Most importantly students will utilize the Practices in the Inquiry Cycle to create meaningful opportunities to take informed action. These practices allow students to have an impact; to make change and start to build the idea of their role as an important individual in local and world events. By the end of 5th grade, students are ready to determine the power and impacts of change both at home and around the world. Grade 5: Change and Impact Practices in the Inquiry Cycle Questioning Evaluating Sources Communicating Taking Action Students will independently and Students will independently and Students will independently and Students will independently and collaboratively: collaboratively: collaboratively: collaboratively: 1. Develop compelling questions 3. Determine the types of 6. Develop and create claims and 9. Address options of individuals that promote inquiry around key sources that will assist in counterclaims using appropriate and groups to identify and apply disciplinary concepts and answering compelling and evidence to construct strengths a range of strategies and complex embedded enduring issues. supporting questions. and weaknesses reasoning to take public action 2. Develop supporting questions 4. Gather relevant information 7. Construct viable arguments, or propose a solution. that identify facts, concepts and from multiple sources from a relevant explanations and/or 10. Engage in disciplinary research interpretations wide range of perspectives and public demonstrations that thinking used by social scientists associated with a key disciplinary evaluate for credibility. convey ideas and perspectives to (historians, economists, political concept. 5. Identify and utilize evidence a wide array of appropriate scientists and geographers) to seek solutions to questions. audiences. independently and proficiently 8. Critique the arguments and resulting in civic readiness. explanations of others paying particular attention to credibility and relevance of information. Civic Mindedness Geographic Reasoning 5.CM.1 Examine the origins, functions and structure of the 5.GR.8 Explain relationships between the locations of places U.S. Constitution to determine how it provides structure to and regions and their environmental characteristics using protect citizens and equal opportunities within the maps, satellite images and other models. framework of laws. 5.GR.9 Describe how changing environmental and cultural 5.CM.2 Demonstrate deliberative procedures when making characteristics of places and regions influence how people decisions and reaching judgments as an individual and as a modify and adapt to their environments and impact group. population distribution. 5.CM.3 Explain how rules and laws promote the general 5.GR.10 Analyze the effects of devastating environmental welfare using historical and contemporary examples. events and technological advancements on human
Most importantly students will utilize the Practices in the Inquiry Cycle to create meaningful opportunities to take informed action. These practices allow students to have an impact; to make change and start to build the idea of their role as an important individual in local and world events. By the end of 5th grade, students are ready to determine the power and impacts of change both at home and around the world. Grade 5: Change and Impact Practices in the Inquiry Cycle Questioning Students will independently and collaboratively: 1. Develop compelling questions that promote inquiry around key disciplinary concepts and embedded enduring issues. 2. Develop supporting questions that identify facts, concepts and research interpretations associated with a key disciplinary concept. Evaluating Sources Students will independently and collaboratively: 3. Determine the types of sources that will assist in answering compelling and supporting questions. 4. Gather relevant information from multiple sources from a wide range of perspectives and evaluate for credibility. 5. Identify and utilize evidence to seek solutions to questions. Communicating Students will independently and collaboratively: 6. Develop and create claims and counterclaims using appropriate evidence to construct strengths and weaknesses 7. Construct viable arguments, relevant explanations and/or public demonstrations that convey ideas and perspectives to a wide array of appropriate audiences. 8. Critique the arguments and explanations of others paying particular attention to credibility and relevance of information. Taking Action Students will independently and collaboratively: 9. Address options of individuals and groups to identify and apply a range of strategies and complex reasoning to take public action or propose a solution. 10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and proficiently resulting in civic readiness. Civic Mindedness Geographic Reasoning 5.CM.1 Examine the origins, functions and structure of the U.S. Constitution to determine how it provides structure to protect citizens and equal opportunities within the framework of laws. 5.CM.2 Demonstrate deliberative procedures when making decisions and reaching judgments as an individual and as a group. 5.CM.3 Explain how rules and laws promote the general welfare using historical and contemporary examples. 5.GR.8 Explain relationships between the locations of places and regions and their environmental characteristics using maps, satellite images and other models. 5.GR.9 Describe how changing environmental and cultural characteristics of places and regions influence how people modify and adapt to their environments and impact population distribution. 5.GR.10 Analyze the effects of devastating environmental events and technological advancements on human
2015_draft_standards_revised_not_for_dissemination_-_4-8-15jf(2).docx