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CURRICULUM STANDARDS AND

COMPANION DOCUMENTS

5th Grade - Measuring Changes in Motion

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.

This instructional framework is an effort to clarify possible units within the K-


7 Science Grade Level Content Expectations. The Instructional Framework
provides descriptions of instructional activities that are appropriate for
inquiry science in the classroom and meet the instructional goals. Included
are brief descriptions of multiple activities that provide the learner with
opportunities for exploration and observation, planning and conducting
investigations, presenting findings and expanding thinking beyond the
classroom.

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:

a. Clarifications refer to the restatement of the “key idea” or specific


intent or elaboration of the content statements. They are not intended
to denote a sense of content priority. The clarifications guide
assessment.
b. Vocabulary refers to the vocabulary for use and application of the
science topics and principles that appear in the content statements
and expectations. The terms in this section along with those presented

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.

This Instructional Framework is NOT a step-by-step instructional manual but


a guide developed to help teachers and curriculum developers design their
own lesson plans, select useful portions of text, and create assessments that
are aligned with the grade level science curriculum for the State of Michigan.
It is not intended to be a curriculum, but ideas and suggestions for
generating and implementing high quality K-7 instruction and inquiry
activities to assist the classroom teacher in implementing these science
content expectations in the classroom.

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HSSCE Companion Document

Fifth Grade GLCE


Companion Document
Unit 1:
Measuring Changes in Motion

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

5-Unit 1: Measuring Changes in Motion

Table of Contents Page 1

Curriculum Cross Reference Guide Page 2

Unit 1: Measuring Changes in Motion Page 3

Big Ideas (Key Concepts) Page 3

Clarification of Content Expectations Page 3

Inquiry Process, Inquiry Analysis and Communication,


Reflection and Social Implications Page 9

Vocabulary Page 10

Instruments, Measurements, and Representations Page 10

Instructional Framework Page 11

Enrichment Page 15

Intervention Page 15

Examples, Observations and Phenomena


(Real World Context) Page 17

Literacy Integration Page 18

Mathematics Integration Page 19

1
5th Grade Unit 1:
Measuring Changes in Motion

Content Statements and Expectations

Code Statements & Expectations Page


P.FM.M.2 Force Interactions - Some forces between objects act 3
when the objects are in direct contact (touching),
such as friction and air resistance, or when they are
not in direct contact (not touching), such as magnetic
force, electrical force, and gravitational force.
P.FM.05.21 Distinguish between contact forces and non-contact forces. 3

P.FM.05.22 Demonstrate contact and non-contact forces to change the 4


motion of an object
P.FM.M.3 Force – Forces have a magnitude and direction. 4
Forces can be added. The net force on an object is
the sum of all of the forces acting on the object. The
speed and/or direction of motion of an object
changes when a non-zero net force is applied to it. A
balanced force on an object does not change the
motion of the object (the object either remains at rest
or continues to move at a constant speed in a straight
line).
P.FM.05.31 Describe what happens when two forces act on an object in 4
the same or opposing directions.
P.FM.05.32 Describe how constant motion is the result of balanced 5
(zero net) forces.
P.FM.05.33 Describe how changes in the motion of objects are caused 6
by a non-zero net (unbalanced) force.
P.FM.05.34 Relate the size of change in motion to the strength of 6
unbalanced forces and the mass of the object.

P.FM.M.4 Speed – Motion can be described by a change in 7


position relative to a point of reference. The motion
of an object can be described by its speed and the
direction it is moving. The position and speed of an
object can be measured and graphed as a function of
time.
P.FM.05.41 Explain the motion of an object relative to a point of 7
reference.
P.FM.05.42 Describe the motion of an object in terms of distance, time 7
and direction, as the object moves, and in relationship to
other objects.
P.FM.05.43 Demonstrate how motion can be measured and represented 8
on a graph.

2
5-Unit 1: Measuring Changes in Motion

Big Ideas (Key Concepts)

• Every force is part of an interaction between two objects.


• Forces are pushes and pulls that can be contact or non-contact forces.
• Motion is described relative to something else (point of reference).
• A change in motion is due to unbalanced forces.
• No change in motion and an object at rest are due to balanced forces.

Clarification of Content Expectations

Standard: Force and Motion

Content Statement – P.FM.M.2


Force Interactions - Some forces between objects act when the
objects are in direct contact (touching), such as friction and air
resistance, or when they are not in direct contact (not
touching), such as magnetic force, electrical force, and
gravitational force.

Content Expectations

P.FM.05.21 Distinguish between contact forces and non-contact forces.

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.

P.FM.05.22 Demonstrate contact and non-contact forces to change the


motion of an object.

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 Statement – P.FM.M.3

Force - Forces have a magnitude and direction. Forces can be


added. The net force on an object is the sum of all of the forces
acting on the object. The speed and/or direction of motion of
an object changes when a non-zero net force is applied to it. A
balanced force on an object does not change the motion of the
object (the object either remains at rest or continues to move
at a constant speed in a straight line).

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.

P.FM.05.32 Describe how constant motion is the result of balanced (zero


net) forces.

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.

P.FM.05.34 Relate the size of change in motion to the strength of


unbalanced forces and the mass of the object.

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 Statement – P.FM.M.4

Speed - Motion can be described by a change in position


relative to a point of reference. The motion of an object can be
described by its speed and the direction it is moving. The
position and speed of an object can be measured and graphed
as a function of time.

Content Expectations

P.FM.05.41 Explain the motion of an object relative to a point of reference.

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.

P.FM.05.42 Describe the motion of an object in terms of distance, time and


direction, as the object moves, and in relationship to other objects.

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.

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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.

P.FM.05.43 Demonstrate how motion can be measured and represented on


a graph.

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.

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Vocabulary

Critically Important-State Assessable Instructionally Useful


force acceleration
balanced force applied force
change of direction kinetic energy
change of motion mechanical motion
change of speed Newton's laws of motion
force strength pulley
friction deceleration
graph inertia
magnetic attraction velocity
magnetic repulsion magnitude
mass lever
relative position inclined plane
constant speed simple machines
direction of motion spring scale
gravitational force newtons
speed
unbalanced force
zero net force
non-zero net force

Instruments, Measurements, Representations

Measurements Instruments Representations


mass balance kilograms, grams
distance meter stick, measuring tape kilometer, meter,
centimeter
time stop watch, timer, clock with second hours, minutes
hand seconds,
speed meter stick, measuring tape, stop kilometers /hour,
watch, timer, clock with second meters/second,
hand centimeters/second

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Instructional Framework

The following Instructional Framework is an effort to clarify possible units


within the K-7 Science Grade Level Content Expectations. The Instructional
Framework provides descriptions of instructional activities that are
appropriate for inquiry science in the classroom and meet the instructional
goals. Included are brief descriptions of multiple activities that provide the
learner with opportunities for exploration and observation, planning and
conducting investigations, presenting findings, and expanding thinking
beyond the classroom. The Instructional Framework is NOT a step-by-step
instructional manual, but a guide intended to help teachers and curriculum
developers design their own lesson plans, select useful and appropriate
resources and create assessments that are aligned with the grade level
science curriculum for the State of Michigan.

Instructional Examples

Force Interactions: P.FM.05.21, P.FM.05.22


Forces: P.FM.05.31, P.FM.05.32, P.FM.05.33, P.FM.05.34
Speed: P.FM.05.41, P.FM.05.42, P.FM.05.43

Objectives

• Describe motion as the result of contact and non-contact forces.


• Observe the affects of zero and non-zero net forces acting on an object.
• Given a point of reference describe motion in terms of speed, distance,
time, and direction.
• Construct and analyze graphs of motion.

Engage and Explore

• Introduce observations of motion using a variety of balls and other rolling


objects (marbles, tennis balls, golf balls, toy cars, dowels, cylinders, etc.)
and ramps. Give students sufficient time to explore motion of a variety of
objects, raise questions, conduct trial and error investigations, and
describe their observations in their own terms and current
understandings. (P.FM.05.41, P.FM.05.42, S.IP.05.11)
• Encourage students to ask what would happen if… questions to explore
the relationship between the size of the force and the change in motion
and the mass of the object and the change in motion. Have students
conduct investigations to determine the size of forces needed to change
the motion of objects. (P.FM.05.34, S.IP.05.11, S.IA.05.12, S.IA.05.13,
S.IA.05.14, S.IA.05.15, S.IA.05.16)
• Make a class chart that classifies the descriptions of motion into motion
words, speed words, and direction words. Ask students if any of the
descriptions of motion are measurable. (P.FM.05.41, P.FM.05.42,
S.IP.05.15)

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)

Explain and Define

• Explain the terms balanced and unbalanced forces. Ask students to


define the terms in their own words and give examples of when the forces
were balanced and unbalanced in the balloon rocket demonstration.
(P.FM.05.31, P.FM.05.32, P.FM.05.33, S.IA.05.12)
• Students experience balanced and unbalanced forces through the game of
tug-of-war. As a class, discuss the forces acting on objects at rest and
explain that objects at rest have balanced forces acting on them. Relate
balanced forces to tug-of-war when the pull is equal from each team and
unbalanced when one team pulls harder than another. The students
understand that the balanced and unbalanced forces are the forces
exerted on the rope by each team. (P.FM.05.31, P.FM.05.32, P.FM.05.33)
• Introduce the spring scale, as a tool to measure the net force, in
Newtons, that cause various changes in the motion of objects. Spring
scales can be attached to a variety of material as it is pulled across a
variety of surfaces and up and down ramps. Students collect data and
compare the forces and variables that affect the forces of motion.
(P.FM.05.31, P.FM.05.32, P.FM.05.33, S.IP.05.13)
• Introduce the balance as a tool to measure the mass of different objects
they are using for investigations into forces and motion. (P.FM.05.34,
S.IP.05.13)
• Students move a bowling ball using only a rubber mallet. Tapping the ball
with the mallet can only move the ball, and the mallet cannot be kept in
constant contact with the ball. This forces to the students to observe the

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)

Elaborate and Apply

• Challenge student to use the balloon rocket to design a demonstration


that shows motion with two forces acting on an object in the same
direction and then in opposite directions. Give students sufficient
materials and time to investigate the use of two or more balloons.
(P.FM.05.31, P.FM.05.32, P.FM.05.33, S.RS.05.11, S.RS.05.12,
S.RS.05.13, S.RS.05.15)
• Elaborate on balanced and unbalanced forces by introducing non-contact
forces. The forces students are most likely to have explored are pushes
and pulls that come in contact with the moving object. Once students
understand that net forces change the motion of objects, introduce the
force of gravity, magnets, and electricity. Have students move objects
using the different polarity of the object and magnets. (P.FM.05.21,
P.FM.05.22)
• Have students design an investigation that demonstrates the least
amount of force needed to move an object, using their knowledge of
friction, gravity, magnitude of force, and mass of an object. (P.FM.05.21,
P.FM.05.22, S.IP.05.11, S.IP.05.12, S.IP.05.13, S.IP.05.14, S.IP.05.15,
S.IP.05.16, S.IA.05.13)
• Demonstrations of gravity should include the following kinds of
investigations, dropping objects and observing the path of falling objects,
observing the path of baseballs, volleyballs, footballs, basketballs, ping
pong balls, marbles after being launched. (P.FM.05.21, P.FM.05.22)
• Demonstrations of magnetic forces include moving magnetic marbles/ball
bearings of various sizes and weights. (P.FM.05.21, P.FM.05.22)
• Design a paper airplane that will stay aloft for x number of minutes. Have
students measure the distance and time for multiple trials of their airplane
and calculate and graph the speed. Encourage students to analyze their
plane design and make modifications to increase the distance and/or
speed of the plane. Discuss the force of friction as air resistance (contact
force) and how friction is considered in designs of vehicles of flight.

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)

Evaluate Student Understanding

Formative Assessment Examples


• Demonstrations and explorations using magnets to change motion which
would include moving a magnetic object that is at rest, repelling or
attracting another magnet from a distance. (P.FM.05.21, P.FM.05.22)
• Provide students with examples of graphs created in the activity from
P.FM.05.41, P.FM.05.42, and P.FM.05.43. The students determine if the
cars could match any of the distance-time graphs. (P.FM.05.31,
P.FM.05.32, P.FM.05.33, P.FM.05.34)
• Students illustrate via graphs or number lines what it means to move
regarding distance, time and direction. (P.FM.05.41, P.FM.05.42,
P.FM.05.43)
• Students write in science journals, quick writes, and poetry to reflect
knowledge of forces and motion.
• Use classroom discussion following an inquiry activity to assess
understanding of motion and forces.
• Design inquiry experiments using contact and non-contact forces to
assess understanding of the forces from a distance and forces that make
contact with the object.
Summative Assessment Examples
• End of unit test
• Poster, brochure, or Power Point presentation on energy transfer
• Written report on uses/benefits of alternative power

14
Enrichment

• Students explore speed, distance, and direction building and


programming robots using Lego Mindstorm kits. For example, Lego
robots can be programmed to speed up and/or slow down, go forward,
reverse and go backward, etc. Students can use stopwatches to time a
robot traveling over a course taking marking the times at regular intervals
of distance. Afterwards, the students create distance-time graphs using
the data.
• Students build and use weather instruments such as wind vanes and
anemometers to make observations of the motion of the air.
• Students build air popper devices using various cylinders such as gift-
wrap paper tubes, coffee cans, Pringles cans, balloons, wax paper or
other kinds of material. The students attach the balloon to one of the
open ends of the tube, and poke a hole the center of the other end of the
cylinder in the case of Pringles and coffee cans. In the case of gift-wrap
paper or paper towel cylinders the other end is covered with wax paper or
newspaper. A hole is poked in the center of the paper at this end. The
air popper devices are then used to propel an object across a length of
table or other surface. A feather works very well, and can be used to
conduct "feather races". Pointing the end of the device with the hole at
the feather and plucking or tapping the end with the balloon moves the
feather or other object. Students can make observations of speed,
direction, mass, and contact forces.
• Students research the Maglev train to learn more about how non-contact
forces are used to reduce the use of natural resources.

Intervention

• Students further explore forces and their affect on motion by observing


the motion of cars as they move across a table. The students will attach
fishing line or some other string to one end of a car and attach a baggy to
the other end. The baggy is for adding weights, which will exert a force
on the car when hung over the end of the table. The students should
attach enough line so that the car can travel one meter when they release
the car. In the first set of trials, the baggy will contain 10 grams and the
car will have 0 grams on top of it. The students observe the motion of
the car after it is released. They can time the car stopping it when it
reaches the end of a meter. They should repeat this several times to see
if the results are consistent. Next, the students add 10 grams to the top
of the car, and observe the motion of car when they release it. The
baggy still contains the original 10 grams. Finally, the students place 20
grams on the top of the car while keeping the baggy at 10 grams, and
record the results.
• After completing the above trials the students will conduct three new
trials. In the first trial, the car will not have any additional grams added

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)

Examples of contact forces causing motion include wind-propelling a sailboat


across water, a horse pulling a wagon or a car pulling a trailer, a person
pushing a cart of books, etc.

Examples of a contact force and a non-contact force causing motion or


changes in motion would be throwing a rock or ball. You and your hand
provide the contact force that gets it going. Gravity acting on the rock or
ball causes it to start falling and speeding up in the direction of the ground.
When it hits the ground it stops which is another change in motion.

A person riding in a car with groceries or other objects not restrained by a


seat belt provides another real life scenario. When the driver steps on the
brake, friction between the road and the tires changes the motion of the car
as it comes to a stop. The seat belt applies a force to the driver and other
passengers and changes the motion of the people in the car from moving to
not moving. The groceries or other objects not restrained keep doing what
they are doing which is moving, and change position in the car that is
probably to wind up on the floor.

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

R.IT.05.01 analyze the structure, elements, features, style, and purpose of


informational genre, including research reports, “how-to” articles, and
essays.

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 summarizations grade-level narrative and


informational text.

R.CM.06.04 apply significant knowledge from grade-level science, social


studies, and mathematics texts.

Read the book - THE MAGIC SCHOOL BUS PLAYS BALL: A Book About Forces
by Joanna Cole.

Writing

W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles


and patterns when writing a narrative or informational piece.

W.PR.05.04 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.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).

Speaking

S.CN.06.01 adjust their use of language to communicate effectively with a


variety of audiences and for different purposes by asking and responding to
questions and remarks to engage the audience when presenting.

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

N.ME.05.08 Understand the relative magnitude of ones, tenths, and


hundredths and the relationship of each place value to the place to its right.

N.MR.05.15 Multiply a whole number by powers of 10: 0.01, 0.1, 1, 10,


100, 1000, and identify patterns.

N.FL.05.16 Divide numbers by 10’s, 100’s, 1000’s using mental strategies.

M.UN.05.03 Compare the relative sizes of one cubic inch to one cubic foot,
and one cubic centimeter to one cubic meter.

M.UN.05.04 Convert measurements of length and weight within a given


system using easily manipulated numbers.

D.RE.05.01 Read and interpret line graphs, e.g., distance-time graphs.

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. After the chemicals in the experiment were


stirred, she recorded the amount of time
they took to dissolve.
B. The chemicals that were stirred dissolved
four times faster than those that were not
stirred.
C. When chemicals are stirred, they break
down more easily.
D. The chemicals combined during the
experiment were difficult to dissolve.
ItemID kmorgan.1805
Correct B
Standard(s) SCI.5.S.RS.05.11 ( 5 ), SCI.5.S.RS.05.13 ( 5 )

A. 1980
B. 1989
C. 1984
D. 1983
ItemID kmorgan.1802
Correct C
Standard(s) SCI.5.S.IA.05.11 ( 5 )

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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 )

4. Which of the following would be the best


hypothesis for an experiment on the behavior of D.
cats?
A. Are cats more active than other pets?
B. Cats should not be allowed to go outside.
C. Cats prefer playing with other cats over
playing with toys.
D. Cats are very fast.
ItemID kmorgan.1809
Correct C
Standard(s) SCI.5.S.IP.05.11 ( 5 )
ItemID kmorgan.1811
Correct B
Go on to the next page »
Standard(s) SCI.5.S.IP.05.12 ( 5 )
 

DataDirector Exam ID: 423 Page 2 of 3 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 5: General Inquiry Questions » Teacher Version

6. An experiment calls for three basketballs and a


tape measure.

What is the experiment probably about?

A. how much basketballs weigh


B. how many times the basketballs bounce
C. how fast basketballs roll
D. how many basketballs can fit in a box
ItemID kmorgan.1812
Correct D
Standard(s) SCI.5.S.IP.05.13 ( 5 )

7. When using the scientific method, why do


scientists conduct an experiment?
A. to determine if the experiment works
B. to help form predictions
C. to test the hypothesis
D. to help analyze data
ItemID kmorgan.1813
Correct C
Standard(s) SCI.5.S.IP.05.12 ( 5 ), SCI.5.S.IA.05.14 ( 5 )

8. The planet Mars is approximately 228 million


kilometers from the Sun. Its average temperature
is -50°C (-58°F) and it revolves around the Sun
once every 687 days. Which of the following
inferences is best supported by this data?

A. Mars has more daylight hours than Earth.


B. If there is water on Mars it is most likely
frozen.
C. A year on Mars is the same length as a year
on Earth.
D. There is oxygen in Mar's atmosphere.
ItemID kmorgan.2078
Correct B
Standard(s) SCI.5.S.IA.05.11 ( 5 )

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onfinished
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exam.
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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.

1. 2. What must be true for a car to move forward at a


The diagram shows a block of wood floating in constant speed?
water. Which of the following diagrams best shows
the forces acting on the block of wood? A. The forward force of the car must increase
at a constant rate.
A.
B. The forward force of the car must be greater
than the force of gravity.
C. The forward force of the car must be
balanced with the force of friction.
D. The forward force of the car must be greater
B. than the backward force on the car.
ItemID kmorgan.1730
Correct C
Standard(s) SCI.5.P.FM.05.32 ( 5 )

3. An airplane is flying at a speed of 170 meters


per second (m/s) relative to the ground. A flight
C. attendant is walking at a speed of 2 meters per
second to the rear of the plane. Relative to the
ground, what is the speed of the flight attendant?

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 )

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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

4. A graph of velocity as a function of time when the


same net force is applied to three different objects
is shown below.

Using the graph above, which object has the


greatest mass?
A. A
B. B
C. C
D. They all have the same mass.
ItemID kmorgan.1741
Correct C
Standard(s) SCI.5.P.FM.05.34 ( 5 )

5. Train A is moving west at 10 mph and collides with


train B moving east at 30 mph. What speed and
direction will Train A move immediately after the
collision?
A. 30 mph east
B. 20 mph east
C. 20 mph west
D. 10 mph east
ItemID kmorgan.2415
Correct B
Standard(s) SCI.5.P.FM.05.42 ( 5 )

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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

Welcome to Michigan’s K-7 Grade Level Content Expectations

SCIENCE PROCESSES 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 of 2001. This act mandated the existence of a set of
PHYSICAL SCIENCE
comprehensive state grade level assessments in mathematics and English
language arts that are designed based on rigorous grade level content. In
addition, assessments for science in elementary, middle, and high school
LIFE SCIENCE were required. To provide greater clarity for what students are expected to
know and be able to do by the end of each grade, expectations for each grade
level have been developed for science.
In this global economy, it is essential that Michigan students possess
EARTH SCIENCE personal, social, occupational, civic, and quantitative literacy. Mastery of
the knowledge and essential skills defined in Michigan’s Grade Level Content
Expectations will increase students’ ability to be successful academically, and
contribute to the future businesses that employ them and the communities in
which they choose to live.
Reflecting best practices and current research, the Grade Level Content
Expectations provide a set of clear and rigorous expectations for all students,
and provide teachers with clearly defined statements of what students should
know and be able to do as they progress through school.

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.

Preparing Students for Academic Success


In the hands of teachers, the Grade Level Content Expectations are converted into
exciting and engaging learning for Michigan’s students. As educators use these
expectations, it is critical to keep in mind that content knowledge alone is not
sufficient for academic success. Students must also generate questions, conduct
investigations, and develop solutions to problems through reasoning and observation.
They need to analyze and present their findings which lead to future questions,
research, and investigations. Students apply knowledge in new situations, to solve
problems by generating new ideas, and to make connections between what they learn
in class to the world around them.
Through the collaborative efforts of Michigan educators and creation of professional
learning communities, we can enable our young people to attain the highest
standards, and thereby open doors for them to have fulfilling and successful lives.

Understanding the Organizational Structure


The science expectations in this document are organized into disciplines, standards,
content statements, and specific content expectations. The content statements in
each science standard are broader, more conceptual groupings. The skills and content
addressed in these expectations will, in practice, be woven together into a coherent,
science curriculum.
To allow for ease in referencing expectations, each expectation has been coded with a
discipline, standard, grade-level, and content statement/expectation number.
For example, P.FM.02.34 indicates:
P - Physical Science Discipline

FM-Force and Motion Standard

02-Second Grade

34-Fourth Expectation in the Third Content Statement

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.

Why Create a 1.09 Version of the Expectations?


The Office of School Improvement is committed to creating the best possible product
for educators. This committment served as the impetus for revision of the 12.07
edition. This new version, v.1.09, refines and clarifies the original expectations, while
preserving their essence and original intent and reflects the feedback from educators
across the state during the past year.

49 FIFTH GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION


Middle School (5-7) Science Organizational Structure

Discipline 1 Discipline 2 Discipline 3 Discipline 4


Science Processes Physical Science Life Science Earth Science

Standards and Statements (and number of Content Expectations in each Statement)


Inquiry Process (IP) Force and Motion (FM) Organization of Earth Systems (ES)
Inquiry Analysis Force Interactions (2) Living Things (OL) Solar Energy (3)
and Communication Force (4) Cell Functions (4) Human
(IA) Speed (3) Growth and Consequences (2)
Reflection and Social Energy (EN) Development (2) Seasons (2)
Implications (RS) Kinetic and Potential Animal Systems (2) Weather and Climate
Energy (2) Producers, (4)
Waves and Energy (3) Consumers, and Water Cycle (2)
Energy Transfer (3) Decomposers (2) Solid Earth (SE)
Solar Energy Effects Photosynthesis (3) Soil (4)
(2) Heredity (HE) Rock Formation (1)
Properties of Matter Inherited and Plate Tectonics (3)
(PM) Acquired Traits (2) Magnetic Field of
Chemical Properties Reproduction (2) Earth (2)
(1) Evolution (EV) Fluid Earth (FE)
Elements and Species Adaptation Atmosphere (2)
Compounds (4) and Survival (4) Earth in Space and
Changes in Matter Relationships Among Time (ST)
(CM) Organisms (1) Solar System (1)
Changes in State (2) Ecosystems (EC) Solar System Motion
Chemical Changes (3) Interactions of (5)
Organisms (1) Fossils (1)
Relationships of Geologic Time (2)
Organisms (3)
Biotic and Abiotic
Factors (2)
Environmental
Impact of Organisms
(2)

Science Processes: Inquiry Process, Inquiry Analysis and Communication,


Reflection, and Social Implications
The science processes in middle school expand the students’ inquiry abilities from simply raising
questions based on observations, to generating scientific questions based on observations,
investigations, and research. Students begin to recognize the question they are asking, the
background knowledge that framed the question, and what steps they take to answer their
question. Fifth grade students will design and conduct their own scientific investigations, with
consideration of fair tests, variables, and multiple trials and sets of data. Students are expected
to use data and research in their analysis and evaluation of data, claims, and information, and
relate their findings to different situations and real-world problems. The instructional activities of
a scientific inquiry should involve students in establishing and refining procedures, materials, and
data they will collect. It is crucial for students to recognize the benefit of cooperating with their
peers and sharing data and experiences through collaborative science discourse.

50 FIFTH GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION


Physical Science: Forces and Motion
Students participate in an in-depth study of motion as related to a point of reference,
distance, time, and direction. Their exploration into motion also presents high interest
content for students to hone their skills in metric measurement and the use of tools
and equipment appropriate to scientific investigations. The middle school experience
of investigating balanced and unbalanced forces, and their relationship to the size
of change in motion, provide concrete experiences on which a more comprehensive
understanding of force can be based at the high school level. Students can move from
qualitative descriptions of moving objects in the elementary grades to quantitative
descriptions of moving objects and the identification of the forces acting on the
objects.

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.

Life Science: Organization of Living Things, Heredity, Evolution


Fifth grade presents an appropriate time for introducing the study of human biology.
Students develop an understanding of the main function of specialized animal systems
(digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and
reproductive) and how animal systems work together to perform life’s activities.

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.

Students conclude their investigations into animal characteristics and evidence of


change by analyzing the relationship of environmental change and catastrophic
events to species extinction and survival. They explore fossils to provide evidence of
previously living things and environmental conditions, and how both have changed over
long periods of time.

Earth Science: Earth Systems and Earth in Space and Time


In the fourth grade students were introduced to the relationship between the sun,
moon, and Earth. They have a general understanding how the visible shape of the
moon defines a month and the spin of the Earth defines a day. Fifth grade students
explore seasons and their relationship to the tilt of the Earth on its axis and revolution
around the sun. They define a year as one revolution of the Earth around the sun,
explain lunar and solar eclipses based on the relative positions of the sun, moon, and
Earth and finally, the effect of the moon’s gravity on the ocean’s tides. Students study
the universe beyond the sun, moon, and Earth and describe the position, motion, and
relationship of the planets and other objects in the sky to the sun.

51 FIFTH GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION


Fifth Grade Science Standards, Statements, and Expectations

Note: The number in parentheses represents the number of expectations.

Discipline 1: Science Processes (S)


Standard: Inquiry Process (IP)
1 Statement (6)
Standard: Inquiry Analysis and Communication (IA)
1 Statement (5)
Standard: Reflection and Social Implications (RS)
1 Statement (7)

Discipline 2: Physical Science (P)


Standard: Force and Motion (FM)
Force Interactions (2)
Force (4)
Speed (3)


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)

Discipline 4: Earth Science (E)


Standard: Earth Systems (ES)
Seasons (2)
Standard: Earth in Space and Time (ST)
Solar System (1)
Solar System Motion (5)

52 FIFTH GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION


SCIENCE PROCESSES Inquiry Process

K-7 Standard S.IP: Develop an understanding that scientific inquiry and


reasoning involves observing, questioning, investigating, recording, and
developing solutions to problems.

S.IP.M.1 Inquiry involves generating questions, conducting


investigations, and developing solutions to problems through
reasoning and observation.

S.IP.05.11 Generate scientific questions based on observations,


investigations, and research.
S.IP.05.12 Design and conduct scientific investigations.
S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter
sticks and tapes, models, hand lens) appropriate to scientific
investigations.
S.IP.05.14 Use metric measurement devices in an investigation.
S.IP.05.15 Construct charts and graphs from data and observations.
S.IP.05.16 Identify patterns in data.

Inquiry Analysis and Communication



K-7 Standard S.IA: Develop an understanding that scientific inquiry and
investigations require analysis and communication of findings, using
appropriate technology.

S.IA.M.1 Inquiry includes an analysis and presentation of findings
that lead to future questions, research, and investigations.

S.IA.05.11 Analyze information from data tables and graphs to answer
scientific questions.
S.IA.05.12 Evaluate data, claims, and personal knowledge through
collaborative science discourse.
S.IA.05.13 Communicate and defend findings of observations and
investigations using evidence.
S.IA.05.14 Draw conclusions from sets of data from multiple trials of a
scientific investigation.
S.IA.05.15 Use multiple sources of information to evaluate strengths and
weaknesses of claims, arguments, or data.

Reflection and Social Implications

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.

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S.RS.05.11 Evaluate the strengths and weaknesses of claims,


arguments, and data.
S.RS.05.12 Describe limitations in personal and scientific
knowledge.
S.RS.05.13 Identify the need for evidence in making scientific
decisions.
S.RS.05.15 Demonstrate scientific concepts through various
illustrations, performances, models, exhibits, and
activities.
S.RS.05.16 Design solutions to problems using technology.
S.RS.05.17 Describe the effect humans and other organisms have
on the balance in the natural world.
S.RS.05.19 Describe how science and technology have advanced
because of the contributions of many people
throughout history and across cultures.

PHYSICAL SCIENCE Forces and Motion



K-7 Standard P.FM: Develop an understanding that the
position and/or motion of an object is relative to a point of
reference. Understand forces affect the motion and speed
of an object and that the net force on an object is the total
of all of the forces acting on it. Understand the Earth pulls
down on objects with a force called gravity. Develop an
understanding that some forces are in direct contact with
objects, while other forces are not in direct contact with objects.

P.FM.M.2 Force Interactions- Some forces between
objects act when the objects are in direct contact
(touching), such as friction and air resistance, or when they
are not in direct contact (not touching), such as magnetic
force, electrical force, and gravitational force.

P.FM.05.21 Distinguish between contact forces and non-contact


forces.
P.FM.05.22 Demonstrate contact and non-contact forces to
change the motion of an object.

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P.FM.M.3 Force- Forces have a magnitude and direction.
Forces can be added. The net force on an object is the sum
of all of the forces acting on the object. The speed and/or
direction of motion of an object changes when a non-zero
net force is applied to it. A balanced force on an object
does not change the motion of the object (the object
either remains at rest or continues to move at a constant
speed in a straight line).

P.FM.05.31 Describe what happens when two forces act on an


object in the same or opposing directions.
P.FM.05.32 Describe how constant motion is the result of
balanced (zero net) forces.
P.FM.05.33 Describe how changes in the motion of objects are
caused by a non-zero net (unbalanced) force.
P.FM.05.34 Relate the size of change in motion to the strength of
unbalanced forces and the mass of the object.

P.FM.M.4 Speed- Motion can be described by a change


in position relative to a point of reference. The motion of an
object can be described by its speed and the direction it is
moving. The position and speed of an object can be
measured and graphed as a function of time.

P.FM.05.41 Explain the motion of an object relative to its point of


reference.
P.FM.05.42 Describe the motion of an object in terms of distance,
time and direction, as the object moves, and in
relationship to other objects.
P.FM.05.43 Illustrate how motion can be measured and
represented on a graph.


LIFE SCIENCE Organization of Living Things

K-7 Standard L.OL: Develop an understanding that plants


and animals (including humans) have basic requirements
for maintaining life which include the need for air, water and
a source of energy. Understand that all life forms can be
classified as producers, consumers, or decomposers as
they are all part of a global food chain where food/energy is
supplied by plants which need light to produce food/energy.
Develop an understanding that plants and animals can be
classified by observable traits and physical characteristics.
Understand that all living organisms are composed of cells
and they exhibit cell growth and division. Understand that all
plants and animals have a definite life cycle, body parts,
and systems to perform specific life functions.

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L.OL.M.4 Animal Systems- Multicellular organisms may
have specialized systems that perform functions which

serve the needs of the organism.

L.OL.05.41 Identify the general purpose of selected animal

systems (digestive, circulatory, respiratory, skeletal,
muscular, nervous, excretory, and reproductive).

L.OL.05.42 Explain how animal systems (digestive, circulatory,
respiratory, skeletal, muscular, nervous, excretory,
and reproductive) work together to perform selected
activities.

Heredity

K-7 Standard L.HE: Develop an understanding that all life forms


must reproduce to survive. Understand that characteristics of
mature plants and animals may be inherited or acquired and that
only inherited traits are passed on to their young. Understand
that inherited traits can be influenced by changes in the
environment and by genetics.

L.HE.M.1 Inherited and Acquired Traits - The


characteristics of organisms are influenced by heredity and
environment. For some characteristics, inheritance is more
important; for other characteristics, interactions with the
environment are more important.

L.HE.05.11 Explain that the traits of an individual are influenced


by both the environment and the genetics of the
individual.
L.HE.05.12 Distinguish between inherited and acquired traits.

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.






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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.

L.EV.M.2 Relationships Among Organisms- Similarities


among organisms are found in anatomical features, which
can be used to infer the degree of relatedness among
organisms. In classifying organisms, biologists consider
details of internal and external structures to be more
important than behavior or general appearance.

L.EV.05.21 Relate degree of similarity in anatomical features to


the classification of contemporary organisms.


EARTH SCIENCE Earth Systems

K-7 Standard E.ES: Develop an understanding of the warming of the



Earth by the sun as the major source of energy for phenomenon
on Earth and how the sun’s warming relates to weather, climate,
seasons, and the water cycle. Understand how human interaction and
use of natural resources affects the environment.

E.ES.M.6 Seasons- Seasons result from annual variations in


the intensity of sunlight and length of day due to the tilt of
the axis of the Earth relative to the plane of its yearly
orbit around the sun.

E.ES.05.61 Demonstrate and explain seasons using a model. *


E.ES.05.62 Explain how the revolution of the Earth around the
sun defines a year.

* Revised expectations marked by an asterisk.



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.

E.ST.M.1 Solar System- The sun is the central and


largest body in our solar system. Earth is the third planet
from the sun in a system that includes other planets and
their moons, as well as smaller objects, such as asteroids
and comets.

E.ST.05.11 Design a model that of the solar system that shows


the relative order and scale of the planets, dwarf
planets, comets, and asteriods to the sun. *

E.ST.M.2 Solar System Motion- Gravity is the force that


keeps most objects in the solar system in regular and
predictable motion.

E.ST.05.21 Describe the motion of planets and moons in terms


of rotation on axis and orbits due to gravity.
E.ST.05.22 Explain the phases of the moon. *
E.ST.05.23 Explain the apparent motion of the stars
(constellations) and the sun across the sky. *
E.ST.05.24 Explain lunar and solar eclipses. *
E.ST.05.25 Explain the tides of the oceans as they relate to the
gravitational pull and orbit of the moon.

* Revised expectations marked by an asterisk.

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F I FT H G R A D E E N G L I S H L A N G U A G E A R T S

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.

Why Create a 12.05 Version of the Expectations?


The Office of School Improvement is committed to creating the best possible product
for educators. This commitment served as the impetus for the revision of the 6.04 edition
that was previously released in June of 2004. This new version, v.12.05, refines and
clarifies the original expectations, while preserving their essence and original intent.
As education continues to evolve, it is important to remember that each curriculum
document should be considered as a work in progress, and will continue to be refined
to improve the quality.
The revision process greatly improved the continuity from one grade to the next, and
better ensured coherence both in content and pedagogy. To obtain more specific details
about the revisions, please refer to the addendum included in this document. The forward
of the Across the Grades v.12.05 companion document also clarifies the types of changes
made. Educators can access the Across the Grades companion document by visiting
the Michigan Department of Education Grade Level Content Expectations web page at
www.michigan.gov/glce.

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.

Understanding the Organizational Structure


The expectations in this document are divided into strands with multiple domains within each, as
shown below. The skills and content addressed in these expectations will in practice be woven
together into a coherent, English language arts curriculum. Beyond the English language arts
curriculum, students will use the skills and processes to support learning in all content areas.
To allow for ease in referencing expectations, each expectation has been coded with a strand,
domain, grade-level, and expectation number. For example, R.NT.00.01 indicates:
R - Reading Strand
NT - Narrative Text Domain
00 - Kindergarten Expectation
01- First Expectation in the Grade-Level Narrative Text Domain

Strand 1 Strand 2 Strand 3 Strand 4


Reading Writing Speaking Listening & Viewing

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)

Preparing Students for Academic Success


Within the hands of teachers, the Grade Level Content Expectations are converted into exciting
and engaging learning for Michigan’s students. As we use these expectations to develop units of
instruction and plan instructional delivery, it is critical to keep in mind that content knowledge
alone is not sufficient for academic success. Students must be able to apply knowledge in new
situations, to solve problems by generating new ideas, and to make connections between what
they learn in class to the world around them. The art of teaching is what makes the content of
learning become a reality.
Through the collaborative efforts of Michigan educators and creation of professional learning
communities, we can enable our young people to attain the highest standards, and thereby
open doors for them to have fulfilling and successful lives.

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R EA D I N G Word Recognition and Word Study
Word Recognition
Students will…
R.WS.05.01 explain when to use and apply word structure, sentence structure, and
prediction to aid in decoding words and understanding meanings of words encountered
in context.
R.WS.05.02 use structural, syntactic, and semantic cues including letter-sound, rimes,
base words, affixes, and syllabication to automatically read frequently encountered words,
decode unknown words, and decide meanings including multiple meaning words.
R.WS.05.03 automatically recognize frequently encountered words in print with the
number of words that can be read fluently increasing steadily across the school year.
R.WS.05.04 know the meanings of words encountered frequently in grade-level reading
and oral language contexts.
R.WS.05.05 acquire and apply strategies to identify unknown words or word parts,
and construct meaning by analyzing derivatives, defining meanings of affixes, and applying
knowledge of word origins.

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.

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Informational Text
Students will…
R.IT.05.01 analyze the structure, elements, features, style, and purpose of informational
genre including advertising, experiments, editorials, and atlases.
R.IT.05.02 identify and describe informational text patterns including compare/contrast,
cause/effect, and problem/solution.
R.IT.05.03 explain how authors use text features including timelines, graphs, charts,
diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance
the understanding of key and supporting ideas.

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.

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W R IT I N G Writing Genre
Students will…
W.GN.05.01 write a cohesive narrative piece such as a mystery, tall tale, or historical
fiction using time period and setting to enhance the plot; demonstrating roles and
functions of heroes, anti-heroes, and narrator; and depicting conflicts and resolutions.
W.GN.05.02 write poetry based on reading a wide variety of grade-appropriate poetry.
W.GN.05.03 write a position piece that demonstrates understanding of central ideas
and supporting details (e.g., position/evidence organizational pattern) using multiple
headings and subheadings.
W.GN.05.04 use the writing process to produce and present a research project; use
a variety of resources to gather and organize relevant information into central ideas and
supporting details for a teacher-approved narrowed focus question and hypothesis.

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).

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Grammar and Usage
Students will…
W.GR.05.01 in the context of writing, correctly use compound subjects and predicates;
proper nouns and pronouns; articles; conjunctions; hyphens in compound and number
words; commas between two independent clauses to set off direct address, long phrases,
clauses; colons to separate hours and minutes and to introduce a list.

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.

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S P EA K I N G Conventions
Students will…
S.CN.05.01 use common grammatical structures correctly when speaking including
irregular verbs to express more complex ideas.
S.CN.05.02 adjust their use of language to communicate effectively with a variety of
audiences and for different purposes including research, explanation, and persuasion.
S.CN.05.03 speak effectively using varying modulation, volume, and pace of speech
to indicate emotions, create excitement, and emphasize meaning in narrative and
informational presentations.
S.CN.05.04 present in standard American English if it is their first language. (Students
whose first language is not English will present in their developing version of standard
American English.)
S.CN.05.05 understand, providing examples of how language differs from early
American history to current day America as a function of linguistic and cultural group
membership.

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.

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L I ST E N I N G Conventions
& V I EW I N G Students will…

L.CN.05.01 ask substantive questions based on the argument(s) presented by a speaker


when listening to or viewing a variety of presentations.
L.CN.05.02 listen to or view critically while demonstrating appropriate social skills of
audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings.
L.CN.05.03 listen and view critically how verbal and non-verbal strategies enhance
understanding of spoken messages and promote effective listening behaviors during
a variety of class presentations.
L.CN.05.04 recognize and analyze the various roles of the communication process (e.g.,
to persuade, critically analyze, entertaining versus informative, different interpretations or
perspectives of an action or event) in focusing attention on events and shaping opinions.

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.

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Social Studies Content Expectations Grade Five

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.

INTEGRATED* UNITED STATES HISTORY ORGANIZED BY ERA


USHG ERA 1 – Beginnings to 1620
1.1 American Indian Life in the Americas1
1.2 European Exploration
1.3 African Life Before the 16th Century
1.4 Three World Interactions
USHG ERA 2 – Colonization and Settlement (1585-1763)
2.1 European Struggle for Control of North America
2.2 European Slave Trade and Slavery in Colonial America
2.3 Life in Colonial America
USHG ERA 3 – Revolution and the New Nation (1754-1800)
3.1 Causes of the American Revolution
3.2 The American Revolution and its Consequences
3.3 Creating New Governments and a New Constitution

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

U1 USHG ERA 1 – Beginnings to 1620

U1.1 American Indian Life in the Americas


Describe the life of peoples living in North America before European exploration.
5 – U1.1.1 Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations
of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland).
(National Geography Standard 1, p. 144)
5 – U1.1.2 Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to
or modified the environment. (National Geography Standard 14, p. 171)
5 – U1.1.3 Describe Eastern Woodland American Indian life with respect to governmental and family
structures, trade, and views on property ownership and land use.
(National Geography Standard 11, p. 164, C, E)

U1.2 European Exploration


Identify the causes and consequences of European exploration and colonization.
5 – U1.2.1 Explain the technological (e.g., invention of the astrolabe and improved maps), and political
developments, (e.g., rise of nation-states), that made sea exploration possible.
(National Geography Standard 1, p. 144, C)
5 – U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals,
obstacles, motivations, and consequences for European exploration and colonization of the
Americas (e.g., economic, political, cultural, and religious).
(National Geography Standard 13, p. 169, C, E)

U1.3 African Life Before the 16th Century


Describe the lives of peoples living in western Africa prior to the 16th century.
5 – U1.3.1 Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa,
eastern Africa, southern Africa). (National Geography Standard 1, p. 144)
5 – U1.3.2 Describe the life and cultural development of people living in western Africa before the 16th
century with respect to economic (the ways people made a living) and family structures, and the
growth of states, towns, and trade. (National Geography Standard 10, p. 162)

U1.4 Three World Interactions


Describe the environmental, political, and cultural consequences of the interactions among European, African, and
American Indian peoples in the late 15th through the 17th century.
5 – U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North America after
1492 from the perspective of these three groups. (National Geography Standard 10, p. 162)
5 – U1.4.2 Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures,
graphic data) to compare Europeans and American Indians who converged in the western
hemisphere after 1492 with respect to governmental structure, and views on property
ownership and land use. (National Geography Standard 12, p. 167, C, E)
5 – U1.4.3 Explain the impact of European contact on American Indian cultures by comparing the different
approaches used by the British and French in their interactions with American Indians.
(National Geography Standard 10, p. 162, C, E)
5 – U1.4.4 Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.
(National Geography Standard 11, p. 164, E)

38 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Five

U2 USHG ERA 2 – Colonization and Settlement (1585-1763)

U2.1 European Struggle for Control of North America


Compare the regional settlement patterns and describe significant developments in Southern, New England, and
the mid-Atlantic colonies.
5 – U2.1.1 Describe significant developments in the Southern colonies, including
• patterns of settlement and control including the impact of geography (landforms and
climate) on settlement (National Geography Standard 12, p. 167)
• establishment of Jamestown (National Geography Standard 4, p. 150)
• development of one-crop economies (plantation land use and growing season for rice in
Carolinas and tobacco in Virginia) (National Geography Standard 11, p. 164)
• relationships with American Indians (e.g., Powhatan) (National Geography Standard 10, p. 162)
• development of colonial representative assemblies (House of Burgesses)
(National Geography Standard 5, p. 152)
• development of slavery
5 – U2.1.2 Describe significant developments in the New England colonies, including
• patterns of settlement and control including the impact of geography (landforms and climate)
on settlement (National Geography Standard 12, p. 167)
• relations with American Indians (e.g., Pequot/King Phillip’s War) (National Geography Standard
10, p. 162)
• growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies
(National Geography Standard 15, p. 173)
• the development of government including establishment of town meetings, development of
colonial legislatures and growth of royal government (National Geography Standard 13, p. 169)
• religious tensions in Massachusetts that led to the establishment of other colonies in
New England (National Geography Standard 13, p. 169 C, E)
5 – U2.1.3 Describe significant developments in the Middle Colonies, including
• patterns of settlement and control including the impact of geography (landforms and climate)
on settlement (National Geography Standard 12, p. 167)
• the growth of Middle Colonies economies (e.g., breadbasket)
(National Geography Standard 7, p. 156)
• The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and
subsequent English takeover of the Middle Colonies
• immigration patterns leading to ethnic diversity in the Middle Colonies
(National Geography Standard 10, p. 162, C, E)
5 – U2.1.4 Compare the regional settlement patterns of the Southern colonies, New England, and the
Middle Colonies. (National Geography Standard 12, p. 167)

U2.2 European Slave Trade and Slavery in Colonial America


Analyze the development of the slave system in the Americas and its impact upon the life of Africans.
5 – U2.2.1 Describe Triangular Trade including
• the trade routes
• the people and goods that were traded
• the Middle Passage
• its impact on life in Africa (National Geography Standards 9, and 11; pp. 160 and 164 E)

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)

U2.3 Life in Colonial America


Distinguish among and explain the reasons for regional differences in colonial America.
5 – U2.3.1 Locate the New England, Middle, and Southern colonies on a map.
(National Geography Standard 3 p. 148)
5 – U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern colonies.
(National Geography Standards 14 and 15; pp. 171 and 173)
5 – U2.3.3 Describe colonial life in America from the perspectives of at least three different groups of people
(e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women,
enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154)
5 – U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop farming,
slavery, indentured servants). (E)
5 – U2.3.5 Make generalizations about the reasons for regional differences in colonial America.
(National Geography Standard 6, p. 154)

U3 USHG ERA 3 Revolution and the New Nation (1754 - 1800)

U3.1 Causes of the American Revolution


Identify the major political, economic, and ideological reasons for the American Revolution.
5 – U3.1.1 Describe the role of the French and Indian War, how British policy toward the colonies in
America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.
(National Geography Standard 13 p. 169 C, E)
5 – U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable
Acts, and the Boston Massacre.
5 – U3.1.3 Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers, writs
of assistance, closing of colonial legislatures), explain how British and colonial views on authority
and the use of power without authority differed (views on representative government).
5 – U3.1.4 Describe the role of the First and Second Continental Congress in unifying the colonies (addressing
the Intolerable Acts, declaring independence, drafting the Articles of Confederation). (C)
5 – U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to separate from
Great Britain and why they believed they had the right to do so. (C)
5 – U3.1.6 Identify the role that key individuals played in leading the colonists to revolution, including
George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John
Adams, and Thomas Paine.
5 – U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower Compact, House
of Burgesses and town meetings) and ideas about government (e.g., purposes of government
such as protecting individual rights and promoting the common good, natural rights, limited
government, representative government) influenced the decision to declare independence. (C)
5 – U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices for addressing
the problem with possible consequences, and describe the course of action taken.

40 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Five

U3.2 The American Revolution and Its Consequences


Explain the multi-faceted nature of the American Revolution and its consequences.
5 – U3.2.1 Describe the advantages and disadvantages of each side during the American Revolution with
respect to military leadership, geography, types of resources, and incentives. (National Geography
Standard 4, p. 150, E)
5 – U3.2.2 Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the
American Revolution.
5 – U3.2.3 Compare the role of women, African Americans, American Indians, and France in helping shape
the outcome of the war.
5 – U3.2.4 Describe the significance of the Treaty of Paris (establishment of the United States and its
boundaries). (National Geography Standard 13, p. 169, C)

U3.3 Creating New Government(s) and a New Constitution


Explain some of the challenges faced by the new nation under the Articles of Confederation, and analyze the
development of the Constitution as a new plan for governing.
5 – U3.3.1 Describe the powers of the national government and state governments under the Articles of
Confederation. (C)
5 – U3.3.2 Give examples of problems the country faced under the Articles of Confederation (e.g., lack
of national army, competing currencies, reliance on state governments for money). (National
Geography Standard 13, p. 169, C)
5 – U3.3.3 Explain why the Constitutional Convention was convened and why the Constitution was written.
(C)
5 – U3.3.4 Describe the issues over representation and slavery the Framers faced at the Constitutional
Convention and how they were addressed in the Constitution (Great Compromise, Three-
Fifths Compromise). (National Geography Standard 9, p. 160, C)
5 – U3.3.5 Give reasons why the Framers wanted to limit the power of government (e.g., fear of a strong
executive, representative government, importance of individual rights). (C)
5 – U3.3.6 Describe the principle of federalism and how it is expressed through the sharing and distribution
of power as stated in the Constitution (e.g., enumerated and reserved powers). (C)
5 – U3.3.7 Describe the concern that some people had about individual rights and why the inclusion of a
Bill of Rights was needed for ratification. (C)
5 – U3.3.8 Describe the rights found in the First, Second, Third, and Fourth Amendments to the United
States Constitution.

GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 41
Social Studies Content Expectations Grade Five

Public Discourse, Decision Making, and Citizen Involvement (P3, P4)

P3.1 Identifying and Analyzing Public Issues


Clearly state a problem as public policy issue, analyze various perspectives, and generate and evaluate possible
alternative resolutions.
5 – P3.1.1 Identify contemporary public issues related to the United States Constitution and their related
factual, definitional, and ethical questions.
5 – P3.1.2 Use graphic data and other sources to analyze information about a contemporary public issue
related to the United States Constitution and evaluate alternative resolutions.
5 – P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on
contemporary constitutional issues in the United States.

P3.3 Persuasive Communication About a Public Issue


Communicate a reasoned position on a public issue.
5 – P3.3.1 Compose a short essay expressing a position on a contemporary public policy issue related to
the Constitution and justify the position with a reasoned argument.

P4.2 Citizen Involvement


Act constructively to further the public good.
5 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform
others about a public issue.
5 – P4.2.2 Participate in projects to help or inform others.

42 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Approved by the State Board of Education - October 2009

2009 Michigan Educational Technology Standards for Students

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

geographic location, or disability.” Carolyn L. Curtin, Secretary

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.

Universal Design for Learning (UDL)


CAST (the Center for Applied Special Technology) offers three principles to guide UDL: provide multiple means of
representation; provide multiple means of expression; and provide multiple means of engagement. CAST asserts
that “These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in
designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of
all learners.” Educational technologies can be valuable resources for educators in addressing the UDL guidelines. For
additional information on UDL, visit the CAST website: www.cast.org.

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. Digital Citizenship—By the end of grade 5 each student will:


3-5.DC.1. discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing, social net-
working, text messaging, cyber bullying, plagiarism)

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

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