Maryland State Standards for Science: Grade 5

MD.1.0. Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.

1.A.1. Constructing Knowledge: Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

1.A.1.a. Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same. 6
Suggested Titles for Maryland Science State Standard 1.A.1.a.

1.A.1.b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes. 4
Suggested Titles for Maryland Science State Standard 1.A.1.b.

1.A.1.c. Explain that comparisons of data might not be fair because some conditions are not kept the same. 16
Suggested Titles for Maryland Science State Standard 1.A.1.c.

1.A.1.d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are large, it is important to try to figure out why. 16
Suggested Titles for Maryland Science State Standard 1.A.1.d.

1.A.1.e. Follow directions carefully and keep accurate records of one's work in order to compare data gathered. 16
Suggested Titles for Maryland Science State Standard 1.A.1.e.

1.A.1.f. Identify possible reasons for differences in results from investigations including unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. 16
Suggested Titles for Maryland Science State Standard 1.A.1.f.

1.A.1.g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest: Millimeter - length; Square centimeter - area; Milliliter - volume; Newton - weight; Gram - mass; Second - time; Degree - temperature. 8
Suggested Titles for Maryland Science State Standard 1.A.1.g.

1.B.1. Applying Evidence and Reasoning: Seek better reasons for believing something than 'Everybody knows that...' or 'I just know' and discount such reasons when given by others.

1.B.1.a. Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and investigations. 16
Suggested Titles for Maryland Science State Standard 1.B.1.a.

1.B.1.b. Offer reasons for their findings and consider reasons suggested by others. 16
Suggested Titles for Maryland Science State Standard 1.B.1.b.

1.B.1.c. Review different explanations for the same set of observations and make more observations to resolve the differences. 17
Suggested Titles for Maryland Science State Standard 1.B.1.c.

1.B.1.d. Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later. 17
Suggested Titles for Maryland Science State Standard 1.B.1.d.

1.C.1. Communicating Scientific Information: Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.

1.C.1.a. Make use of and analyze models, such as tables and graphs to summarize and interpret data. 15
Suggested Titles for Maryland Science State Standard 1.C.1.a.

1.C.1.b. Avoid choosing and reporting only the data that show what is expected by the person doing the choosing. 15
Suggested Titles for Maryland Science State Standard 1.C.1.b.

1.C.1.c. Submit work to the critique of others which involves discussing findings, posing questions, and challenging statements to clarify ideas. 18
Suggested Titles for Maryland Science State Standard 1.C.1.c.

1.C.1.d. Construct and share reasonable explanations for questions asked. 18
Suggested Titles for Maryland Science State Standard 1.C.1.d.

1.C.1.e. Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds. 18
Suggested Titles for Maryland Science State Standard 1.C.1.e.

1.D.1. Technology: Develop designs and analyze the products: 'Does it work?' 'Could I make it work better?' 'Could I have used better materials?'

1.D.1.a. Choose appropriate common materials for making simple mechanical constructions and repairing things. 3
Suggested Titles for Maryland Science State Standard 1.D.1.a.

1.D.1.b. Realize that there is no perfect design and that usually some features have to be sacrificed to get others, for example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance). 15
Suggested Titles for Maryland Science State Standard 1.D.1.b.

1.D.1.c. Identify factors that must be considered in any technological design-cost, safety, environmental impact, and what will happen if the solution fails. 10
Suggested Titles for Maryland Science State Standard 1.D.1.c.

1.D.2. Technology: Investigate a variety of mechanical systems and analyze the relationship among the parts. 17
Suggested Titles for Maryland Science State Standard 1.D.2.

1.D.2.a. Realize that in something that consists of many parts, the parts usually influence one another. 5
Suggested Titles for Maryland Science State Standard 1.D.2.a.

1.D.2.b. Explain that something may not work as well (or at all) if a part of it is missing, broken, worn out, mismatched, or misconnected. 17
Suggested Titles for Maryland Science State Standard 1.D.2.b.

1.D.3. Technology: Examine and modify models and discuss their limitations.

1.D.3.a. Explain that a model is a simplified imitation of something and that a model's value lies in suggesting how the thing modeled works. 48
Suggested Titles for Maryland Science State Standard 1.D.3.a.

1.D.3.b. Investigate and describe that seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it. 48
Suggested Titles for Maryland Science State Standard 1.D.3.b.

1.D.3.c. Explain that models, such as geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, although such representations can never be exact in every detail. 48
Suggested Titles for Maryland Science State Standard 1.D.3.c.

1.D.3.d. Realize that one way to make sense of something is to think how it is like something more familiar. 48
Suggested Titles for Maryland Science State Standard 1.D.3.d.

MD.2.0. Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.

2.A.2. Materials and Processes That Shape A Planet: Cite and describe the processes that cause rapid or slow changes in Earth's surface.

2.A.2.a. Identify and describe events such as tornadoes, hurricanes, volcanic eruptions, earthquakes, and flooding which change surface features rapidly. 12
Suggested Titles for Maryland Science State Standard 2.A.2.a.

2.A.2.b. Recognize that the natural force of gravity causes changes in the Earth's surface features as it pulls things towards Earth, as in mud and rock slides, avalanches, etc. 4
Suggested Titles for Maryland Science State Standard 2.A.2.b.

2.A.2.c. Cite examples that demonstrate how the natural agents of wind, water, and ice produce snow changes on the Earth's surface such as carving out deep canyons and building up sand dunes. 7
Suggested Titles for Maryland Science State Standard 2.A.2.c.

2.A.3. Materials and Processes That Shape A Planet: Explain how rock is formed from combinations of different minerals and that smaller rocks come from the breakage and weathering of bedrock (solid rock underlying soil components) and larger rocks; soil is made partly from weathered rock, partly from plant remains-and also contains many living organisms.

2.A.3.a. Observe and classify a collection of minerals based on their physical properties: Color; Luster; Hardness; Streak. 7
Suggested Titles for Maryland Science State Standard 2.A.3.a.

2.A.3.b. Identify components of a variety of rocks and compare the physical properties of rocks with those of minerals to note major differences. 18
Suggested Titles for Maryland Science State Standard 2.A.3.b.

2.A.3.c. Describe ways that the following processes contribute to changes always occurring to the Earth's surface: Erosion; Transport; Deposit. 6
Suggested Titles for Maryland Science State Standard 2.A.3.c.

2.D.1. Astronomy: Identify and compare properties, location, and movement of celestial objects in our solar system.

2.D.1.a. Recognize that like all planets and stars, the Earth is spherical in shape. 2
Suggested Titles for Maryland Science State Standard 2.D.1.a.

2.D.1.b. Identify the properties of the planet Earth that make it possible for the survival of life as we know it: Temperature; Location; Presence of an atmosphere; Presence of water (solid, liquid, and gas). 2
Suggested Titles for Maryland Science State Standard 2.D.1.b.

2.D.1.c. Compare the properties of at least one other planet in our solar system to those of Earth to determine if it could support life, as we know it. 22
Suggested Titles for Maryland Science State Standard 2.D.1.c.

2.D.1.d. Identify and describe physical properties of comets, asteroids, and meteors. 6
Suggested Titles for Maryland Science State Standard 2.D.1.d.

2.D.1.e. Provide evidence that supports the idea that our solar system is sun-centered. 22
Suggested Titles for Maryland Science State Standard 2.D.1.e.

2.D.2. Astronomy: Recognize and describe the causes of the repeating patterns of celestial events.

2.D.2.a. Describe the rotation of the planet Earth on its axis. 2
Suggested Titles for Maryland Science State Standard 2.D.2.a.

2.D.2.b. Recognize and describe that the rotation of planet Earth produces observable effects: The day and night cycle; The apparent movement of the sun, moon, planets, and stars. 2
Suggested Titles for Maryland Science State Standard 2.D.2.b.

2.D.2.c. Describe the revolution of the planet Earth around the sun. 2
Suggested Titles for Maryland Science State Standard 2.D.2.c.

2.D.2.d. Recognize and describe that the revolution of the planet Earth produces effects: The observable patterns of stars in the sky stay the same although different stars can be seen in different seasons; Length of year. 9
Suggested Titles for Maryland Science State Standard 2.D.2.d.

2.D.2.e. Verify with models and cite evidence that the moon's apparent shape and position change. 8
Suggested Titles for Maryland Science State Standard 2.D.2.e.

2.E.1. Interactions of Hydrosphere and Atmosphere: Recognize and describe that the amount of water on Earth continues to stay the same even though it may change from one form to another.

2.E.1.a. Describe how water on Earth changes: Condensation; Precipitation; Evaporation. 5
Suggested Titles for Maryland Science State Standard 2.E.1.a.

2.E.1.b. Explain that the sun is the main source of energy that causes the changes in the water on Earth. 7
Suggested Titles for Maryland Science State Standard 2.E.1.b.

2.E.1.c. Describe the relationship between the amount of energy from the sun and the quantity of water that is changed. 9
Suggested Titles for Maryland Science State Standard 2.E.1.c.

2.E.1.d. Describe the processes that maintain a continuous water cycle. 5
Suggested Titles for Maryland Science State Standard 2.E.1.d.

MD.3.0. Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

3.A.1. Diversity of Life: Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all.

3.A.1.a. Identify and describe features of some of the plants and animals living in a familiar environment and explain ways that these organisms are well suited to their environment. 31
Suggested Titles for Maryland Science State Standard 3.A.1.a.

3.A.1.b. Based on information about the features and behaviors of animals and plants from very different environments describe reasons that they might not survive if their environment changed or if they were moved from one environment to another. 27
Suggested Titles for Maryland Science State Standard 3.A.1.b.

3.A.1.c. State reasons why certain animals such as whales, salmon, could not survive in the Chesapeake Bay. 4
Suggested Titles for Maryland Science State Standard 3.A.1.c.

3.A.1.d. Research the kind of environment needed by the Maryland blue crab, the Black-eyed Susan (Maryland's state flower), or another Maryland native organism. 4
Suggested Titles for Maryland Science State Standard 3.A.1.d.

3.A.1.e. Explain that the survival of individual organisms and entire populations can be affected by sudden (flood, Tsunami) or slow (global warming, air pollution) changes in the environment. 17
Suggested Titles for Maryland Science State Standard 3.A.1.e.

3.B.1. Cells: Provide evidence from observations and investigations to support the idea that some organisms consist of a single cell.

3.B.1.a. Use microscopes, other magnifying instruments, or video technology to observe, describe, and compare single celled organisms, such as amoeba, euglena, paramecium, etc. 17
Suggested Titles for Maryland Science State Standard 3.B.1.a.

3.B.1.b. Describe the observable behaviors of single celled organisms 16
Suggested Titles for Maryland Science State Standard 3.B.1.b.

3.B.1.c. Cite evidence from data gathered that supports the idea that most single celled organisms have needs similar to those of multicellular organisms. 6
Suggested Titles for Maryland Science State Standard 3.B.1.c.

3.B.2. Cells: Investigate and provide evidence that living things are made mostly of cells that can be seen and studied only through a microscope.

3.B.2.a. Use microscopes and/or other video technology to investigate and describe that some organisms are composed of a collection of similar cells working together to meet basic needs of a 'colony' of cells. 6
Suggested Titles for Maryland Science State Standard 3.B.2.a.

3.B.2.b. Use microscopes and pictures to investigate, describe with drawings, and compare the cells in a variety of multicellular organisms, such as cells in elodea and onions; muscle cells, nerve cells, skin cells, etc in animals. 6
Suggested Titles for Maryland Science State Standard 3.B.2.b.

3.B.2.c. Select information gathered from readings that supports the need for specialized (different types) cells in multicellular organisms. 6
Suggested Titles for Maryland Science State Standard 3.B.2.c.

3.E.1. Flow of Matter and Energy: Recognize that some source of energy is needed for all organisms to grow and survive.

3.E.1.a. Identify the sun as the primary source of energy for all living organisms: Plants use sunlight to make food; Plants and animals use food for energy and growth. 18
Suggested Titles for Maryland Science State Standard 3.E.1.a.

3.E.1.b. Cite evidence from observations and research that some insects and various other organisms depend on dead plant and animal material for food. 10
Suggested Titles for Maryland Science State Standard 3.E.1.b.

3.E.1.c. Provide examples that justify the statement 'Most animals' food can be traced back to plants.' 10
Suggested Titles for Maryland Science State Standard 3.E.1.c.

MD.4.0. Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.

4.B.1. Conservation of Matter: Cite evidence to support the statement that, 'No matter how many parts of an object are assembled, the mass of the whole object made is always the same as the sum of the parts.'

4.B.1.a. Use magnifying instruments to investigate samples of matter, such as a leaf, sugar cube, color photograph, and granite to describe the minute parts from which they are made. 6
Suggested Titles for Maryland Science State Standard 4.B.1.a.

4.B.1.b. Use evidence from investigations with a variety of materials, such as water to describe how matter can change from one form to another without the loss of any mass. 11
Suggested Titles for Maryland Science State Standard 4.B.1.b.

4.B.1.c. Describe the relationship between the masses of whole objects to the sum of the mass of their parts using appropriate tools to gather supporting data. 9
Suggested Titles for Maryland Science State Standard 4.B.1.c.

4.C.1. States of Matter: Provide evidence from investigations to identify the processes that can be used to change materials from one state of matter to another.

4.C.1.a. Observe and describe the changes heating and cooling cause to the different states in which water exists: Heating causes: ice (solid) to melt forming liquid water; liquid water to evaporate forming water vapor (gas); Cooling causes: liquid water to freeze forming ice (solid); water vapor (gas) to form liquid water. 8
Suggested Titles for Maryland Science State Standard 4.C.1.a.

4.C.1.b. Based on data explain the importance of water's ability to exist in all three states within the temperatures normally found on Earth. 8
Suggested Titles for Maryland Science State Standard 4.C.1.b.

4.C.1.c. Analyze data from observations to support the idea that when materials change from one state to another the amount of material stays the same. 8
Suggested Titles for Maryland Science State Standard 4.C.1.c.

4.D.1. Physical and Chemical Changes: Provide evidence to illustrate that when a new material is made by combining two or more materials, its properties are different from the original materials.

4.D.1.a. Investigate and describe what happens to the properties of materials when several materials are combined to make a mixture, such as table salt and pepper; various kinds of nuts, chocolate pieces, and coconut; sugar dissolved in milk 7
Suggested Titles for Maryland Science State Standard 4.D.1.a.

4.D.1.b. Based on observations from investigations and video technology, describe what happens to the observable properties of materials when several materials are combined to make a new material, such as: Baking soda combined with vinegar. 7
Suggested Titles for Maryland Science State Standard 4.D.1.b.

4.D.1.c. Share data gathered and construct a reasonable explanation of the results. 22
Suggested Titles for Maryland Science State Standard 4.D.1.c.

MD.5.0. Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur

5.A.1. Mechanics: Describe the motion of objects using distance traveled, time, direction, and speed.

5.A.1.a. Observe, describe, and compare types of motion: Uniform motion as equal distances traveled in equal times, such as escalators, conveyor belts; Variable motion as different distances traveled in equal times, such as an accelerating car, falling objects; Periodic motion as motion that repeats itself, such as a child on a swing, a person on a pogo stick. 3
Suggested Titles for Maryland Science State Standard 5.A.1.a.

5.A.1.b. Use measurements to describe the distance traveled as the change in position. 12
Suggested Titles for Maryland Science State Standard 5.A.1.b.

5.A.1.c. Based on data describe speed as the distance traveled per unit of time. 3
Suggested Titles for Maryland Science State Standard 5.A.1.c.

5.A.2. Mechanics: Explain that the changes in the motion of objects are determined by the mass of an object and the amount (size) of the force applied to it.

5.A.2.a. Observe and give examples that show changes in speed or direction of motion are caused by an interaction of forces acting on an object: Friction; Gravity. 9
Suggested Titles for Maryland Science State Standard 5.A.2.a.

5.A.2.b. Observe and explain the changes in selected motion patterns using the relationship between force and mass. 5
Suggested Titles for Maryland Science State Standard 5.A.2.b.

5.A.4. Mechanics: Cite evidence that energy in various forms exists in mechanical systems.

5.A.4.a. Identify ways of storing energy (potential) in an object: Raising an object above the ground; Putting it on the end of a compressed or extended spring or rubber band. 14
Suggested Titles for Maryland Science State Standard 5.A.4.a.

5.A.4.b. Identify that an object has energy (kinetic) related to its motion: The greater the mass, the greater the energy; The greater the speed, the greater the energy. 17
Suggested Titles for Maryland Science State Standard 5.A.4.b.

5.A.4.c. Observe and cite examples showing that stored energy may be converted to energy of motion and vice versa. 17
Suggested Titles for Maryland Science State Standard 5.A.4.c.

5.D.3. Wave Interactions: Provide evidence to show that light travels in a straight line until it is reflected or refracted.

5.D.3.a. Observe and describe the images formed by a plane mirror: Size of the image; Apparent distance of the image from the mirror; Front-to-back reversal in the image. 7
Suggested Titles for Maryland Science State Standard 5.D.3.a.

5.D.3.b. Based on observations trace the path of a ray of light before and after it is reflected (bounces) off a plane mirror. 7
Suggested Titles for Maryland Science State Standard 5.D.3.b.

5.D.3.c. Observe and describe that a ray of light changes direction when it crosses the boundary between two materials such as air and water or air to glass. 7
Suggested Titles for Maryland Science State Standard 5.D.3.c.

5.D.4. Wave Interactions: Recognize and describe how light interacts with different materials.

5.D.4.a. Classify materials as translucent, transparent or opaque. 6
Suggested Titles for Maryland Science State Standard 5.D.4.a.

5.D.4.b. Explain that shadows are formed when objects block light. 6
Suggested Titles for Maryland Science State Standard 5.D.4.b.

5.D.4.c. Observe and describe that prisms separate white light into its component colors. 6
Suggested Titles for Maryland Science State Standard 5.D.4.c.

5.D.4.d. Pose questions about why objects appear to be different colors. 6
Suggested Titles for Maryland Science State Standard 5.D.4.d.

MD.6.0. Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.

6.A.1. Natural Resources and Human Needs: Recognize and explain how renewable and nonrenewable natural resources found in Maryland are used by humans to meet basic needs.

6.A.1.a. Identify and compare Maryland's renewable resources and nonrenewable resources. 9
Suggested Titles for Maryland Science State Standard 6.A.1.a.

6.A.1.b. Describe how humans use renewable natural resources, such as plants, soil, water, animals. 8
Suggested Titles for Maryland Science State Standard 6.A.1.b.

6.A.1.c. Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals 84
Suggested Titles for Maryland Science State Standard 6.A.1.c.

6.B.1. Environmental Issues: Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs.

6.B.1.a. Identify and describe personal and community behaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment. 41
Suggested Titles for Maryland Science State Standard 6.B.1.a.

6.B.1.b. Identify and describe that individuals and groups assess and manage risk to the environment differently. 34
Suggested Titles for Maryland Science State Standard 6.B.1.b.

6.B.2. Environmental Issues: Recognize and describe that consequences may occur when Earth's natural resources are used.

6.B.2.a. Explain how human activities may have positive consequences on the natural environment: Recycling centers; Native plantings; Good farming practice. 27
Suggested Titles for Maryland Science State Standard 6.B.2.a.

6.B.2.b. Explain how human activities may have a negative consequence on the natural environment: Damage or destruction done to habitats; Air, water, and land pollution. 19
Suggested Titles for Maryland Science State Standard 6.B.2.b.

6.B.2.c. Identify and describe that an environmental issue affects individuals and groups differently. 34
Suggested Titles for Maryland Science State Standard 6.B.2.c.