5th Grade Measure Change in Motion

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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

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Curriculum team reference guide with GLCE and Companion Docs for 5th grade unit on Measuring Changes in Motion

Transcript of 5th Grade Measure Change in Motion

Page 1: 5th Grade Measure Change in Motion

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

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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

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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

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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

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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 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.

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

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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).

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P.FM.05.31 Describe what happens when two forces act on an object in the same or opposing directions.

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

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P.FM.05.33 Describe how changes in the motion of objects are caused by a non-zero net (unbalanced) force.

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P.FM.05.34 Relate the size of change in motion to the strength of unbalanced forces and the mass of the object.

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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.

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

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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.

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

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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.)

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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.

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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.

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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.

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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.

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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 balanced force change of direction change of motion change of speed force strength friction graph magnetic attraction magnetic repulsion mass relative position constant speed direction of motion gravitational force speed unbalanced force zero net force non-zero net force

acceleration applied force kinetic energy mechanical motion Newton's laws of motion pulley deceleration inertia velocity magnitude lever inclined plane simple machines spring scale newtons

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

hand hours, minutes seconds,

speed meter stick, measuring tape, stop watch, timer, clock with second hand

kilometers /hour, meters/second, 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)

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• 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

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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.

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(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

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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

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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.

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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.

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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.

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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.

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Science Grade 5: General Inquiry Questions » Teacher Version

Go on to the next page »

DataDirector Exam ID: 423 Page 1 of 3 © 2009 Houghton Mifflin Harcourt. All rights reserved.

Directions: For each of the following questions, decide which of the choices is best and fill in the correspondingspace on the answer document.

1. Use the graph below to answer the followingquestion.When is it most likely that a disease first affectedthe Jefferson pines?

A. 1980B. 1989C. 1984D. 1983

ItemID kmorgan.1802Correct CStandard(s) SCI.5.S.IA.05.11 ( 5 )

 

2. Fiona conducted a lab experiment and concludedthat stirring chemicals makes them dissolve faster.Which of the following is a piece of evidence thatbest supports her conclusion?

A. After the chemicals in the experiment werestirred, she recorded the amount of timethey took to dissolve.

B. The chemicals that were stirred dissolvedfour times faster than those that were notstirred.

C. When chemicals are stirred, they breakdown more easily.

D. The chemicals combined during theexperiment were difficult to dissolve.

ItemID kmorgan.1805Correct BStandard(s) SCI.5.S.RS.05.11 ( 5 ), SCI.5.S.RS.05.13 ( 5 )

 

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Science Grade 5: General Inquiry Questions » Teacher Version

Go on to the next page »

DataDirector Exam ID: 423 Page 2 of 3 © 2009 Houghton Mifflin Harcourt. All rights reserved.

3. The chart below shows the growth of a plant overfour days.Which of the following graphs most accuratelyrepresents the information in the chart?

A.

B.

C.

D.

ItemID kmorgan.1807Correct CStandard(s) SCI.5.S.IP.05.15 ( 5 )

 

4. Which of the following would be the besthypothesis for an experiment on the behavior ofcats?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.1809Correct CStandard(s) SCI.5.S.IP.05.11 ( 5 )

 

5. A farmer is trying to find out which kind of feed hiscows like best.Which of the following would be the fairest test?A.

B.

C.

D.

ItemID kmorgan.1811Correct BStandard(s) SCI.5.S.IP.05.12 ( 5 )

Page 26: 5th Grade Measure Change in Motion

Science Grade 5: General Inquiry Questions » Teacher Version

Go on to the next page »

DataDirector Exam ID: 423 Page 3 of 3 © 2009 Houghton Mifflin Harcourt. All rights reserved.

 

6. An experiment calls for three basketballs and atape measure.

What is the experiment probably about?

A. how much basketballs weighB. how many times the basketballs bounceC. how fast basketballs rollD. how many basketballs can fit in a box

ItemID kmorgan.1812Correct DStandard(s) SCI.5.S.IP.05.13 ( 5 )

 

7. When using the scientific method, why doscientists conduct an experiment?A. to determine if the experiment worksB. to help form predictionsC. to test the hypothesisD. to help analyze data

ItemID kmorgan.1813Correct CStandard(s) SCI.5.S.IP.05.12 ( 5 ), SCI.5.S.IA.05.14 ( 5 )

 

8. The planet Mars is approximately 228 millionkilometers from the Sun. Its average temperatureis -50°C (-58°F) and it revolves around the Sunonce every 687 days. Which of the followinginferences 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.2078Correct BStandard(s) SCI.5.S.IA.05.11 ( 5 )

  Stop! You have finished this exam.

Page 27: 5th Grade Measure Change in Motion

Science Grade 5, Unit 1: Measuring Changes in Motion » Teacher Version

Go on to the next page »

DataDirector Exam ID: 398 Page 1 of 2 © 2009 Houghton Mifflin Harcourt. All rights reserved.

Directions: For each of the following questions, decide which of the choices is best and fill in the correspondingspace on the answer document.

1.The diagram shows a block of wood floating inwater. Which of the following diagrams best showsthe forces acting on the block of wood?

A.

B.

C.

D.

ItemID kmorgan.1729Correct AStandard(s) SCI.5.P.FM.05.31 ( 5 )

 

2. What must be true for a car to move forward at aconstant speed?

A. The forward force of the car must increaseat a constant rate.

B. The forward force of the car must be greaterthan the force of gravity.

C. The forward force of the car must bebalanced with the force of friction.

D. The forward force of the car must be greaterthan the backward force on the car.

ItemID kmorgan.1730Correct CStandard(s) SCI.5.P.FM.05.32 ( 5 )

 

3. An airplane is flying at a speed of 170 metersper second (m/s) relative to the ground. A flightattendant is walking at a speed of 2 meters persecond to the rear of the plane. Relative to theground, what is the speed of the flight attendant?

A. 2 m/sB. 168 m/sC. 170 m/sD. 172 m/s

ItemID kmorgan.1731Correct BStandard(s) SCI.5.P.FM.05.41 ( 5 )

 

Page 28: 5th Grade Measure Change in Motion

Science Grade 5, Unit 1: Measuring Changes in Motion » Teacher Version

Go on to the next page »

DataDirector Exam ID: 398 Page 2 of 2 © 2009 Houghton Mifflin Harcourt. All rights reserved.

4. A graph of velocity as a function of time when thesame net force is applied to three different objectsis shown below.

Using the graph above, which object has thegreatest mass?A. AB. BC. CD. They all have the same mass.

ItemID kmorgan.1741Correct CStandard(s) SCI.5.P.FM.05.34 ( 5 )

 

5. Train A is moving west at 10 mph and collides withtrain B moving east at 30 mph. What speed anddirection will Train A move immediately after thecollision?A. 30 mph eastB. 20 mph eastC. 20 mph westD. 10 mph east

ItemID kmorgan.2415Correct BStandard(s) SCI.5.P.FM.05.42 ( 5 )

  Stop! You have finished this exam.

Page 29: 5th Grade Measure Change in Motion

SCIENCE PROCESSES

PHYSICAL SCIENCE

LIFE SCIENCE

EARTH SCIENCE

Office of School Improvement

www.michigan.gov/mde

SCIE

NCE

GRADE LEVELCONTENTEXPECTATIONS

F I F T H G R A D E S C I E N C E

v.1.09

5Welcome to Michigan’s K-7 Grade Level Content Expectations

Purpose & OverviewIn 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 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 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 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.

DevelopmentIn 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 in the development of “the core ideas of science...the big picture” in this document.

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4 9 F I F T H G R A D E S C I E N C E v .1 . 0 9 M I C H I G A N D E P A R T M E N T O F E D U C A T I O N

SCIENCE PROCESSES

PHYSICAL SCIENCE

LIFE SCIENCE

EARTH SCIENCE

Office of School Improvement

www.michigan.gov/mde

SCIE

NCE

GRADE LEVELCONTENTEXPECTATIONS

F I F T H G R A D E S C I E N C E

v.1.09

CurriculumUsing 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.

AssessmentThe 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 SuccessIn 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 StructureThe 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.

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Middle School (5-7) Science Organizational Structure

Discipline 1

Science Processes

Discipline 2

Physical Science

Discipline 3

Life Science

Discipline 4

Earth Science

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

Inquiry Process (IP)

Inquiry Analysis and Communication (IA)

Reflection and Social Implications (RS)

Force and Motion (FM)

Force Interactions (2)

Force (4)

Speed (3)

Energy (EN)

Kinetic and Potential

Energy (2)

Waves and Energy (3)

Energy Transfer (3)

Solar Energy Effects

(2)

Properties of Matter (PM)

Chemical Properties

(1)

Elements and

Compounds (4)

Changes in Matter (CM)

Changes in State (2)

Chemical Changes (3)

Organization of Living Things (OL)

Cell Functions (4)

Growth and

Development (2)

Animal Systems (2)

Producers,

Consumers, and

Decomposers (2)

Photosynthesis (3)

Heredity (HE)

Inherited and

Acquired Traits (2)

Reproduction (2)

Evolution (EV)

Species Adaptation

and Survival (4)

Relationships Among

Organisms (1)

Ecosystems (EC)

Interactions of

Organisms (1)

Relationships of

Organisms (3)

Biotic and Abiotic

Factors (2)

Environmental

Impact of Organisms

(2)

Earth Systems (ES)

Solar Energy (3)

Human

Consequences (2)

Seasons (2)

Weather and Climate

(4)

Water Cycle (2)

Solid Earth (SE)

Soil (4)

Rock Formation (1)

Plate Tectonics (3)

Magnetic Field of

Earth (2)

Fluid Earth (FE)

Atmosphere (2)

Earth in Space and Time (ST)

Solar System (1)

Solar System Motion

(5)

Fossils (1)

Geologic Time (2)

Science Processes: Inquiry Process, Inquiry Analysis and Communication, Reflection, and Social ImplicationsThe 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.

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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, EvolutionFifth 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.

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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)

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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.

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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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5R E A D I N G

W R I T I N G

S P E A K I N G

L I S T E N I N G

V I E W I N G

ELA

GRADE LEVELCONTENTEXPECTATIONS

F I F T 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

Office of School Improvement

www.michigan.gov/mde

v.12.05

Welcome to Michigan’s K-8 Grade Level Content Expectations

Purpose & OverviewIn 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 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 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.

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 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.

AssessmentThe 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.

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CurriculumUsing 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 StructureThe 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 Reading

Strand 2 Writing

Strand 3 Speaking

Strand 4 Listening & Viewing

Domains

Word Recognition and Word Study (WS)

• Phonemic Awareness

• Phonics

• Word Recognition

• Vocabulary

Fluency (FL)

Narrative Text (NT)

Informational Text (IT)

Comprehension (CM)

Metacognition (MT)

Critical Standards (CS)

Reading Attitude (AT)

Genre (GN)

Process (PR)

Personal Style (PS)

Grammar & Usage (GR)

Spelling (SP)

Handwriting (HW)

Writing Attitude (AT)

Conventions (CN)

Discourse (DS)

Conventions (CN)

Response (RP)

Preparing Students for Academic SuccessWithin 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 E A 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 I T 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 E A 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 S T E N I N G Conventions

& V I E W 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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�� GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

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 1620Beginning 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 SettlementIn 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 NationIn 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

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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 InvolvementThe 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.

1Note: 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.

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

INTEGRATED* UNITED STATES HISTORy ORGANIZED By ERA

The World in Spatial Terms: Geographical Habits of Mind 1. Tools, Technology, and Information Processing2. Mental Maps 3. Spatial Organization on Earth’s

Places and Regions4. Physical and Human Characteristics of Place5. Creating Regions6. Perceptions of Places and Regions

Physical Systems7. Physical Processes8. Ecosystems

Human Systems9. Distribution and Migration of People10. Cultural Mosaic11. Economic Interdependence12. Patterns of Human Settlement13. Forces of Cooperation and Conflict

Environment and Society14. Human Modification of the Environment15. How Physical Systems Affect Human Systems16. Resource Use and Distribution

Uses of Geography17. Using Geography to Interpret the Past18. Using Geography to Interpret the Present and Plan for the Future

National Geography Standards (National Geography Standards are referenced after expectations where appropriate)

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U1 USHG ERA 1 – BEGINNINGS TO 1620

U1.1 American Indian Life in the AmericasDescribe 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 ExplorationIdentify 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 CenturyDescribe 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 InteractionsDescribe 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)

Social Studies Content Expectations Grade Five

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U2 USHG ERA 2 – COLONIZATION AND SETTLEMENT (1585-1763)

U2.1 European Struggle for Control of North AmericaCompare 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 AmericaAnalyze 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)

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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 AmericaDistinguish 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 RevolutionIdentify 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.

Social Studies Content Expectations Grade Five

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Social Studies Content Expectations Grade Five

U3.2 The American Revolution and Its ConsequencesExplain 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 ConstitutionExplain 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.

Social Studies Content Expectations Grade Five

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PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4)

P3.1 Identifying and Analyzing Public IssuesClearly 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 IssueCommunicate 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 InvolvementAct 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.

Social Studies Content Expectations Grade Five

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A goal of No Child Left Behind is that schools will “assist every

student in crossing the digital divide by ensuring that every student is

technologically literate by the time the student finishes the eighth grade,

regardless of the student’s race, ethnicity, gender, family income,

geographic location, or disability.”

The Michigan Educational Technology Standards for Students (METS-S)

are aligned with the International Society for Technology in Education’s

(ISTE) National Educational Technology Standards for Students (NETS-S)

and the Framework for 21st Century Learning. The Michigan standards are

intended to provide educators with a specific set of learning expectations

that can be used to drive educational technology literacy assessments.

These standards are best delivered by authentic instruction and assess-

ment with direct curricular ties and it is intended that these Standards will

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.

2009 Michigan Educational Technology Standards for Students

Approved by the State Board of Education - October 2009

Grades 3-5

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.

State Board of Education

Kathleen N. Straus, President

John C. Austin, Vice President

Carolyn L. Curtin, Secretary

Marianne Yared McGuire, Treasurer

Nancy Danhof, NASBE Delegate

Elizabeth W. Bauer

Reginald M. Turner

Casandra E. Ulbrich

Jennifer M. Granholm Governor

Michael P. Flanagan, Superintendent

Page 1 of 2

For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS

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Approved by the Michigan State Board of Education—October 2009 Page 2 of 2

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.CC. Communication and Collaboration—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.RI. Research and Information Literacy—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.CT. Critical Thinking, Problem Solving, and Decision Making —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.DC. Digital Citizenship—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)

3-5.TC. Technology Operations and Concepts—By the end of grade 5 each student will:

2009 Michigan Educational Technology Standards—Grades 3-5

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.CI. Creativity and Innovation—By the end of grade 5 each student will: