# Grade 5: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 30 concepts ready. In the app: https://ai.page/roadmap/ky-sci-grade-5 Part of: [Kentucky: Science](https://ai.page/roadmap/ky-sci.md) Goal: Kentucky academic standards: Science, Grade 5 ## 1. Grade 5 - [Simple Design Problems](https://ai.page/c/simple-design-problems/index.md): Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost - [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 - [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 - [Drawing conclusions from evidence (age 9+)](https://ai.page/c/drawing-conclusions-from-evidence-age-9/index.md): Report and present findings including conclusions, causal relationships, explanations, and a degree of trust in results using oral and written forms - [Repeated tests for reliability](https://ai.page/c/repeated-tests-for-reliability/index.md): Distinguish between precision (consistency of repeated readings) and accuracy (closeness to true value), use significant figures and standard form correctly, and choose and use appropriate measuring instruments to minimise uncertainty - [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 - [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 - [Finding patterns in data](https://ai.page/c/finding-patterns-in-data/index.md): Analyse and interpret data from maps to describe patterns of Earth's features, recognising that many features result from processes that occur over long periods - [Earth's rotation and day/night](https://ai.page/c/earth-s-rotation-and-day-night/index.md): Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky - [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 - [Why the Sun Looks Brightest](https://ai.page/c/why-the-sun-looks-brightest/index.md): Explain why the Sun appears much brighter than other stars: it is the nearest star to Earth, not the biggest or brightest star in the universe — understanding the difference between apparent brightness (how bright something looks) and actual brightness - [Evidence Supporting Ideas](https://ai.page/c/evidence-supporting-ideas/index.md): Identify scientific evidence that has been used to support or refute ideas or arguments, evaluating the strength of evidence - [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 - [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 - [Food Webs & Interdependence](https://ai.page/c/food-webs-and-interdependence/index.md): Construct and interpret food webs showing the interdependence of organisms in an ecosystem, explaining how a change in one population affects others - [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 - [Energy stores and transfers](https://ai.page/c/energy-stores-and-transfers/index.md): Identify the main energy stores (kinetic, gravitational potential, elastic potential, thermal, chemical, nuclear, electromagnetic) and the pathways by which energy is transferred between stores (mechanically, electrically, by heating, by radiation) - [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 - [Waves & How They Move](https://ai.page/c/waves-and-how-they-move/index.md): Develop a model of waves to describe patterns in terms of amplitude and wavelength, and understand that waves can cause objects to move - [Correlation vs Causation](https://ai.page/c/correlation-vs-causation/index.md): Two things happening together doesn't mean one caused the other — recognise the difference between correlation and causation before drawing conclusions - [Gravity Pulls Things Down](https://ai.page/c/gravity-pulls-things-down/index.md): Understand gravity as a force that pulls objects towards the centre of the Earth, that 'down' means towards Earth’s centre regardless of where you stand on the sphere, and that gravity keeps the Moon orbiting Earth and planets orbiting the Sun - [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 - [Fair testing (age 9+)](https://ai.page/c/fair-testing-age-9/index.md): Use test results to make predictions and set up further comparative and fair tests to investigate new questions - [Measuring accurately](https://ai.page/c/measuring-accurately/index.md): Make systematic and careful observations, take accurate measurements using standard units and equipment including thermometers and data loggers - [Material Properties Vocabulary](https://ai.page/c/material-properties-vocabulary/index.md): Use technical vocabulary to describe and compare material properties — conductor, insulator, thermal, electrical, transparent, opaque, translucent, soluble, insoluble, magnetic, flexible, rigid, density — and apply these terms precisely when selecting and justifying materials for particular purposes - [Evidence-Based Classification](https://ai.page/c/evidence-based-classification/index.md): Give reasons for classifying plants and animals based on specific characteristics, using evidence to justify classification decisions - [Advanced Material Properties](https://ai.page/c/advanced-material-properties/index.md): Compare and group everyday materials based on advanced properties: hardness, solubility, transparency, electrical and thermal conductivity, and response to magnets - [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 ## Health: 0 of 100 Of its 30 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): - Simple Design Problems has no explanation yet - Communities Protecting Resources has no explanation yet - Classifying living things (age 9+) has no explanation yet - Drawing conclusions from evidence (age 9+) has no explanation yet - Repeated tests for reliability has no explanation yet - Where water is found on Earth has no explanation yet - Salt Water vs Fresh Water has no explanation yet - Earth's atmosphere has no explanation yet - Finding patterns in data has no explanation yet - Earth's rotation and day/night has no explanation yet - Shadows has no explanation yet - Why the Sun Looks Brightest has no explanation yet - Evidence Supporting Ideas has no explanation yet - Star Brightness & Distance has no explanation yet - Matter Cycling in Ecosystems has no explanation yet - Food Webs & Interdependence has no explanation yet - Plants Grow from Air & Water has no explanation yet - Energy stores and transfers has no explanation yet - Energy from Food & the Sun has no explanation yet - Waves & How They Move has no explanation yet - Correlation vs Causation has no explanation yet - Gravity Pulls Things Down has no explanation yet - Gravity & Falling Objects has no explanation yet - Fair testing (age 9+) has no explanation yet - Measuring accurately has no explanation yet - Material Properties Vocabulary has no explanation yet - Evidence-Based Classification has no explanation yet - Advanced Material Properties has no explanation yet - Conservation of Mass has no explanation yet - Matter Is Made of Particles has no explanation yet Credit: The structure of Kentucky academic standards: Science (https://education.ky.gov/curriculum/standards/kyacadstand/Documents/Kentucky_Academic_Standards_for_Science_2022.pdf); 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.