What Do Students Learn In 5th Grade?
5th GRADE LEARNING :
The Cobb County School District is committed to providing your child an academic experience that will develop his or her knowledge and skills at every grade level and to ensuring a strong foundation is established for your child to reach his or her greatest potential.
Our teaching is aligned with content standards and our teachers bring those standards to life for your child through various strategies designed to meet your child’s learning strengths and needs.
In Cobb County classrooms, students are immersed every day in learning experiences based on exploration, problem-solving, and critical thinking in all content areas, including the core areas of English Language Arts, Mathematics, Social Studies, and Science; and in specialized academic content including Health, Music, Physical Education, Technology, Visual Arts, and World Languages*. Excellence in teaching guides your child’s educational experience from Kindergarten to graduation and into life.
*Programming available varies at local schools.
ENGLISH LANGUAGE ARTS:
PARENTS TIPS: Reading
How Do We Assess Students In 5th Grade?
Your child will have a variety of classroom assessments that will aid his or her teacher in knowing how to provide the best possible instruction for your child. These assessments will also help you know how well your child is learning and what extra support may be needed. In addition, your child will participate in some standardized assessments that are used to gauge how well your child is doing in his or her grade level.
In the fall, 5th graders take the IOWA assessment. The IOWA is a standardized, norm-referenced assessment that measures academic achievement.
The State of Georgia requires that students in grades 3-5 participate in the annual administration of state assessments. The state assessment is called the Georgia Milestones Assessment System. Georgia Milestones measures how well students have learned the knowledge and skills in language arts, mathematics, and science. Students in grade 5 will take an End of Grade (EOG) assessment as part of the Georgia Milestones. The EOG will include multiple choice, short answer, and technology-enhanced questions. The language arts EOG has a third section, which focuses on writing.
All students in grades K-9 participate in the universal screening process for reading and math using a digital math inventory and a digital reading inventory. Your 5th grader’s progress in reading and math will be measured three times a year.
TESTING IN 5th GRADE:
Mark the Calendar: IOWA: September
Question Types: Multiple-choice questions (called selected-response); Short answers (called constructed response); Extended response – the EOG has a writing section during which students write an extended response to a question derived from paired-passages students read.
PARENT TIPS: Assessment
Remember that assessment is an important and helpful part of learning for students of all ages. Your support and involvement in your child’s education is critical to success in school and in life. Research shows when parents play a key role in their child’s learning, their child’s achievement excels.
What Instructional Resources Are Used In 5th Grade?
Instructional resources are provided to students and teachers to support teaching and learning. The titles listed below have been recommended to our Board by a committee of teachers, parents and community representatives and approved through the textbook adoption process (See Board Rule IFAA-R). Additional resources to enhance the instruction are constantly added by local schools and individual teachers.
What Is My Student's Framework For Learning In 5th Grade?
Learning & Assessing Postcards
Cobb Teaching & Learning Standards - English Language Arts
READING LITERARY – RL
Key Ideas and Details
ELAGSE5RL1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ELAGSE5RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELAGSE5RL3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Craft and Structure
ELAGSE5RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
ELAGSE5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
ELAGSE5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described.
Integration of Knowledge and Ideas
ELAGSE5RL7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
ELAGSE5RL8 (Not applicable to literature).
ELAGSE5RL9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
ELAGSE5RL10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
READING INFORMATIONAL – RI
Key Ideas and Details
ELAGSE5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ELAGSE5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
ELAGSE5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Craft and Structure
ELAGSE5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
ELAGSE5RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
ELAGSE5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Integration of Knowledge and ideas
ELAGSE5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
ELAGSE5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).
ELAGSE5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
ELAGSE5RI10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
READING FOUNDATIONAL – RF
Print Concepts – Kindergarten and 1st grade only.
Phonological Awareness – Kindergarten and 1st grade only.
Phonics and Word Recognition
ELAGSE5RF3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
ELAGSE5RF4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
WRITING – W
Text Types and Purpose
ELAGSE5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Production and Distribution of Writing
ELAGSE5W4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in Standards 1–3 above.)
ELAGSE5W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grade 5.)
ELAGSE5W6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Research to Build and Present Knowledge
ELAGSE5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
ELAGSE5W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
ELAGSE5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
Range of Writing
ELAGSE5W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SPEAKING AND LISTENING
Comprehension and Collaboration
ELAGSE5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ELAGSE5SL2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELAGSE5SL3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
ELAGSE5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
ELAGSE5SL5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
ELAGSE5SL6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to the task and situation. (See grade 5 Language Standards 1 and 3 for specific expectations.)
Conventions of Standard English
ELAGSE5L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
ELAGSE5L2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.*
Knowledge of Language
ELAGSE5L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.*
Vocabulary Acquisition and Use
ELAGSE5L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
ELAGSE5L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
ELAGSE5L6 Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Cobb Teaching & Learning Standards - Mathematics
Standards for Mathematical Practice
Mathematical Practices are listed with each grade’s mathematical content standards to reflect the need to connect the mathematical practices to mathematical content in instruction.
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).
Students are expected to:
1. Make sense of problems and persevere in solving them.
Students solve problems by applying their understanding of operations with whole numbers, decimals, and fractions including mixed numbers. They solve problems related to volume and measurement conversions. Students seek the meaning of a problem and look for efficient ways to represent and solve it. They may check their thinking by asking themselves, “What is the most efficient way to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?”.
2. Reason abstractly and quantitatively.
Fifth graders should recognize that a number represents a specific quantity. They connect quantities to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities. They extend this understanding from whole numbers to their work with fractions and decimals. Students write simple expressions that record calculations with numbers and represent or round numbers using place value concepts.
3. Construct viable arguments and critique the reasoning of others.
In fifth grade, students may construct arguments using concrete referents, such as objects, pictures, and drawings. They explain calculations based upon models and properties of operations and rules that generate patterns. They demonstrate and explain the relationship between volume and multiplication. They refine their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They explain their thinking to others and respond to others’ thinking.
4. Model with mathematics.
Students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. Fifth graders should evaluate their results in the context of the situation and whether the results make sense. They also evaluate the utility of models to determine which models are most useful and efficient to solve problems.
5. Use appropriate tools strategically.
Fifth graders consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, they may use unit cubes to fill a rectangular prism and then use a ruler to measure the dimensions. They use graph paper to accurately create graphs and solve problems or make predictions from real world data.
6. Attend to precision.
Students continue to refine their mathematical communication skills by using clear and precise language in their discussions with others and in their own reasoning. Students use appropriate terminology when referring to expressions, fractions, geometric figures, and coordinate grids. They are careful about specifying units of measure and state the meaning of the symbols they choose. For instance, when figuring out the volume of a rectangular prism they record their answers in cubic units
7. Look for and make use of structure.
In fifth grade, students look closely to discover a pattern or structure. For instance, students use properties of operations as strategies to add, subtract, multiply and divide with whole numbers, fractions, and decimals. They examine numerical patterns and relate them to a rule or a graphical representation.
8. Look for and express regularity in repeated reasoning.
Fifth graders use repeated reasoning to understand algorithms and make generalizations about patterns. Students connect place value and their prior work with operations to understand algorithms to fluently multiply multi-digit numbers and perform all operations with decimals to hundredths. Students explore operations with fractions with visual models and begin to formulate generalizations.
Operations and Algebraic Thinking (5.OA)
Write and interpret numerical expressions.
MGSE5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
MGSE5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships.
MGSE5.OA.3 Generate two numerical patterns using a given rule. Identify apparent relationships between corresponding terms by completing a function table or input/output table. Using the terms created, form and graph ordered pairs on a coordinate plane.
Number and Operations in Base Ten (5.NBT)
Understand the place value system.
MGSE5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
MGSE5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
MGSE5.NBT.3 Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
MGSE5.NBT.4 Use place value understanding to round decimals up to the hundredths place.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.
MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations or concrete models. (e.g., rectangular arrays, area models)
MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Number and Operations Fractions (5.NF)
Use equivalent fractions as a strategy to add and subtract fractions.
MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.
MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions, including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
MGSE5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Example: can be interpreted as “3 divided by 5 and as 3 shared by 5”. 35
MGSE5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction. Examples: x q as x and x = abab1qabcdacbd
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions cont.
MGSE5.NF.5 Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Example: 4 x 10 is twice as large as 2 x 10.
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
MGSE5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem
MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions
a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Measurement and Data (5.MD)
Convert like measurement units within a given measurement system.
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems. Represent and interpret data.
MGSE5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Geometric Measurement: understand concepts of volume and relate volume to multiplication and division.
MGSE5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
MGSE5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
MGSE5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
Graph points on the coordinate plane to solve real-world and mathematical problems.
MGSE5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
MGSE5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Classify two-dimensional figures into categories based on their properties
MGSE5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
MGSE5.G.4 Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles, and quadrilaterals).
Cobb Teaching & Learning Standards - Social Studies
UNITED STATES HISTORY – Year 3: Industrialization to the Digital Age
In fifth grade, students are in the final year of a three year study of United States history in which all four strands (history, geography, civics/government, and economics) are integrated. Students begin the year learning about the growth of 19th century industry and innovation in the United States, and culminate the study with the events and impact of September 11, 2001. The geography strand emphasizes the influence of geography on U.S. history during these same time periods. In the civics/government strand, students learn about the rights of citizens contained within the Constitution, and how changes have been made over time to the Constitution to protect the rights of citizens. In the economic strand, students explore the ways consumers and producers have interacted in the American economy.
CONNECTING THEMES AND ENDURING UNDERSTANDINGS
The following connecting themes and enduring understandings will feature prominently in the course and help students increase their understanding and retention of knowledge.
1. BELIEFS AND IDEALS: The student will understand that people’s ideas and feelings influence their decisions.
2. CONFLICT AND CHANGE: The student will understand that conflict causes change.
3. INDIVIDUALS, GROUPS, INSTITUTIONS: The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
4. LOCATION: The student will understand that where people live matters.
5. MOVEMENT/MIGRATION: The student will understand that moving to new places changes the people, land and culture of the new place, as well as the place that was left.
6. PRODUCTION, DISTRIBUTION, AND CONSUMPTION: The student will understand that the ways people, make, get, and use goods and services may be different from how people in other places make, get, and use goods and services.
7. SCARCITY: The student will understand that because people cannot have everything they want, they have to make choices.
8. TECHNOLOGICAL INNOVATION: The student will understand that new technology has many types of different consequences, depending on how people use that technology.
INFORMATION PROCESSING SKILLS
The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems and make decisions.
1. Compare similarities and differences
MAP AND GLOBE SKILLS
The student will use maps and globes to retrieve social studies information.
1. Use a compass rose to identify cardinal directions
SS5H1 Describe how life changed in America at the turn of the century.
a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.
SS5H2 Describe U.S. involvement in World War I and post-World War I America.
a. Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships, U.S. contributions to the war, and the impact of the Treaty of Versailles in 1919.
SS5H3 Explain how the Great Depression and New Deal affected the lives of millions of Americans.
a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.
SS5H4 Explain America’s involvement in World War II.
a. Describe German aggression in Europe and Japanese aggression in Asia.
SS5H5 Discuss the origins and consequences of the Cold War.
a. Explain the origin and meaning of the term “Iron Curtain.”
SS5H6 Describe the importance of key people, events, and developments between 1950-1975.
a. Analyze the effects of Jim Crow laws and practices.
SS5H7 Trace important developments in America from 1975 to 2001.
a. Describe the collapse of the Soviet Union, including the role of Ronald Reagan.
SS5G1 Locate important places in the United States.
a. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Kitty Hawk, NC; Pearl Harbor, HI; Montgomery, AL.; and Chicago, IL.
SS5G2 Explain the reasons for the spatial patterns of economic activities.
a. Locate primary agricultural and industrial locations between the end of the Civil War and 1900 and explain how factors such as population, transportation, and resources have influenced these areas (e.g., Pittsburgh’s rapid growth in the late nineteenth century).
SS5CG1 Explain how a citizen’s rights are protected under the U.S. Constitution.
a. Explain the responsibilities of a citizen.
SS5CG2 Explain the process by which amendments to the U.S. Constitution are made.
a. Explain the amendment process outlined in the Constitution.
SS5CG3 Explain how amendments to the U. S. Constitution have maintained a representative democracy/republic.
a. Explain how voting rights are protected by the 15th, 19th, 23rd, 24th, and 26th amendments.
SS5E1 Use the basic economic concepts of trade, opportunity cost, specialization, productivity, and price incentives to illustrate historical events.
a. Describe opportunity costs and their relationship to decision-making across time (e.g., decisions by individuals in response to rationing during WWII).
SS5E2 Describe the functions of four major sectors in the U. S. economy.
a. Describe the household function in providing resources and consuming goods and services.
SS5E3 Describe how consumers and producers interact in the U. S. economy.
a. Describe how competition, markets, and prices influence consumer behavior.
SS5E4 Identify the elements of a personal budget (income, expenditures, and saving) and explain why personal spending and saving decisions are important.
Cobb Teaching & Learning Standards - Science
The Cobb Teaching and Learning Standards (CT & LS) are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The Science Georgia Standards of Excellence focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered integrated with the science & engineering practices needed to engage in scientific inquiry and engineering design. Crosscutting concepts are used to make connections across different science disciplines.
The Cobb Teaching and Learning Standards drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs. At the same time, these standards set a maximum expectation on what will be assessed by the Georgia Milestones Assessment System.
Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction.
The Fifth Grade, Cobb Teaching and Learning Standards for science engage students in investigations of scientific concepts. Students are active learners and use
hands-on activities to discover and explain phenomena. They understand that science is a process for gaining knowledge about the natural world and are able to
conduct experiments and report their findings in the form of written reports, charts, and various other presentations including multi-media projects. Their scientific explanations emphasize evidence and begin to use scientific principles, models, and theories.
Fifth graders keep records of investigations and observations and understand why they should not alter records. They use numerical data to describe and compare objects, convert the fractions to decimals in scientific calculations, and identify the largest and smallest possible value of something. They use reference books,
magazines or newspapers, and computer databases to locate scientific information.
Students at this grade level are able to identify the causes of some of Earth’s surface features, explain the difference between a physical and a chemical change, investigate electricity and magnetism and the relationship between them, use scientific procedures to classify organisms, understand the difference between
behaviors and traits, contrast the parts of animal and plant cells, and argue from evidence on how microorganisms can be beneficial or harmful to other organisms.
In each unit of study: Students will define problems based on observations, ask questions, use models to represent things, and carry out investigations. In order to generate multiple solutions to a problem, students will gather evidence, record information, and use numbers to describe patterns. In order to communicate and explain solutions, student will use arguments supported by evidence.
S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive &/or destructive processes.
a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive &/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).
S5P1. Obtain, evaluate, and, communicate information to explain the differences between a physical change & a chemical change.
a. Plan & carry out investigations of physical changes by manipulating, separating, & mixing dry and liquid materials.
S5P2. Obtain, evaluate, and communicate information to investigate electricity.
a. Obtain & combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity.
S5P3. Obtain, evaluate, and communicate information about magnetism & its relationship to electricity.
a. Construct an argument based on experimental evidence to communicate the differences in function & purpose of an electromagnet & magnet.
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific, classification procedures.
a. Develop a model that illustrates how animals are sorted into groups (vertebrate & invertebrate) and how vertebrates are sorted into groups (fish, amphibians, reptiles, bird, & mammal) using data from multiple sources.
S5L2. Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.
a. Ask questions to compare and contrast the characteristics of instincts and learned behaviors.
Life Science (continued)
S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts of plant & animal cells.
a. Gather evidence by utilizing technology tools to construct an explanation that plants & animals are comprised of cells too small to be seen without magnification.
S5L4. Obtain, evaluate and communicate information about how microorganisms benefit or harm larger organisms.
a. Construct an argument using scientific evidence to support a claim that microorganisms are beneficial.