# Grade 5: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 22 concepts ready. In the app: https://ai.page/roadmap/ma-sci-grade-5 Part of: [Massachusetts: Science](https://ai.page/roadmap/ma-sci.md) Goal: Massachusetts academic standards: Science, Grade 5 ## 1. Technology/Engineering · Technological Systems - [Modelling with Sketches](https://ai.page/c/modelling-with-sketches/index.md): Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem - [Building an energy-converting device](https://ai.page/c/building-an-energy-converting-device/index.md): Apply scientific ideas to design, test, and refine a device that converts energy from one form to another ## 2. Physical Science · 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 ## 3. Physical Science · Motion and Stability: Forces and Interactions - [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 ## 4. Physical Science · 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 - [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 - [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 - [The Particle Model](https://ai.page/c/the-particle-model/index.md): Use the particle model to explain the properties of solids, liquids, and gases — including differences in arrangement, movement, and spacing — and apply the model to explain density, compressibility, and the anomalous expansion of water ## 5. Life Science · 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 ## 6. Life Science · From Molecules to Organisms: Structures and Processes - [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 - [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 ## 7. Earth and Space Sciences · 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 ## 8. Earth and Space Sciences · 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 - [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 ## 9. Earth and Space Sciences · Earth's Place in the Universe - [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 - [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 - [The Sun is a star](https://ai.page/c/the-sun-is-a-star/index.md): Know that the Sun is a star — the closest star to Earth — and that it is at the centre of our solar system, with all eight planets orbiting around it - [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 ## 10. History and Social Science and the Standards for Literacy (Pre-K - 5) - [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 - [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 ## Health: 0 of 100 Of its 22 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): - Modelling with Sketches has no explanation yet - Building an energy-converting device has no explanation yet - 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 Pulls Things Down has no explanation yet - Pure Substances & Mixtures has no explanation yet - Material Properties Vocabulary has no explanation yet - Conservation of Mass has no explanation yet - Matter Is Made of Particles has no explanation yet - The Particle Model has no explanation yet - Matter Cycling in Ecosystems has no explanation yet - Photosynthesis has no explanation yet - Plants Grow from Air & Water has no explanation yet - Communities Protecting Resources has no explanation yet - Salt Water vs Fresh Water has no explanation yet - The Water Cycle has no explanation yet - Earth's rotation and day/night has no explanation yet - Shadows has no explanation yet - Star Brightness & Distance has no explanation yet - The Sun is a star has no explanation yet - Why the Sun Looks Brightest has no explanation yet - Drawing conclusions from evidence (age 9+) has no explanation yet - Evidence Supporting Ideas has no explanation yet Credit: The structure of Massachusetts academic standards: Science (https://www.doe.mass.edu/frameworks/hss/2018-12.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.