# Grade 5: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 34 concepts ready. In the app: https://ai.page/roadmap/ca-sci-grade-5 Part of: [California: Science](https://ai.page/roadmap/ca-sci.md) Goal: California academic standards: Science, Grade 5 ## 1. Energy - [Energy from Food & the Sun](https://ai.page/c/energy-from-food-and-the-sun/index.md): Use models to describe that energy in animals' food was once energy from the sun, transferred through plants or other organisms ## 2. Motion and Stability: Forces and Interactions - [Gravity & Falling Objects](https://ai.page/c/gravity-and-falling-objects/index.md): Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object ## 3. Matter and Its Interactions - [Pure Substances & Mixtures](https://ai.page/c/pure-substances-and-mixtures/index.md): Distinguish between pure substances and mixtures, identify formulations as useful mixtures with precise compositions, and use melting and boiling points to test for purity - [Classifying Materials](https://ai.page/c/classifying-materials/index.md): Plan and conduct an investigation to classify different kinds of materials by their observable properties - [Conservation of Mass](https://ai.page/c/conservation-of-mass/index.md): Measure and provide evidence that the total weight of matter is conserved regardless of the type of change (heating, cooling, or mixing) - [Matter Is Made of Particles](https://ai.page/c/matter-is-made-of-particles/index.md): Develop a model to describe that matter is made of particles too small to be seen, and that this explains properties of solids, liquids, and gases ## 4. Earth and Human Activity - [Communities Protecting Resources](https://ai.page/c/communities-protecting-resources/index.md): Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment ## 5. Earth's Systems - [Salt Water vs Fresh Water](https://ai.page/c/salt-water-vs-fresh-water/index.md): Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth - [Earth's atmosphere](https://ai.page/c/earth-s-atmosphere/index.md): Develop a model to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact as connected Earth systems ## 6. Earth's Place in the Universe - [Shadows](https://ai.page/c/shadows/index.md): Represent data in graphical displays to reveal patterns of daily changes in shadow length and direction, day and night cycles, and seasonal star patterns - [Star Brightness & Distance](https://ai.page/c/star-brightness-and-distance/index.md): Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth, understanding the sun is a relatively close star ## 7. Ecosystems: Interactions, Energy, and Dynamics - [Matter Cycling in Ecosystems](https://ai.page/c/matter-cycling-in-ecosystems/index.md): Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment in an ecosystem ## 8. From Molecules to Organisms: Structures and Processes - [Plants Grow from Air & Water](https://ai.page/c/plants-grow-from-air-and-water/index.md): Support an argument that plants get the materials they need for growth chiefly from air and water, not from the soil ## 9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, stude - [Drawing conclusions from evidence](https://ai.page/c/drawing-conclusions-from-evidence/index.md): Report on findings from enquiries using oral and written explanations, draw simple conclusions, make predictions, and suggest improvements - [Classifying living things (age 9+)](https://ai.page/c/classifying-living-things-age-9/index.md): Record data and results of increasing complexity using scientific diagrams, classification keys, tables, scatter graphs, bar and line graphs - [Accurate Measurement](https://ai.page/c/accurate-measurement/index.md): Take measurements with increasing accuracy and precision using a range of scientific equipment, taking repeat readings when appropriate - [Controlling variables](https://ai.page/c/controlling-variables/index.md): Plan different types of scientific enquiries to answer questions, recognising and controlling variables where necessary - [Asking scientific questions](https://ai.page/c/asking-scientific-questions/index.md): Ask simple scientific questions and recognise that they can be answered in different ways including observation, testing, and research ## 10. The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept, students will: - [The solar system](https://ai.page/c/the-solar-system/index.md): Describe the sun, Earth, and moon as approximately spherical bodies, and describe the movement of the Earth and other planets orbiting the sun in the solar system - [The solar system (age 11+)](https://ai.page/c/the-solar-system-age-11/index.md): Describe the detailed structure of the solar system, including moons, asteroids, and comets, compare orbital periods and distances of the planets, and distinguish between planets, dwarf planets, and other bodies ## 11. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept, students will: - [Sun-Driven Weather Systems](https://ai.page/c/sun-driven-weather-systems/index.md): Understand how the Sun drives weather: the Sun heats Earth's surface unevenly (land heats faster than water, equator gets more heat than poles), creating differences in air pressure that cause wind patterns, ocean currents, and large-scale weather systems ## 12. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept, students will: - [Evaporation & the Water Cycle](https://ai.page/c/evaporation-and-the-water-cycle/index.md): Identify the role of evaporation and condensation in the water cycle, and associate the rate of evaporation with temperature - [The Water Cycle](https://ai.page/c/the-water-cycle/index.md): Describe the water cycle, tracing water through evaporation, condensation, precipitation, surface runoff, and transpiration in plants, explaining how the sun drives the cycle - [Where water is found on Earth](https://ai.page/c/where-water-is-found-on-earth/index.md): Identify where water is found on Earth and understand that water can exist as solid (ice) or liquid, recognising water in oceans, rivers, glaciers, and underground - [The Water Cycle](https://ai.page/c/the-water-cycle-science/index.md): Understand the water cycle: the Sun heats water in oceans and lakes causing it to evaporate into water vapour, the vapour rises and cools to form clouds (condensation), and water falls back to Earth as rain, snow, or hail (precipitation) — then the cycle repeats ## 13. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept, students will - [Circulation & Breathing Together](https://ai.page/c/circulation-and-breathing-together/index.md): Understand how the circulatory and respiratory systems work together: the lungs oxygenate the blood, the heart pumps it around the body, cells use the oxygen and produce carbon dioxide waste, and the blood carries the waste back to the lungs to be breathed out - [Photosynthesis](https://ai.page/c/photosynthesis/index.md): Explain photosynthesis as the process by which plants use light energy to convert carbon dioxide and water into glucose and oxygen, and describe how mineral nutrients are absorbed through roots - [The Digestive System](https://ai.page/c/the-digestive-system/index.md): Describe the simple functions of the basic parts of the human digestive system: mouth, oesophagus, stomach, small intestine, large intestine - [Nutrient Transport in Animals](https://ai.page/c/nutrient-transport-in-animals/index.md): Describe how nutrients and water are transported within animals, including the role of the circulatory system in delivering nutrients from digestion - [Digestion & Enzymes](https://ai.page/c/digestion-and-enzymes/index.md): Describe the organs of the human digestive system and how food is physically and chemically digested, including the role of enzymes as biological catalysts - [The Digestive Journey](https://ai.page/c/the-digestive-journey/index.md): Trace the journey of food through the digestive system: food enters the mouth where teeth break it down and saliva begins digestion, travels down the oesophagus to the stomach, passes through the small intestine where nutrients are absorbed, and waste moves through the large intestine - [Structures for Survival](https://ai.page/c/structures-for-survival/index.md): Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behaviour, and reproduction ## 14. Physical Science: Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept, students will: - [Atoms, Elements & Compounds](https://ai.page/c/atoms-elements-and-compounds/index.md): Explain the differences between atoms, elements, and compounds; describe the simple Bohr model of the atom (nucleus with protons and neutrons, electrons in shells); and write and interpret chemical symbols and simple formulae - [Metals vs Non-Metals](https://ai.page/c/metals-vs-non-metals/index.md): Compare the physical and chemical properties of metals and non-metals, explaining metallic properties (malleability, lustre, conductivity) and how position in the periodic table predicts reactivity ## Health: 0 of 100 Of its 34 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Energy from Food & the Sun comes before Plants Grow from Air & Water, which it needs - Energy from Food & the Sun has no explanation yet - Gravity & Falling Objects has no explanation yet - Pure Substances & Mixtures comes before Atoms, Elements & Compounds, which it needs - Pure Substances & Mixtures has no explanation yet - Classifying Materials has no explanation yet - Conservation of Mass has no explanation yet - Matter Is Made of Particles has no explanation yet - Communities Protecting Resources has no explanation yet - Salt Water vs Fresh Water comes before Where water is found on Earth, which it needs - Salt Water vs Fresh Water has no explanation yet - Earth's atmosphere comes before Where water is found on Earth, which it needs - Earth's atmosphere has no explanation yet - Shadows has no explanation yet - Star Brightness & Distance comes before The solar system, which it needs - Star Brightness & Distance has no explanation yet - Matter Cycling in Ecosystems has no explanation yet - Plants Grow from Air & Water has no explanation yet - Drawing conclusions from evidence has no explanation yet - Classifying living things (age 9+) has no explanation yet - Accurate Measurement has no explanation yet - Controlling variables has no explanation yet - Asking scientific questions has no explanation yet - The solar system has no explanation yet - The solar system (age 11+) has no explanation yet - Sun-Driven Weather Systems comes before The Water Cycle, which it needs - Sun-Driven Weather Systems has no explanation yet - Evaporation & the Water Cycle has no explanation yet - The Water Cycle has no explanation yet - Where water is found on Earth has no explanation yet - The Water Cycle has no explanation yet - Circulation & Breathing Together has no explanation yet - Photosynthesis has no explanation yet - The Digestive System has no explanation yet - Nutrient Transport in Animals has no explanation yet - Digestion & Enzymes has no explanation yet - The Digestive Journey has no explanation yet - Structures for Survival has no explanation yet - Atoms, Elements & Compounds has no explanation yet - Metals vs Non-Metals has no explanation yet Credit: The structure of California academic standards: Science (http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.