prior
knowledge in government and economics. The political and economic aspects of the French and Indian War and
its aftermath are stressed. Students deepen their understanding of perspective by comparing patriot and loyalist
perspectives with respect to events that eventually culminated in the American Revolution. The expectations in this
historical era emphasize significant ideas about government as reflected in the Declaration of Independence and the
role of key individuals and groups in declaring independence. Students also apply concepts of power and authority
to the perspectives of the colonists and the British during the revolutionary era. Emphasis is placed on how colonial
experiences and ideas about government influenced the decision of the colonists to declare independence. Students
examine the course, character, and consequences of the American Revolution using geography and economics
students to compare the advantages and disadvantages of each side in the war. Students also describe the significant
events and turning points during the war. In examining the challenges faced by the new nation under the Articles of
Confederation, the expectations continue to build upon students’ understanding of government. By exploring the
political ideas underlying the Articles of Confederation and the subsequent adoption of the U.S. Constitution and
Bill of Rights (with particular emphasis on the rights contained in first four amendments), the values and principles
36 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
of American democracy are revisited through a historical context. Students examine how the Founders sought to
limit the power of government through principles of separation of powers, checks and balances, dual sovereignty
(federalism), protection of individual rights, popular sovereignty, and rule of law.
Public Discourse, Decision Making, and Citizen Involvement
The expectations continue to stress the importance of citizen action in a democratic republic as students expand
their ability to address public policy issues. Students address contemporary public issues related to the Constitution
and identify the related factual, definitional, and ethical questions. They use graphic data and other sources to analyze
information about the issue, evaluate alternative resolutions, and use core democratic values to explain why people
may differ on the resolution to a constitutional issue. Students are required to demonstrate increasing sophistication
in their abilities to communicate a position on more complex national public policy issue and support it with a
reasoned argument.
1
Note: U.S. historians, history books, history standards, and the peoples themselves have used, at one time or another, “Native American”
and “American Indian,” while Canadian history uses “First Peoples” to refer to inhabitants of North America prior to European exploration,
conquest, and settlement. While we are using American Indians throughout the content expectations, students should be familiar with
the different names and specific tribal identities as they will likely encounter variations over the course of their studies.
*Geography, Civics and Government, and Economics are integrated into the historical context.
National Geography Standards (National Geography Standards are referenced after expectations where appropriate)
The World in Spatial Terms: Human Systems
Geographical Habits of Mind 9. Distribution and Migration of People
1. Tools, Technology, and Information Processing 10. Cultural Mosaic
2. Mental Maps 11. Economic Interdependence
3. Spatial Organization on Earth’s 12. Patterns of Human Settlement
13. Forces of Cooperation and Conflict
Places and Regions
Environment and Society
4. Physical and Human Characteristics of Place
5. Creating Regions 14. Human Modification of the Environment
6. Perceptions of Places and Regions 15. How Physical Systems Affect Human Systems
16. Resource Use and Distribution
Physical Systems
Uses of Geography
7. Physical Processes
8. Ecosystems 17. Using Geography to Interpret the Past
18. Using Geography to Interpret the Present
and Plan for the Future
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 37
Social Studies Content Expectations Grade Five
38 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Five
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 39
Social Studies Content Expectations Grade Five
5 – U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies.
(National Geography Standard 5, p. 152)
5 – U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of
family, role of oral tradition) and adapted elements of new cultures to develop a distinct
African-American culture. (National Geography Standard 10, p. 162)
40 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Five
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 41
Social Studies Content Expectations Grade Five
42 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Approved by the State Board of Education - October 2009
Grades 3-5
A goal of No Child Left Behind is that schools will “assist every State Board of Education
student in crossing the digital divide by ensuring that every student is
Kathleen N. Straus, President
technologically literate by the time the student finishes the eighth grade,
regardless of the student’s race, ethnicity, gender, family income, John C. Austin, Vice President
The Michigan Educational Technology Standards for Students (METS-S) Marianne Yared McGuire, Treasurer
are aligned with the International Society for Technology in Education’s Nancy Danhof, NASBE Delegate
(ISTE) National Educational Technology Standards for Students (NETS-S)
Elizabeth W. Bauer
and the Framework for 21st Century Learning. The Michigan standards are
intended to provide educators with a specific set of learning expectations Reginald M. Turner
that can be used to drive educational technology literacy assessments. Casandra E. Ulbrich
These standards are best delivered by authentic instruction and assess- Jennifer M. Granholm Governor
ment with direct curricular ties and it is intended that these Standards will
Michael P. Flanagan, Superintendent
be integrated into all content areas. The preparation of our students to
the successful in the 21st Century is the responsibility of all educators.
Technology Literacy
Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and
access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire
lifelong knowledge and skills in the 21st century.
For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS
Page 1 of 2
2009 Michigan Educational Technology Standards—Grades 3-5
3-5.CI. Creativity and Innovation—By the end of grade 5 each student will:
3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale, mystery, tall
tale, historical fiction)
3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying
works of art, music, movies, or presentations
3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand these technologies are
the result of human creativity
3-5.CC. Communication and Collaboration—By the end of grade 5 each student will:
3-5.CC.1. use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle,
Blackboard) and online resources for group learning projects
3-5-2.CC.2. identify how different software applications may be used to share similar information, based on the in-
tended audience (e.g., presentations for classmates, newsletters for parents)
3-5-2.CC.3. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, bro-
chures, web pages) to communicate information and ideas to various audiences
3-5.RI. Research and Information Literacy—By the end of grade 5 each student will:
3-5.RI.1. identify search strategies for locating information with support from teachers or library media specialists
3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information
3-5.RI.3. understand and discuss that web sites and digital resources may contain inaccurate or biased information
3-5.RI.4. understand that using information from a single Internet source might result in the reporting of erroneous
facts and that multiple sources should always be researched
3-5.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 5 each student will:
3-5.CT.1. use digital resources to access information that can assist in making informed decisions about everyday mat-
ters (e.g., which movie to see, which product to purchase)
3-5.CT.2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational
software) to collect, organize, and evaluate information to assist with solving problems
3-5.CT.3. use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, econ-
omy, environment)
3-5.DC.2. recognize issues involving ethical use of information (e.g., copyright adherence, source citation)
3-5.DC.3. describe precautions surrounding personal safety that should be taken when online
3-5.DC.4. identify the types of personal information that should not be given out on the Internet (name, address,
phone number, picture, school name)
3-5.TC. Technology Operations and Concepts—By the end of grade 5 each student will:
3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors)
3-5.TC.2. describe ways technology has changed life at school and at home
3-5.TC.3. understand and discuss how assistive technologies can benefit all individuals
3-5.TC.4. demonstrate proper care in the use of computer hardware, software, peripherals, and storage media
3-5.TC.5. know how to exchange files with other students using technology (e.g., network file sharing, flash drives)
Page 2 of 2 Approved by the Michigan State Board of Education—October 2009