What's New: Science Worksheets and Study Guides

All About Me Kindergarten Science
Matter Kindergarten Science
Our Earth Kindergarten Science
Me and My Family Kindergarten Science
Me and My Family Kindergarten Science
All About Animals Kindergarten Science
Pushing, Moving, Pulling Kindergarten Science

Alaska Standards for Fifth Grade Science

AK.A1. Science as Inquiry and Process (SA1, SA2, SA3)

[5] SA1.1. The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.

[5] SA1.2. The student demonstrates an understanding of the processes of science by using quantitative and qualitative observations to create their own inferences and predictions.

[5] SA2.1. The student demonstrates an understanding of the attitudes and approaches to scientific inquiry by supporting their statements with facts from a variety of resources and by identifying their sources. (L)

AK.B1. Concepts of Physical Science (SB1, SB2, SB3, SB4)

[5] SB1.1. The student demonstrates understanding of the structure and properties of matter by comparing models that represent matter as solids, liquids, or gases and the changes from one state to another. (L)

[5] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by classifying the changes (i.e., heat, light, sound, and motion) that electrical energy undergoes in common household appliances (i.e., toaster, blender, radio, light bulb, heater).

[5] SB3.1. The student demonstrates understanding of the interactions between matter and energy and the effects of these interactions on systems by identifying physical and chemical changes based on observable characteristics (e.g., tearing paper vs. burning paper).

[5] SB4.1. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by investigating that the greater the force acting on an object, the greater the change in motion will be. (L)

AK.C1. Concepts of Life Science (SC1, SC2, SC3)

[5] SC1.1. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by contrasting inherited traits (e.g., flower color, number of limbs) with those that are not (riding a bike, scar from an accident).

[5] SC1.2. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by making reasonable inferences about fossil organisms based on physical evidence.

[5] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by identifying and sorting animals into groups using basic external and internal features.

[5] SC2.2. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by explaining how external features and internal systems (i.e., respiratory, excretory, skeletal, circulatory, and digestive) of plants and animals may help them grow, survive, and reproduce.

[5] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by recognizing that organisms are composed of cells.

[5] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by diagramming how matter and energy are transferred within and between living and nonliving things.

[5] SC3.2. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by organizing a simple food chain of familiar plants and animals that traces the source of the energy back to sunlight.

AK.D1. Concepts of Earth Science (SD1, SD2, SD3, SD4)

[5] SD1.1. The student demonstrates an understanding of geochemical cycles by observing a model of the rock cycle showing that smaller rocks come from the breaking and weathering of larger rocks and that smaller rocks (e.g., sediments and sands) may combine with plant materials to form soils. (L)

[5] SD2.1. The student demonstrates an understanding of the forces that shape Earth by describing how wind and water tear down and build up the Earth's surface resulting in new land formations (i.e., deltas, moraines, and canyons).

[5] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by observing a model that shows how the regular and predictable motion of the Earth and moon determine the apparent shape (phases) of the moon over time. (L)

[5] SD3.2. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by comparing heat absorption and loss by land and water.

[5] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by distinguishing between stars, planets, moons, comets, and meteors. (L)

[5] SD4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by recognizing that the Earth is in regular and predictable motion and this motion explains the length of a day and year.

[5] SD4.3. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by recognizing and using appropriate instruments of magnification (e.g., binoculars and telescopes). (L)

AK.E1. Science and Technology (SE1, SE2, SE3)

[5] SE2.1. The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by investigating a problem or project over a specified period of time and identifying the tools and processes used in that project. (L)

[5] SE3.1. The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by describing the various effects of an innovation (e.g., snow machines, airplanes, immunizations) on the safety, health, and environment of the local community. (L)

AK.G1. History and Nature of Science (SG1, SG2, SG3, SG4)

[5] SG2.1. The student demonstrates an understanding of the bases of the advancement of scientific knowledge by reviewing and recording results of investigations into the natural world.

AK.SA. Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:

SA1. Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments.

AK.SB. Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:

SB1. Develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.

SB2. Develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one place or system to another, may be unavailable for use, and is ultimately conserved.

SB3. Develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.

SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:

SC1. Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution.

SC2. Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.

SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.

AK.SD. Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:

SD1. Develop an understanding of Earth's geochemical cycles.

SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.

AK.SE. Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:

SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.

SE2. Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.

AK.SG. History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:

SG1. Develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.

SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

SG3. Develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s).