Force and Motion

5.P.1.1 Students know that gravity pulls any object on or near the earth toward it without touching it. Students know that friction is a force that is created anytime two surfaces move or try to move across each other. Students know that all matter has mass. Students understand that changing any or all of these factors will affect the motion of an object.

5.P.1.2 Students know that it is possible to measure the motion of an object based on the distance it will travel in a certain amount of time.

5.P.1.3 Students know that a graph can be created using one axis to represent the distance that an object travels, and the other axis to represent the period of time the object is traveling. Students know how to construct a graph that demonstrates a relation of distance to time.

5.P.1.4 Students know that the greater a force is, the greater the change (in motion) it produces. The greater the mass of the object being acted on, the less the effect of the (same) force.



Games for Force and Motion
Parkworld Plot

Matter: Properties and Change
5.P.2.1
Students know that the sun provides the energy that is a driving force for most biotic and abiotic cycles on the surface of the earth. Students know that the sun’s energy fuels the water cycle and impacts different aspects of the water cycle (evaporation, transpiration, condensation, precipitation).
5.P.2.2
Students know that the weight of an object is equal to the weight of the sum of its parts. This is true in all closed systems.
5.P.2.3
Students know that by making qualitative and quantitative data records, we are able to create before/after representations of materials (and their properties), so that we can compare before/after versions of materials.
Matter Games


Energy: Conservation and Transfer
Essential Standard and Clarifying Objectives
5.P.3 Explain how the properties of some materials change as a result of heating and cooling.
5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures. (conduction, convection or radiation).
5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.
5.P.3.1
Students know that when warmer things are put with cooler things, the warmer things lose heat and the cool things gain it until they are all at the same temperature.
Students know that a warmer object can warm a cooler object by contact or at a distance.
Conduction is the transfer of thermal energy between things that are touching.
Conduction can happen within one object. (For example, thermal energy can be conducted through the handle of a metal pot.)
Convection is the movement of thermal energy by the movement of liquids or gases. Convection in the oceans and atmosphere helps to move thermal energy around Earth, and is an important factor influencing weather and climate.
Radiation is the transfer of energy by electromagnetic waves. Electromagnetic waves can carry energy through places with or without any matter. The Sun is the main source of electromagnetic energy on Earth. Part of this energy, light, is used by producers to make food. Radiation can also happen
in other circumstances (i.e. sitting in front of a fireplace).
5.P.3.2
Students know that heating and cooling can cause changes in the properties of materials, but not all materials respond the same way to being heated and cooled. Students know that heating and cooling cause changes in the properties of materials, such as water turning into steam by boiling and water turning into ice by freezing. Students know and notice that many kinds of changes occur faster at higher temperatures.
Students know that some materials conduct heat much better than others, and poor conductors can reduce heat loss.
Students need not come out of this grade span understanding heat or its difference from temperature. More important, students should become familiar with the warming of objects that start out cooler than their environment, and vice versa. Computer lab ware probes and graphic displays that detect small changes in temperature and plot them can be used by students to examine many instances of heat exchange.
Because many students think of cold as a substance that spreads like heat, there may be some advantage in translating descriptions of transfer of cold into terms of transfer of heat.