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2020 Grade 5 Bundle Analyses Home Page (redirected from 2020 Grade 5 Science Standards and Bundle Analyses)

Page history last edited by Heather Johnston 4 days, 3 hours ago

The standards are grouped into bundles (left column) that represent one way educators might connect the science ideas within each standard to create instructional units of study. Note: This is just one example and does not encompass all the ways teachers might bundle science ideas.


Each bundle name is linked to a bundle analysis that provides a detailed examination of the standards in that bundle. Check out this Guide to the Science Bundle Analyses for more details about each component in the analysis.


Each standard is also linked to its own description, as outlined in the 2020 Oklahoma Academic Standards for Science (OAS-S). Standards marked with an * indicate integrated engineering practices and/or engineering disciplinary core ideas.


Download the full 2020 Oklahoma Academic Standards for Science (OAS-S).

Bundle Name



Properties of Matter

Everything around us (matter) is made up of particles that are too small to be seen. Although students cannot see the actual particles that make up matter, they can use models to gain an understanding of these tiny particles. All of the matter around us has unique properties (e.g., color, hardness, reflectivity, electrical conductivity, response to magnetic fields, and solubility) that can be observed and measured. Students use these properties to identify unknown substances and materials.

5.PS1.1 Develop a model to describe that matter is made of particles too small to be seen.

5.PS1.3 Make observations and measurements to identify materials based on their properties.


Changes to Matter

When mixing two or more substances together sometimes a new substance with different properties may be formed. Matter can also change form through physical changes such as melting or freezing. Using this information, students can conduct investigations to determine if a new substance forms when they mix two substances together. Through all of these changes, the same amount of matter exists before and after the change. Students can measure and graph quantities to provide evidence that the total weight does not change when heating, cooling, or mixing substances.

5.PS1.2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

5.PS1.4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.


Matter and Energy Flow in Organisms and Ecosystems

All components of an ecosystem are connected and living organisms rely on each other to survive. Students use evidence, data, or models to support an argument that plants acquire material needed for growth mostly from air and water. Other organisms acquire matter and energy from plants and animals. Students develop models which describe food and other materials breaking down and being cycled between air, plants, animals, and decomposers in the soil. All of the energy that drives these systems comes from the sun. Student developed models to describe how the sun’s energy is transferred from plants to animals, and the energy is used by animals for a variety of functions.

5.LS1.1 Support an argument that plants get the materials they need for growth chiefly from air and water.

5.LS2.1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

5.PS3.1 Use models to describe that energy in animals’ food (use for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.


Earth Materials and Systems

All of Earth’s features (land, air, water) and all living things interact with each other. Using this information students develop models to describe how Earth’s spheres interact. Most of Earth’s water is found in saltwater oceans and not easily accessible for consumption. Earth’s freshwater is mostly found frozen in glaciers or underground, with a small amount in streams, lakes, wetlands, and the atmosphere. These quantities of water can be graphed by students to provide evidence of how Earth’s water is distributed across the planet.

5.ESS2.1 Develop a model to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

5.ESS2.2 Describe and graph the amounts of saltwater and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.


Earth and the Solar System

The sun is the closest star to earth and is the center of our solar system. The sun appears as the brightest object in the sky because of its proximity to Earth. Other stars may be much brighter or larger but are much farther from Earth so they appear dimmer and smaller. Students use this evidence to support an argument that the apparent brightness of stars is due to their distances from Earth. As Earth moves around the Sun, changes such as the movement of shadows, night and day, and nightly, monthly, and seasonal movements of the stars and moon can be observed.  This information can be used by students to create graphical displays that can be analyzed to reveal patterns. Life is dependent on Earth’s gravity.  It holds down our atmosphere, air and even light. Students use evidence to support an argument that the force of Earth’s gravitational force always pulls down to the center of the Earth. 

5.ESS1.1 Support an argument with evidence that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.

5.ESS1.2 Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, in addition to different positions of the sun, moon, and stars at different times of the day, month, and year.

5.PS2.1 Support an argument, with evidence, that Earth’s gravitational force pulls objects downward towards the center of the earth.

Effects of Human Interactions on Earth Systems

Ecosystems have many components that exist together in a balanced relationship. When any component in an ecosystem changes, it can influence the other parts. These changes can have a positive or negative impact. Students can use models to explain how these factors might upset the stability of an ecosystem. Human activities can have both positive and negative effects. Students can obtain information on what communities are doing to help protect and restore resources such as wildlife conservation programs, sustainable farming practices, and city recycling programs. 

5.LS2.2 Use models to explain factors that upset the stability of local ecosystems.

5.ESS3.1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.


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