Earth and Space Science
S5E1. Obtain, evaluate, and communicate information to identify surface features on the
Earth caused by constructive and/or destructive processes.
a. Construct an argument supported by scientific evidence to identify surface features
(examples could include deltas, sand dunes, mountains, volcanoes) as being caused by
constructive and/or destructive processes (examples could include deposition, weathering,
erosion, and impact of organisms).
b. Develop simple interactive models to collect data that illustrate how changes in surface
features are/were caused by constructive and/or destructive processes.
c. Ask questions to obtain information on how technology is used to limit and/or predict the
impact of constructive and destructive processes.
(Clarification statement: Examples could include seismological studies, flood forecasting
(GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
Physical Science
S5P1. Obtain, evaluate, and communicate information to explain the differences between a
physical change and a chemical change.
a. Plan and carry out investigations of physical changes by manipulating, separating and mixing
dry and liquid materials.
b. Construct an argument based on observations to support a claim that the physical changes in
the state of water are due to temperature changes, which cause small particles that cannot be
seen to move differently.
c. Plan and carry out an investigation to determine if a chemical change occurred based on
observable evidence (color, gas, temperature change, odor, new substance produced).
S5P2. Obtain, evaluate, and communicate information to investigate electricity.
a. Obtain and combine information from multiple sources to explain the difference between
naturally occurring electricity (static) and human-harnessed electricity.
b. Design a complete, simple electric circuit, and explain all necessary components.
c. Plan and carry out investigations on common materials to determine if they are insulators or
conductors of electricity.
S5P3. Obtain, evaluate, and communicate information about magnetism and its
relationship to electricity.
a. Construct an argument based on experimental evidence to communicate the differences in
function and purpose of an electromagnet and a magnet.
(Clarification statement: Function is limited to understanding temporary and permanent
magnetism.)

b. Plan and carry out an investigation to observe the interaction between a magnetic field and a
magnetic object.
(Clarification statement: The interaction should include placing materials of various types
(wood, paper, glass, metal, and rocks) and thickness between the magnet and the magnetic
object.)
Life Science
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific
classification procedures.
a. Develop a model that illustrates how animals are sorted into groups (vertebrate and
invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and
mammal) using data from multiple sources.
b. Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed
producers) using data from multiple sources.
S5L2. Obtain, evaluate, and communicate information showing that some characteristics of
organisms are inherited and other characteristics are acquired.
a. Ask questions to compare and contrast instincts and learned behaviors.
b. Ask questions to compare and contrast inherited and acquired physical traits.
(Clarification statement: Punnett squares and genetics are taught in future grades.)
S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts
of plant and animal cells.
a. Gather evidence by utilizing technology tools to support a claim that plants and animals are
comprised of cells too small to be seen without magnification.
b. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm,
nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).
c. Construct an explanation that differentiates between the structure of plant and animal cells.
S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit
or harm larger organisms.
(Clarification statement: Possible microorganisms could include Tardigrades, Lactobacillus,
Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), E-coli, Algae, etc. Students are
not expected to know these specific microorganisms. The list is provided to give teachers
examples.)
a. Construct an argument using scientific evidence to support a claim that some microorganisms
are beneficial.
b. Construct an argument using scientific evidence to support a claim that some microorganisms
are harmful.