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Habits of the Mind
S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
a. Keep records of investigations and observations and do not alter the records later.
b. Carefully distinguish observations from ideas and speculation about those observations.
c. Offer reasons for findings and consider reasons suggested by others.
d. Take responsibility for understanding the importance of being safety conscious.
S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves, thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientific problems by comparing them to typical values.
S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
c. Use computers, cameras and recording devices for capturing information.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts.
c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements where appropriate.
d. Identify the biggest and the smallest possible values of something.
5CS5. Students will communicate scientific ideas and activities clearly.
a. Write instructions that others can follow in carrying out a scientific procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.
S5CS6. Students will question scientific claims and arguments effectively.
a. Support statements with facts found in books, articles, and databases, and identify the sources used.
b. Identify when comparisons might not be fair because some conditions are different.
The Nature of Science
S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.
Students will recognize that:
a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.
b. Some scientific knowledge is very old and yet is still applicable today.
S5CS8. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
b. Clear and active communication is an essential part of doing science. 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.
c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.
Co-Requisite - Content
Earth Science
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
a. Identify surface features caused by constructive processes.
• Deposition (Deltas, sand dunes, etc.)
• Earthquakes
• Volcanoes
• Faults
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans, wind)
• Weathering
• Impact of organisms
• Earthquake
• Volcano
c. Relate the role of technology and human intervention in the control of constructive and destructive processes.
Examples include, but are not limited to
• Seismological studies,
• Flood control, (dams, levees, storm drain management, etc.)
• Beach reclamation (Georgia coastal islands)
Physical Science
S5P1. Students will verify that an object is the sum of its parts.
a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts.
b. Investigate how common items have parts that are too small to be seen without magnification.
S5P2. Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
S5P3. Students will investigate the electricity, magnetism, and their relationship.
a. Investigate static electricity.
b. Determine the necessary components for completing an electric circuit.
c. Investigate common materials to determine if they are insulators or conductors of electricity.
d. Compare a bar magnet to an electromagnet.
Life Science
S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).
b. Demonstrate how plants are sorted into groups.
S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.
a. Compare and contrast the characteristics of learned behaviors and of inherited traits.
b. Discuss what a gene is and the role genes play in the transfer of traits.
S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).
a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts.
c. Explain how cells in multi-celled organisms are similar and different in structure and
function to single-celled organisms.
S5L4. Students will relate how microorganisms benefit or harm larger organisms.
a. Identify beneficial microorganisms and explain why they are beneficial.
b. Identify harmful microorganisms and explain why they are harmful.
SOCIAL STUDIES
SOCIAL STUDIES
Historical
Understandings
SS5H1
The student will explain the causes, major events, and consequences of the
Civil War.
a.
Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry, and explain
how each of these events was related to the Civil War.
b.
Discuss how the issues of states’ rights and slavery increased tensions between
the North and South.
c.
Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta
Campaign, Sherman’s March to the Sea, and Appomattox Court House.
d.
Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant,
Jefferson Davis, and Thomas “Stonewall” Jackson.
e. Describe the effects of war on the North
and South.
SS5H2
The student will analyze the effects of Reconstruction on American life.
a.
Describe the purpose of the 13th, 14th, and 15th Amendments.
b.
Explain the work of the Freedmen’s Bureau.
c. Explain how slavery was replaced by
sharecropping and how African-Americans were prevented from exercising their
newly won rights; include a discussion of Jim Crow laws and customs.
SS5H3
The student will describe how life changed in America at the turn of the
century.
a.
Describe the role of the cattle trails in the late 19th century; include the
Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.
b.
Describe the impact on American life of the Wright brothers (flight), George
Washington Carver (science), Alexander Graham Bell (communication), and Thomas
Edison (electricity).
c.
Explain how William McKinley and Theodore Roosevelt expanded America’s role in
the world; include the Spanish-American War and the building of the Panama
Canal.
d.
Describe the reasons people emigrated to the United States, from where they
emigrated, and where they settled.
e. Describe the impact of westward
expansion on Native Americans; include the Battle of the Little Bighorn and the
relocation of Native Americans to reservations.
SS5H4 The student will describe
U.S. involvement in World War I and post-World War I America.
a.
Explain how German attacks on U.S. shipping during the war in Europe
(1914-1917) ultimately led the U.S. to join the fight against Germany; include
the sinking of the Lusitania and concerns over safety of U.S. ships, U.S.
contributions to the war, and the impact of the Treaty of Versailles in 1919.
b. Describe the cultural developments
and individual contributions in the 1920s of the Jazz Age (Louis Armstrong),
the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile
(Henry Ford), and the airplane (Charles Lindbergh).
SS5H5
The student will explain how the Great Depression and New Deal affected the
lives of millions of Americans.
a.
Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the
Dust Bowl, and soup kitchens.
b.
Analyze the main features of the New Deal; include the significance of the
Civilian Conservation Corps, the Works Progress Administration, and the
Tennessee Valley Authority.
c. Discuss important cultural elements
of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.
SS5H6
The student will explain the reasons for America’s involvement in World War II.
a.
Describe
Germany’s aggression in Europe and Japan’s aggression in Asia. b. Describe
major events in the war in both Europe and the Pacific; include Pearl Harbor,
Iwo Jima, D-Day, VE and VJ Days, and the Holocaust. c. Discuss President
Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki. d. Identify
Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler. e.
Describe the effects of rationing and the changing role of women and African-
Americans; include “Rosie the Riveter” and the Tuskegee Airmen. f. Explain the
U.S. role in the formation of the United Nations.
SS5H7
The student will discuss the origins and consequences of the Cold War.
a.
Explain the origin and meaning of the term “Iron Curtain.”
b.
Explain how the United States sought to stop the spread of communism through the
Berlin airlift, the Korean War, and the North Atlantic Treaty Organization.
c. Identify Joseph McCarthy and Nikita
Khrushchev.
SS5H8 The student will describe
the importance of key people, events, and developments between 1950-1975.
a.
Discuss the importance of the Cuban Missile Crisis and the Vietnam War.
b.
Explain the key events and people of the Civil Rights movement; include
Brown v. Board of Education (1954), the Montgomery Bus Boycott, the March
on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities
of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.
c.
Describe the impact on American society of the assassinations of President John
F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr.
d. Discuss the significance of the
technologies of television and space exploration.
SS5H9
The student will trace important developments in America since 1975.
a.
Describe U. S. involvement in world events; include efforts to bring peace to
the Middle East, the collapse of the Soviet Union, the Persian Gulf War, and
the War on Terrorism in response to September 11, 2001.
b. Explain the impact the development of
the personal computer and the Internet has had on American life.
Geographic
Understandings SS5G1 The student will locate important places in the United
States.
a.
Locate important physical features; include the Grand Canyon, Salton Sea, Great
Salt Lake, and Mojave Desert.
b. Locate important man-made places;
include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC;
Pearl Harbor, HI; and Montgomery, AL.
SS5G2
The student will explain the reasons for the spatial patterns of economic
activities.
a. Explain how factors such as
population, transportation, and resources influenced industrial location in the
United States between the end of the Civil War and 1900.
b. Locate primary agricultural and
industrial locations since the turn of the 20th century and explain how factors
such as population, transportation, and resources have influenced these areas.
Government/Civic
Understandings SS5CG1 The student will explain how a citizen’s rights are
protected under the U.S. Constitution.
a.
Explain the responsibilities of a citizen.
b.
Explain the freedoms granted and rights protected by the Bill of Rights.
c. Explain the concept of due process of
law and describe how the U.S. Constitution protects a citizen’s rights by due
process.
SS5CG2
The student will explain the process by which amendments to the U.S.
Constitution are made.
a.
Explain the amendment process outlined in the Constitution.
b. Describe the purpose for the
amendment process.
SS5CG3 The student will explain
how amendments to the U. S. Constitution have maintained a representative
democracy.
a.
Explain the purpose of the 12th and 17th amendments.
b. Explain how voting rights were
protected by the 15th, 19th, 23rd, 24th , and 26th amendments.
Economic
Understandings SS5E1 The student will use the basic economic concepts of trade,
opportunity cost, specialization, voluntary exchange, productivity, and price
incentives to illustrate historical events.
a.
Describe opportunity costs and their relationship to decision-making across
time (such as decisions to ration goods during WWII).
b.
Explain how price incentives affect people’s behavior and choices (such as
decisions to participate in cattle trails because of increased beef prices).
c.
Describe how specialization improves standards of living, (such as how specific
economies in the north and south developed at the beginning of the 20th century).
d.
Explain how voluntary exchange helps both buyers and sellers (such as how
specialization leads to the need to exchange to get wants and needs).
e.
Describe how trade promotes economic activity (such as how the Panama Canal
increases trade between countries).
f. Give examples of technological
advancements and their impact on business productivity during the continuing
development of the United States (such as the development of the personal
computer and the internet).
SS5E2
The student will describe the functions of four major sectors in the U. S.
economy.
a.
Describe the household function in providing resources and consuming goods and
services.
b.
Describe the private business function in producing goods and services.
c.
Describe the bank function in providing checking accounts, savings accounts,
and loans.
d. Describe the government function in
taxation and providing certain goods and services.
SS5E3
The student will describe how consumers and businesses interact in the U. S.
economy.
a.
Describe how competition, markets, and prices influence people’s behavior.
b.
Describe how people earn income by selling their labor to businesses.
c. Describe how entrepreneurs take risks
to develop new goods and services to start a business.
SS5E4 The student will identify the
elements of a personal budget and explain why personal spending and saving
decisions are important.
