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May 2013
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Mathematics
In Topic 7, students are learning how to divide and estimate decimals.
Science
Your 5th grader will be rotating through all five 5th grade teachers for science this year. They are beginning in their homeroom class.
The following standards will be taught by each teacher:
Mrs. Baird (Currently teaching FitzPatrick) and Ms. FitzPatrick (Currently teaching Efthymiou)
Physical Sciences
1.Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept:
a.Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties.
b. Students know all matter is made of atoms, which may combine to form molecules.
c. Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as
aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass,
are composed of a combination of elemental metals.
d. Students know that each element is made of one kind of atom and that the ele ments are organized in the periodic table by
their chemical properties.
e. Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that
the atoms and molecules often occur in well-ordered arrays.
f. Students know differences in chemical and physical properties of substances are used to separate mixtures and identify
compounds.
g. Students know properties of solid, liquid, and gaseous substances, such as sugar (C 6HO6), water (H2O), helium (He), oxygen
(O2), nitrogen (N2), and carbon dioxide (CO2).
h. Students know living organisms and most materials are composed of just a few elements.
i. Students know the common properties of salts, such as sodium chloride (NaCl).
Life Sciences
2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:
a. Students know many multicellular organisms have specialized structures to support the transport of materials.
e. Students know how sugar, water, and minerals are transported in a vascular plant.
f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.
g.Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO ) and
water (respiration).
Life Sciences
2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:
a. Students know many multicellular organisms have specialized structures to support the transport of materials.
b. Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen
(O2) are exchanged in the lungs and tissues.
c. Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine,
large intestine, and colon in the function of the digestive system.
d. Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the
bladder.
Mr. Micali (Currently teaching Baird)
Earth Sciences
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:
a. Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface.
b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or
as a solid if cooled below the freezing point of water.
c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of
water or ice, and can fall to Earth as rain, hail, sleet, or snow.
e. Students know the origin of the water used by their local communities.
4. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept:
a. Students know uneven heating of Earth causes air movements (convection currents).
b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.
c. Students know the causes and effects of different types of severe weather.
d. Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many
variables.
e. Students know that the Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at
any point it exerts this pressure equally in all directions.
5.The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept:
a. Students know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of
hydrogen and helium.
b. Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and
smaller objects, such as asteroids and comets.
c. Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.
