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Saint Matthew Parish School |
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Saint Matthew Parish School |
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Science - IN: Grade 5 |
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Earth: Explain/Relatively/Spherical
The learner will be able to
explain that the earth is relatively spherical, as are other planets and stars.
| Strand |
Bloom's |
Scope |
Source |
| Earth: Properties |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.7 |
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Water: Observe/Clouds/Fog/Composed
The learner will be able to
observe that clouds and fog are composed of small droplets of water.
| Strand |
Bloom's |
Scope |
Source |
| Water |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.5 |
|
Water: Describe/Clouds/Fog/Composed
The learner will be able to
describe that clouds and fog are composed of small droplets of water.
| Strand |
Bloom's |
Scope |
Source |
| Water |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.5 |
|
Gravity: Show/Objects/Pulled/Earth
The learner will be able to
show that objects on or near the earth are pulled toward the earth by gravity.
| Strand |
Bloom's |
Scope |
Source |
| Gravity |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.6 |
|
Gravity: Show/Pulls/Objects/Earth
The learner will be able to
show how gravity pulls objects to the earth without coming into contact with them.
| Strand |
Bloom's |
Scope |
Source |
| Gravity |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.13 |
|
Instruments: Telescope/Describe
The learner will be able to
describe that telescopes magnify far away objects in the sky.
| Strand |
Bloom's |
Scope |
Source |
| Instruments: Astronomical |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.1 |
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Stars: Recognize/Bright/Unusual/Colors
The learner will be able to
recognize stars that are exceptionally bright and stars that have unusual colors.
| Strand |
Bloom's |
Scope |
Source |
| Stars |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.3 |
|
Stars: Observe/Like/Sun/Smaller/Larger
The learner will be able to
observe that although stars are so far away that they appear to be points of light, they are actually like the sun, some smaller and some larger.
| Strand |
Bloom's |
Scope |
Source |
| Stars |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.2 |
|
Stars: Explain/Like/Sun/Smaller/Larger
The learner will be able to
explain that although stars are so far away that they appear to be points of light, they are actually like the sun, some smaller and some larger.
| Strand |
Bloom's |
Scope |
Source |
| Stars |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.2 |
|
Stars: Survey
The learner will be able to
survey the stars.
| Strand |
Bloom's |
Scope |
Source |
| Stars |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.3 |
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Earth and Sky: Explore/Alterations
The learner will be able to
explore alterations in the earth and sky.
| Strand |
Bloom's |
Scope |
Source |
| Earth and Sky |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 3 |
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Organisms: Know/Variety
The learner will be able to
know a variety of organisms.
| Strand |
Bloom's |
Scope |
Source |
| Organisms |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 4 |
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Fossils: Observe/Compared/Living Things
The learner will be able to
observe that fossils can be compared to living things and other fossils based on their similarities and differences.
| Strand |
Bloom's |
Scope |
Source |
| Fossils |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.8 |
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Fossils: Explain/Compared/Living Things
The learner will be able to
explain how fossils can be compared to living things and other fossils based on their similarities and differences.
| Strand |
Bloom's |
Scope |
Source |
| Fossils |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.8 |
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Animals & Plants: Describe/Survive
The learner will be able to
describe that in any environment, some varieties of plants and animals will thrive, some will not survive as well, and others will not survive.
| Strand |
Bloom's |
Scope |
Source |
| Animals and Plants |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.4 |
|
Humans: Systems/Describe
The learner will be able to
describe that humans have body systems.
| Strand |
Bloom's |
Scope |
Source |
| Human: Systems |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.9 |
|
Living Things: Habitats/Explain/Survival
The learner will be able to
explain how changes within a habitat may harm and/or help the survival of its organisms.
| Strand |
Bloom's |
Scope |
Source |
| Living Things: Habitats |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.5 |
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Cells: Unicellular/Observe/Require
The learner will be able to
observe that single-celled organisms require food, water, air, a method of waste disposal, and an environment in which to live.
| Strand |
Bloom's |
Scope |
Source |
| Cells: Single and Multiple |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.2 |
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Cells: Unicellular/Explain/Require
The learner will be able to
explain that single-celled organisms require food, water, air, a method of waste disposal, and an environment in which to live.
| Strand |
Bloom's |
Scope |
Source |
| Cells: Single and Multiple |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.2 |
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Cells: Specialization/Observe/Similar
The learner will be able to
observe that certain living things are composed of a set of similar cells that benefit from working together.
| Strand |
Bloom's |
Scope |
Source |
| Cells: Specialization |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.3 |
|
Cells: Specialization/Describe/Similar
The learner will be able to
describe that certain living things are composed of a set of similar cells that benefit from working together.
| Strand |
Bloom's |
Scope |
Source |
| Cells: Specialization |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.3 |
|
Cells: Specialization/Describe/Vary
The learner will be able to
describe that certain cells vary greatly in appearance and perform diverse functions in an organism.
| Strand |
Bloom's |
Scope |
Source |
| Cells: Specialization |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.3 |
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Organisms: Characteristics/Describe
The learner will be able to
describe that organisms have different traits and that these differences can be beneficial for their survival and reproduction.
| Strand |
Bloom's |
Scope |
Source |
| Organisms: Characteristics |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.7 |
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Organisms: Characteristics/Use/Recognize
The learner will be able to
use proper instruments to recognize similarities and differences between a variety of organisms.
| Strand |
Bloom's |
Scope |
Source |
| Organisms: Characteristics |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 4 |
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Heredity: Genetics/Describe/Reliable
The learner will be able to
describe that a reliable way of transferring information from one generation to the next is necessary for offspring to resemble their parents.
| Strand |
Bloom's |
Scope |
Source |
| Heredity: Genetics |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
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Organisms: Environment/Investigate/Needs
The learner will be able to
investigate how living things meet their needs within their environments.
| Strand |
Bloom's |
Scope |
Source |
| Organisms: Environment |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 4 |
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Microorganisms: Identify/Many/Beneficial
The learner will be able to
identify that many microorganisms are beneficial and most don't cause disease.
| Strand |
Bloom's |
Scope |
Source |
| Microorganisms |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.6 |
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Microorganisms: Describe/Many/Beneficial
The learner will be able to
describe that many microorganisms are beneficial and most don't cause disease.
| Strand |
Bloom's |
Scope |
Source |
| Microorganisms |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.6 |
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Materials: Properties/Heating/Cooling
The learner will be able to
explore, observe, and explain that heating and cooling materials can change their properties; often changes occur more quickly at higher temperatures.
| Strand |
Bloom's |
Scope |
Source |
| Materials: Properties |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.8 |
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Physical Science: Investigate/Explain
The learner will be able to
investigate, explain, and categorize materials, motion, and energy.
| Strand |
Bloom's |
Scope |
Source |
| Physical Science |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 3 |
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Systems: Work/Modify/Noting/Changes
The learner will be able to
work with different systems and modify components of systems and models, noting resulting changes.
| Strand |
Bloom's |
Scope |
Source |
| Systems |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 6 |
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Objects: Identify/Limits/Small/Large
The learner will be able to
identify that there are usually limits as to how small or large things can be.
| Strand |
Bloom's |
Scope |
Source |
| Objects |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.3 |
|
Objects: Provide/Descriptions/Geometric
The learner will be able to
provide comprehensive geometric descriptions of objects.
| Strand |
Bloom's |
Scope |
Source |
| Objects |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 5 |
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Objects: Describe/Limits/Small/Large
The learner will be able to
describe that there are usually limits as to how small or large things can be.
| Strand |
Bloom's |
Scope |
Source |
| Objects |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.3 |
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Forces: Speed
The learner will be able to
describe how force affects the speed of an object.
| Strand |
Bloom's |
Scope |
Source |
| Forces |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.11 |
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Forces: Direction
The learner will be able to
describe how force affects the direction of an object.
| Strand |
Bloom's |
Scope |
Source |
| Forces |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.11 |
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Water: Explore/Solid/Liquid/Gas
The learner will be able to
explore that liquid water can evaporate into a gas, return as a liquid when it cools, or become a solid if cooled below the freezing point.
| Strand |
Bloom's |
Scope |
Source |
| Water |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.4 |
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Heat: Movement/Observe/Warmer/Cooler
The learner will be able to
observe that heat moves in a predictable pattern, from warmer objects to cooler objects, until they are all the same temperature.
| Strand |
Bloom's |
Scope |
Source |
| Heat: Movement |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.9 |
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Heat: Movement/Show/Contact/Distance
The learner will be able to
show that a warmer object may warm a cooler object through direct contact or over a distance.
| Strand |
Bloom's |
Scope |
Source |
| Heat: Movement |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.9 |
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Objects: Properties/Shape/Classify
The learner will be able to
classify objects by shape.
| Strand |
Bloom's |
Scope |
Source |
| Objects: Properties |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.3 |
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Heat: Transfer/Explore/Conductors/Better
The learner will be able to
explore that certain materials are better conductors of heat than other materials.
| Strand |
Bloom's |
Scope |
Source |
| Heat: Transfer |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.10 |
|
Heat: Transfer/Explore/Conductors/Loss
The learner will be able to
explore that poor conductors can decrease heat loss.
| Strand |
Bloom's |
Scope |
Source |
| Heat: Transfer |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.10 |
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Forces: Motion/Comprehend/Magnitude
The learner will be able to
comprehend that the greater the magnitude of force acting upon an object, the greater the change in motion and the greater the mass of an object, the less it will be affected by a force.
| Strand |
Bloom's |
Scope |
Source |
| Forces: Motion |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.11 |
|
Forces: Motion/Explore/Alter
The learner will be able to
explore that when a force acts upon an object, the object's speed and/or direction will alter.
| Strand |
Bloom's |
Scope |
Source |
| Forces: Motion |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.11 |
|
Systems: Components/Identify/Interact
The learner will be able to
identify that systems are composed of objects and processes that interact with one another.
| Strand |
Bloom's |
Scope |
Source |
| Systems: Components |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.1 |
|
Systems: Components/Explain/Interact
The learner will be able to
explain that systems are composed of objects and processes that interact with one another.
| Strand |
Bloom's |
Scope |
Source |
| Systems: Components |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.1 |
|
Heat: Temperature/Flow
The learner will be able to
describe how heat flows from a warmer object to a cooler object until both objects are at the same temperature.
| Strand |
Bloom's |
Scope |
Source |
| Heat: Temperature |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.9 |
|
Heat: Temperature/Explore/Flow
The learner will be able to
explore how heat flows from a warmer object to a cooler object until both objects are at the same temperature.
| Strand |
Bloom's |
Scope |
Source |
| Heat: Temperature |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.9 |
|
Motion: Objects/Describe/Slowly/Quickly
The learner will be able to
describe that objects can move at different rates of speed, some very slowly and some too quickly to be seen by humans.
| Strand |
Bloom's |
Scope |
Source |
| Motion: Objects |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.12 |
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Explanations: Describe/Compare/Functions
The learner will be able to
describe, compare, and provide a rational explanation of both information and numerical functions.
| Strand |
Bloom's |
Scope |
Source |
| Explanations |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 2 |
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Investigations: Repeat/Describe/Design
The learner will be able to
repeat investigations, describe inconsistencies, and design projects.
| Strand |
Bloom's |
Scope |
Source |
| Investigations |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
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Real World: Show/Objects/Events
The learner will be able to
show how geometric shapes, number sequences, graphs, diagrams, illustrations, number lines, maps, and stories can all be utilized to depict real world objects, events, and processes, even though such representation cannot be completely exact.
| Strand |
Bloom's |
Scope |
Source |
| Real World |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.2 |
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Real World: Shapes/Explain/Use/Drawings
The learner will be able to
explain and use drawings to illustrate shapes and to compare locations of things that vary in size.
| Strand |
Bloom's |
Scope |
Source |
| Real World: Shapes & Forms |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.6 |
|
Math: Problem Solving/Determine
The learner will be able to
solve for area, volume, mass, time, and cost, and determine the difference between any two quantities.
| Strand |
Bloom's |
Scope |
Source |
| Math & Science: Problem Solving |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.5 |
|
Investigations: Conducting/Communicate
The learner will be able to
observe, question, measure accurately, use tools, document data in journals, communicate results in charts, graphs, written, and verbal form when conducting investigations.
| Strand |
Bloom's |
Scope |
Source |
| Investigations: Conducting |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
|
Changes: Explore/Observe/Explain
The learner will be able to
explore, observe, and explain that things change in steady, repeating, or irregular ways and understand that making a table or graph of measurements is a good way to determine what kind of change is occurring.
| Strand |
Bloom's |
Scope |
Source |
| Changes |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.4 |
|
Scientific Data: Comprehend/Recognize
The learner will be able to
comprehend that specific connections between data can be demonstrated through graphing and recognize questions that can be answered from data distribution.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 5 |
|
Scientific Data: Describe/Risks/Portion
The learner will be able to
describe the risks involved in explaining the whole by only using a portion of collected data.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.10 |
|
Scientific Data: Demonstrate/Number Line
The learner will be able to
demonstrate how distributing data on a number line helps show extremes, where they accumulate, and where there are gaps.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.9 |
|
Scientific Data: Support/Claims/Answers
The learner will be able to
support claims or answers to questions that can be answered from data distribution with reasons and analogies.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 5 |
|
Observations: Record/Journal
The learner will be able to
record observations in a journal.
| Strand |
Bloom's |
Scope |
Source |
| Observations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.4 |
|
Observations: Inferences/Distinguish
The learner will be able to
distinguish between observation and inference.
| Strand |
Bloom's |
Scope |
Source |
| Observations |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.4 |
|
Results: Identify/Different/Inconsistent
The learner will be able to
identify that results of similar scientific explorations might be different because of inconsistent methods, materials, and observations.
| Strand |
Bloom's |
Scope |
Source |
| Results |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.1 |
|
Results: Explain/Different/Inconsistent
The learner will be able to
explain that results of similar scientific explorations might be different because of inconsistent methods, materials, and observations.
| Strand |
Bloom's |
Scope |
Source |
| Results |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.1 |
|
Math & Science: Use
The learner will be able to
use mathematics in science.
| Strand |
Bloom's |
Scope |
Source |
| Math & Science |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 5 |
|
Problem Solving: Describe/Lead/New
The learner will be able to
describe how solving one problem could lead to new problems.
| Strand |
Bloom's |
Scope |
Source |
| Problem Solving |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.6 |
|
Science: Describe/Men/Women/Children
The learner will be able to
describe that science involves many types of work which may involve men, women, and children of any age or background.
| Strand |
Bloom's |
Scope |
Source |
| Science |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.3 |
|
Validity: Judge/Based On/Cited/Evidence
The learner will be able to
judge the validity of claims based on the quantity and quality of cited evidence.
| Strand |
Bloom's |
Scope |
Source |
| Validity |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.2 |
|
Processes: Constructions/Choose
The learner will be able to
choose appropriate familiar materials to create basic mechanical constructions and repair things.
| Strand |
Bloom's |
Scope |
Source |
| Processes |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.3 |
|
Measurement: Make/Precise
The learner will be able to
make varied and precise measurements.
| Strand |
Bloom's |
Scope |
Source |
| Measurement |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 5, 5.5.1 |
|
Measurement: Unit/Select
The learner will be able to
select the applicable measurement unit.
| Strand |
Bloom's |
Scope |
Source |
| Measurement |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
|
Technology: Provide/Examples/Tools
The learner will be able to
provide examples of technological tools that enable people to view things that are otherwise too small or far away to see, and to examine the motion of objects that barely move or move very quickly.
| Strand |
Bloom's |
Scope |
Source |
| Technology |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.4 |
|
Technology: Capability/Describe/World
The learner will be able to
describe that technology expands people's capability to change the world.
| Strand |
Bloom's |
Scope |
Source |
| Technology |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.5 |
|
Classification: Categorize/Objects
The learner will be able to
categorize objects in terms of solids.
| Strand |
Bloom's |
Scope |
Source |
| Classification |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.3 |
|
Science & Technology: Provide/Exampl
The learner will be able to
provide examples of materials that are not found in nature which have become available through science and technology.
| Strand |
Bloom's |
Scope |
Source |
| Science and Technology |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.7 |
|
Math: Problem Solving/Fractions/Decimals
The learner will be able to
solve problems using fractions and decimals.
| Strand |
Bloom's |
Scope |
Source |
| Math & Science: Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.2 |
|
Math: Problem Solving/Technology
The learner will be able to
find area and volume from linear dimensions using technology.
| Strand |
Bloom's |
Scope |
Source |
| Math & Science: Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.5 |
|
Math: Problem Solving/Illustrate/Area
The learner will be able to
illustrate that the area of an irregular shape can be determined through dividing the figure into squares and triangles.
| Strand |
Bloom's |
Scope |
Source |
| Math & Science: Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.5 |
|
Problem Solving: Methods/Utilize/Skills
The learner will be able to
utilize various skills and methods when trying to solve problems and answer questions.
| Strand |
Bloom's |
Scope |
Source |
| Problem Solving: Methods |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 2 |
|
Procedures: Read/Instructions
The learner will be able to
read step-by-step instructions to learn new procedures.
| Strand |
Bloom's |
Scope |
Source |
| Procedures |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.7 |
|
Procedures: Follow/Instructions
The learner will be able to
follow step-by-step instructions to learn new procedures.
| Strand |
Bloom's |
Scope |
Source |
| Procedures |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.7 |
|
Procedures: Write/Instructions
The learner will be able to
write instructions for carrying out a procedure.
| Strand |
Bloom's |
Scope |
Source |
| Procedures |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.6 |
|
Investigations: Conducting/Group
The learner will be able to
conduct investigations as a group.
| Strand |
Bloom's |
Scope |
Source |
| Investigations: Conducting |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
|
Variables: Identify/Inaccurate/Not/Same
The learner will be able to
identify when comparisons might be inaccurate because certain conditions were not kept the same.
| Strand |
Bloom's |
Scope |
Source |
| Investigations: Variables |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.8 |
|
Variables: Explain/Inaccurate/Not/Same
The learner will be able to
explain when comparisons might be inaccurate because certain conditions were not kept the same.
| Strand |
Bloom's |
Scope |
Source |
| Investigations: Variables |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.8 |
|
Predictions: Describe/Based On/Past
The learner will be able to
describe that predictions can be based on information known about the past if conditions are similar.
| Strand |
Bloom's |
Scope |
Source |
| Predictions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.7 |
|
Predictions: Understand/Accurate/Groups
The learner will be able to
understand that predictions are likely to be more accurate if they are based on large groups of objects or events.
| Strand |
Bloom's |
Scope |
Source |
| Predictions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.8 |
|
Predictions: Describe/Accurate/Groups
The learner will be able to
describe that predictions are likely to be more accurate if they are based on large groups of objects or events.
| Strand |
Bloom's |
Scope |
Source |
| Predictions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.8 |
|
Math Skills: Multiply/Divide/Numbers
The learner will be able to
multiply and divide whole numbers mentally, in writing, and using a calculator.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.1 |
|
Math Skills: Demonstrate/Expressions
The learner will be able to
demonstrate that mathematical expressions that include symbols may only be valid if the symbols are replaced by certain values.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.2 |
|
Math Skills: Compare/Shapes/Concepts
The learner will be able to
compare shapes based on mathematical concepts.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.4 |
|
Communicate: Visuals/Describing
The learner will be able to
communicate with others, describing observations accurately and clearly, through the use of numbers, words, and sketches.
| Strand |
Bloom's |
Scope |
Source |
| Communication: Visuals |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 2 |
|
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