BioEYES Standards Alignment
— 5th Grade
Maryland State Science Curriculum
The Maryland state science curriculum is in the process of being phased out in favor of the Next Generation Science Standards (NGSS). NGSS is planned to be fully implemented statewide by the 2017-18 school year. Until then, the following standards may still be in effect. [Source]
Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.
- Constructing Knowledge
- Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
- Select and use appropriate tools: hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume) and stopwatch (elapsed time) to augment observations of objects, events, and processes.
- Follow directions carefully and keep accurate records of one’s work in order to compare data gathered.
- Applying Evidence and Reason
- Seek better reasons for believing something than “Everybody knows that…” or “I just know” and discount such reasons when given by others.
- Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and investigations.
- Offer reasons for their findings and consider reasons suggested by others.
- Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later.
- Communicating Scientific Information
- Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
- Make use of and analyze models, such as tables and graphs, to summarize and interpret data.
- Avoid choosing and reporting only the data that show what is expected by the person doing the choosing.
- Submit work to the critique of others which involves discussing findings, posing questions, and challenging statements to clarify ideas.
- Construct and share reasonable explanations for questions asked.
- Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds.
- MAKING MODELS: Examine and modify models and discuss their limitations.
- Explain that a model is a simplified imitation of something and that a model’s value lies in suggesting how the thing modeled works.
Standard 3.0 Life Science
The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
- Diversity of Life
- Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all.
- Identify and describe features and behaviors of some of the plants and animals living in a familiar environment and explain ways that these organisms are well suited to their environment.
- Based on information about the features and behaviors of animals and plants from very different environments describe reasons that they might not survive if their environment changed or if they were moved from one environment to another.
- Investigate and provide evidence that living things are made mostly of cells that can be seen and studied only through a microscope.
- Use microscopes and/or other video technology to investigate and describe that some organisms are composed of a collection of similar cells working together to meet basic needs of a “colony” of cells.