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Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
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Shapes Fourth Grade Math
Geography Kindergarten Social Studies

Montana Standards for Fifth Grade Science

Acids and basesWorksheets: 4Study Guides: 1Vocabulary: 1Animal Diversity and AdaptationsWorksheets: 3Study Guides: 1Vocabulary: 5Earth's oceansWorksheets: 3Study Guides: 1Vocabulary: 1Energy resourcesWorksheets: 3Study Guides: 1Vocabulary: 2Flowers and seedsWorksheets: 4Study Guides: 1Vocabulary: 2Plant Responses and AdaptationsWorksheets: 3Study Guides: 1Vocabulary: 1

MT.S1. Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.

S1.1. Identify a question, determine relevant variable and a control, formulate a testable hypothesis, plan and predict the outcome of an investigation, safely conduct scientific investigation, and compare and analyze data

S1.1.gr5.C. Identify a hypothesis
S1.1.gr5.F. Identify the independent and dependent variable
S1.1.gr5.G. Identify a control group and explain its purpose
S1.1.gr5.H. List and follow appropriate safety procedures.
S1.1.gr5.I. Conduct the investigation

S1.2. Select and use appropriate tools including technology to make measurements (in metric units), gather, process and analyze data from scientific investigations

S1.2.gr5.A. Collect data using observation and tools such as scale, balances, thermometer, beaker, digital probes, stop watch, graduated cylinder in metric units
S1.2.gr5.B. Record data using data tables
S1.2.gr5.C. Represent data using graphs

S1.3. Review, communicate and defend results of investigations, including considering alternative explanations.

S1.3.gr5.A. Compare data to hypothesis with guidance
S1.3.gr5.B. Determine if hypothesis is supported or not supported with guidance
S1.3.gr5.C. Communicate findings in written or oral format.

S1.4. Create models to illustrate scientific concepts and use the model to predict change. (e.g., computer simulation, stream table, graphic representation)

S1.4.gr5.A. Explain the purpose of a model
S1.4.gr5.B. List various types of models including 2-D, 3- D and computer simulations

MT.S2. Students, through the inquiry process, demonstrate the knowledge of properties, forms, changes and interactions of physical and chemical systems.

S2.1. Classify, describe, and manipulate the physical models of matter in terms of: elements, and compounds, pure substances and mixtures, atoms, and molecules

S2.1.gr5.A. Identify common elements
S2.1.gr5.B. Define elements as pure substances
S2.1.gr5.E. Explain the relationship between elements, compounds, pure substances, and mixtures.

S2.2. Examine, describe, compare and classify objects and substances based on common physical properties and simple chemical properties

S2.2.gr5.A. Define physical properties as properties that do not change the chemical nature of matter (i.e., color, smell, freezing point, boiling point, melting point, magnetism)
S2.2.gr5.C. Identify examples of chemical change (generating a gas, color change, rust)

S2.3. Describe energy and compare and contrast the energy transformations and the characteristics of light, heat, motion, magnetism, electricity, sound and mechanical waves

S2.3.gr5.A. Identify that most matter can exist as a solid, liquid or gas depending on temperature.
S2.3.gr5.B. Describe the processes of sublimation, condensation, and evaporation
S2.3.gr5.C. Explain how sound is produced, transmitted, and received.
S2.3.gr5.D. Describe how sound can be changed.
S2.3.gr5.E. Design and construct instruments that produce sound
S2.3.gr5.F. Define electricity as the flow of energy
S2.3.gr5.G. Distinguish the differences between simple, series, and parallel circuits
S2.3.gr5.H. Model series and parallel circuits
S2.3.gr5.I. Explain the flow of energy in a circuit.
S2.3.gr5.J. Explain the three types of heat transfer

S2.5. Describe and explain the motion of an object in terms of its position, direction, & speed as well as the forces acting upon it

S2.5.gr5.A. Experiment with potential and kinetic energy, (i.e., cars/balls on ramp)
S2.5.gr5.B. Explain the differences between kinetic and potential energy
S2.5.gr5.C. Identify that work is movement following application of a force.
S2.5.gr5.D. Demonstrate an example of work.

MT.S3. Students, through the inquiry process, demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment.

S3.1. Compare the structure and function of prokaryotic cells (bacteria) and eukaryotic cells (plant, animal, etc.) including the levels of organization of the structure and function, particularly with humans

S3.1.gr5.A. Describe the basic structure and function of a cell.
S3.1.gr5.B. Observe cells using a microscope.
S3.1.gr5.C. Compare plant and animals cells
S3.1.gr5.D. Create model/diagram of an animal and/or plant cells.

S3.2. Explain how organisms and systems of organisms obtain and use energy resources to maintain stable conditions (e.g., food webs, photosynthesis, respiration)

S3.2.gr5.A. Identify plant structures involved in photosynthesis and transpiration
S3.2.gr5.B. Identify the compounds involved in photosynthesis and transpiration
S3.2.gr5.C. Explain the process of photosynthesis and transpiration in terms of the key structures and compounds that are utilized.
S3.2.gr5.D. Explain the relationship between photosynthesis and transpiration

S3.4. Investigate and explain the interdependent nature of populations and communities in the environment and describe how species in these populations adapt by evolving

S3.4.gr5.A. Explore and compare symbiotic relationships
S3.4.gr5.B. Define symbiosis
S3.4.gr5.C. Identify the key characteristics of an ecosystem
S3.4.gr5.D. Describe the interdependence between the parts of an ecosystem

S3.5. Create and use a basic classification scheme to identify plants and animals

S3.5.gr5.A. Employ dichotomous key to separate a collection of basic objects
S3.5.gr5.B. Identify the kingdoms
S3.5.gr5.C. Know the difference between kingdom, phylum and class
S3.5.gr5.D. Define vertebrate/invertebrate, warm blooded/cold blooded
S3.5.gr5.E. Compare and contrast two characteristics of the animal kingdoms.
S3.5.gr5.F. Classify plants by flowering, non-flowering, mosses, ferns

MT.S4. Students, through the inquiry process, demonstrate knowledge of the composition, structures, processes and interactions of Earth's systems and other objects in space.

S4.1. Model and explain the internal structure of the earth and describe the formation and composition of earth's external features in terms of the rock cycle and plate tectonics and constructive and destructive forces

S4.1.gr5.A. Describe Earth's physical features
S4.1.gr5.C. Define the role that plate tectonics play in changing Earth's features

S4.2. Differentiate between rocks types and minerals types and classify both by how they are formed and the utilization by humans

S4.2.gr5.A. Differentiate between igneous, sedimentary, and metamorphic rocks.
S4.2.gr5.B. Identify that rock is composed of different kinds of minerals
S4.2.gr5.C. Define minerals as the building blocks of rocks.
S4.2.gr5.D. Compare and contrast the differences between rocks and minerals.

S4.3. Use fossils to describe the geological timeline

S4.3.gr5.B. Describe how the relative age of fossils can be determined from their position in sedimentary rock layers

S4.4. Describe the water cycle, the composition and structure of the atmosphere and the impact of oceans on large-scale weather patterns

S4.4.gr5.A. Explain the water cycle and its application to weather.
S4.4.gr5.B. Identify different types of clouds and how they can be used to predict weather.
S4.4.gr5.C. Describe properties of air masses moving across the earth's surface
S4.4.gr5.D. Discuss how interactions of air masses are used to forecast the weather
S4.4.gr5.E. Interpret a weather map using correct symbols.

S4.5. Describe and model the motion and tilt of earth in relation to the sun, and explain the concepts of day, night, seasons, year, and climatic changes

S4.5.gr5.A. Compare and contrast revolution and rotation
S4.5.gr5.B. Illustrate/model Earth's rotation in relation to the sun
S4.5.gr5.C. Explain how the Earth's rotation causes day and night
S4.5.gr5.D. Illustrate and model Earth's revolution in relation to the sun
S4.5.gr5.E. Describe and model the causes of seasons and year due to the revolution and tilt of the Earth in relation to the sun

S4.6. Describe the earth, moon, planets and other objects in space in terms of size, force of gravity, structure, and movement in relation to the sun

S4.6.gr5.A. Identify the relationship between the Earth, the sun, and the moon
S4.6.gr5.B. Explain how the moon is lighted by the sun
S4.6.gr5.C. Model the relative movements of the moon, Earth and sun
S4.6.gr5.D. Identify phases of the moon by how much of the lighted part of moon can be seen from Earth

MT.S5. Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.

S5.1. Describe the specific fields of science and technology as they relate to occupations within those fields

S5.1.gr5.A. Identify specific fields of science
S5.1.gr5.B. Identify occupations within specific fields of science
S5.1.gr5.C. Identify uses of technology unique to specific occupations within each field of science

S5.4. Use scientific knowledge to investigate problems and their proposed solutions and evaluate those solutions while considering environmental impacts

S5.4.gr5.A. Identify a local issue with an environmental impact

MT.S6. Students understand historical developments in science and technology.

S6.2. Identify major milestones in science that have impacted science, technology, and society

S6.2.gr5.A. Chart the history of scientific milestones (see Grades 6-8.)
S6.2.gr5.B. Discuss how milestones have impacted society over time.

S6.3. Describe and explain science as a human endeavor and an ongoing process

S6.3.gr5.A. Investigate occupations that use science