Fifth Grade Curriculum

Fifth Grade Math

Bay County Academy uses the Chicago Math, Everyday Math series for math instruction in grades K-5. For more about our math program click here.

Grade Level Benchmarks

• I.1 Draws conclusions and makes predictions from graphical displays
  I.2 Describes patterns and other relationships using variables
  II.1 Predict which 3-D object will result from folding a 2-D net. Identify and determine the relationships among intersecting, parallel and perpendicular lines and the parts of a circle.
  II.2 Use coordinate plane and map skills to locate and describe objects
  II.3 Demonstrates and describes linear, square, and cubic units. Uses benchmark angles to estimate the measure of angles. Uses estimation of time, temperature, and money to solve problems
  III.1 Selects, explains and uses a graph that is appropriate for data
  III.2 Uses and interprets graphs and tables. Uses tables to make predictions.
  III.3 Compare what does and does not happen in simple experiments
  IV.2 Identifies and generates equivalent fractions, decimals, percents, ratios, and proportions
  IV.3 Determine and uses factors, multiples, common factors, common multiples, greatest common factor and least common multiple of numbers.
  V.1 Demonstrates fluency in addition and subtraction with fractions and decimals. Develops understanding of multiplication and division of fractions and decimals. Estimates computations with fractions and decimals using different strategies. Shows understanding of commutative and associative properties, additive identity and inverse with fractions and decimals.
  V.2 Translates word problems into number sentences
  VI.1 Solve problems using probabilities from simple experiments
  VI.2 List and explain permutations and combinations. Create Venn diagrams.

Fifth Grade English Language Arts

Bay County Academy recognizes the importance of fostering reading for enjoyment, while also teaching students to read for information. In addition it is also a priority to prepare our students to communicate orally and in written expression. We accomplish these goals using a variety of tools and methods.For more on these methods click here.

Grade Level Benchmarks

• Meaning and Communication
  ∑ Explores a wide variety of text and genre
  ∑ Reads variety of text with accuracy, rate and expression
  ∑ Summarizes story elements of narrative and expository text with relevant details
  ∑ Uses strategies to recognize words in context using structural clues
  ∑ Uses word structure, sentence structure and prediction to aid in decoding
  ∑ Writes to inform, report, explain, or influence
  ∑ Writes narrative text such as a play using related forms and features
  ∑ Writes expository reports or essays in multi-paragraph structure
  ∑ Create, draft and publish different forms of writing
  ∑ Spells words in context using strategies and resources
  ∑ Determine the meaning of the words and phrases in context
  ∑ Speaks and reads with rhythm, tempo, and inflection while varying volume and pitch
• Language
  ∑ Use language to communicate effectively with audiences for different purposes
  Literature
  ∑ ??? S5
• Voice
  ∑ Exhibits individual style to enhance the written message
  ∑ Identifies and compares authors’ personal point of view, purpose and perspective
• Skills and Processes
  ∑ Uses strategies to construct meaning
  ∑ Writes using different strategies
  Genre and Craft of Language
  ∑ Uses models of narrative text with well developed plot reflecting personal point of view
  ∑ Uses elements and style to explain and define genre
  ∑ Uses story elements in narrative text focusing on setting
  ∑ Defines characters/plots, the nature of dialogue and how problems are resolved
  ∑ Uses graphic organizers to identify text patterns
  ∑ Identifies text patterns in content area textbooks
  ∑ Shows how authors use literary devices to communicate their message
  ∑ Shows knowledge of text features to locate information and construct meaning
• Depth of Understanding
  ∑ Discerns the inferred message, theme, or central purpose of text
  ∑ Draws conclusions, makes inferences, and synthesizes within and across texts
• Ideas in Action
  ∑ Connect personal knowledge and experience and understanding of the world to ideas in text
  ∑ Extends, elaborates, and creatively represents authors’ ideas
  ∑ ???? S10
• Inquiry and Research
  ∑ Uses appropriate resources for the task
  ∑ Applies individual and/or established standards to judge quality of personal and other written text to identify attainment of intended purpose, to interpret authors’ viewpoints, to determine effect on classroom or school-wide audiences (LE7.2, LE 7.3, LE 12.1, LE 12.2, LE 12.3, LE 12.4)
  ∑ Develops and uses individual standards to critically judge aesthetic quality and justify preferences of text (LE12.2)

Fifth Grade Science

The Science curriculum at Bay County Academy is a hands-on exploratory program that meets all of the Michigan Benchmarks and Standards. For more information on the science program click here.

Michigan Benchmarks for Elementary Science

• Science
  1.1.1 Generate reasonable questions about the world based on observation
  1.1.2 Develop solutions to unfamiliar problems through reasoning, observation and/or experiment
  1.1.3 Manipulate simple mechanical devices and explain how they work
  1.1.4 Use simple measurement devices to make metric measurement
  1.1.5 Develop strategies and skills for information gathering and problem solving
  1.1.6 Construct charts and graphs and prepare summaries of observations
  2.1.1 Develop an awareness of the need for evidence in making decisions scientifically
  2.1.2 Show how science concepts can be interpreted through creative expression such as language arts and fine arts
  2.1.3 Describe ways in which technology is used in everyday life
  2.1.4 Develop an awareness of and sensitivity to the natural world
  2.1.5 Develop an awareness of contributions made to science by people of diverse backgrounds
• Life Science
  3.1.1 Describe cells as living systems
  3.2.1 Compare and classify familiar organisms on the basis of observable physical characteristics
  3.2.2 Describe vertebrates in terms of observable body parts and characteristics
  3.2.3 Describe the cycles of familiar organisms
  3.2.4 Compare and contrast food, energy and environmental needs of selected organisms
  3.2.5 Describe functions of selected seed plants
  3.3.1 Give evidence that characteristics are passed from parents to young
  3.4.1 Explain how fossils provide evidence about the nature of ancient life
  3.4.2 Explain how physical and/or behavioral characteristics of organisms help them to survive in their environments
• Physical Science
  4.1.1 Classify common objects and substances according to observable attributes: color, size, shape, smell, hardness, texture, flexibility, length, weight, buoyancy, states of matter or magnetic properties
  4.1.2 Measure weight, dimensions and temperature of appropriate objects and materials
  4.1.3 Identify properties of materials which make them useful
  4.1.4 Identify forms of energy associated with common phenomena
  4.1.5 Describe the interaction of magnetic materials with other magnetic and non-magnetic materials
  4.1.6 Describe the interaction of charged materials with other charged or uncharged materials
  4.1.7 Describe possible electrical hazards to be avoided at home and at school
  4.2.1 Describe common physical changes in matter- size, shape, melting, freezing, dissolving
  4.2.2 Prepare mixtures and separate them into their component parts
  4.2.3 Construct simple objects that fulfill a technological purpose
  4.3.1 Describe or compare motions of common objects in terms of speed and direction
  4.3.2 Describe how forces (pushes or pulls) are needed to speed up, slow down, stop, or change direction of a moving object
  4.3.3 Use simple machines to make work easier
  4.4.1 Describe sounds in terms of their properties (pitch and loudness)
  4.4.2 Explain how sounds are made
  4.4.3 Describe light from a light source in terms of its properties
  4.4.4 Explain how light illuminates objects
  4.4.5 Explain how shadows are made
  4.5.1 Identify familiar organisms as part of a food chain or food web
  4.5.2 Explain common patterns of interdependence and interrelationships of living things
  4.5.3 Describe the basic requirements for all living things to maintain their existence
  4.5.4 Design systems that encourage growing of particular plants or animals
  4.5.5 Describe positive and negative effects of humans on the environment
• Earth Science
  5.1.1 Describe major features of the earth’s surface
  5.1.2 Recognize and describe different types of earth materials
  5.1.3 Explain how rocks and fossils are used to understand the history of the earth
  5.1.4 Describe natural changes in the Earth’s surface
  5.1.5 Describe uses of materials taken from the earth
  5.1.6 Demonstrate means to recycle manufactured materials and a disposition toward recycling
  5.2.1 Describe how water exists on earth in three states
  5.2.2 Trace the path that rain water follows after it falls
  5.2.3 Identify sources of drinking water
  5.2.4 Describe uses of water
  5.3.1 Describe the atmosphere
  5.3.2 Describe weather conditions and climates
  5.3.3 Describe seasonal changes in weather
  5.3.4 Explain appropriate safety precautions during severe weather
  5.4.1 Describe the sun, moon and earth
  5.4.2 Describe the motions of the earth and moon around the sun

Fifth grade Social Studies

Bay County Academy proudly uses Mosaica's Paragon Curriculum to teach social studies. For more on Paragon click here.

Later Elementary Social Studies Benchmarks

• Historical Perspective
  1.1.1 Measure chronological time by decades and centuries
  1.1.2 Place major events in the development of their local community and the state of Michigan in chronological order
  1.1.3 Place major events in the early history of the United States in chronological order
  1.2.1 Summarize the sequence of key events in stories describing life from he past in their local community, the state of Michigan and other parts of the United States
  1.2.2 Use narratives and graphic data to compare the past of their local community, the state of Michigan, and other parts of the United States with present day life in those places
  1.2.3 Recount the loves and characters of a variety of individuals from the past representing their local community, the state of Michigan and other parts of the United States
  1.2.4 Identify and explain how individuals in history demonstrated good character and personal virtue
  1.3.1 Use primary sources to reconstruct past events in their local community
  1.3.2 Interpret conflicting accounts of events in both Michigan and United States history and analyze the viewpoints of the authors
  1.3.3 Compose simple narratives of events from the history of the state of Michigan and the United States
  1.4.1 Identify problems from the past that divided their local community, the state of Michigan and the United States and analyze the interests and values of those involved
  1.4.2 Select decisions made to solve past problems and evaluate those decisions in terms of ethical considerations, the interests of those affected by the decisions and the short and long term consequences in those decisions
• Geographic Perspective
  2.1.1 Locate and describe cultures and compare the similarities and differences among the roles of women, men and families
  2.1.2 Locate and describe diverse kind of communities and explain the reasons for their characteristics and locations
  2.1.3 Locate and describe the major places, cultures and communities of the nation and compare their characteristics
  2.2.1 Explain basic ecosystem concepts and processes
  2.2.2 Describe the location, use and importance of different kinds of resources and explain how they are created and the consequence of their use
  2.2.3 Describe the major physical patterns, ecosystems, resources and land uses of the state, region, and country and explain the processes that created them
  2.2.4 Explain how various people and cultures have adapted to and modified their environments
  2.3.1 Describe major kinds of economic activity and explain the factors influencing their location
  2.3.2 Describe the causes, consequences, routes and movement of major migration to the United States
  2.3.3 Explain how transportation and communication link people and communities
  2.3.4 Describe some of the major movements of goods, people, jobs, and information within Michigan and the US and explain the reasons for the movements
  2.4.1 Draw sketch maps of the community, region and nation
  2.4.2 Describe places, cultures and communities in the US and compare them with those in other regions and countries
  2.4.3 Describe the geography of Michigan at major times in its history and explain the reasons for its change
  2.4.4 Describe the physical, economic and cultural geography of contemporary Michigan and its causes, advantages and disadvantages
  2.4.5 Describe the Great Lakes ecosystems and explain physical and human processes that act upon them
  2.4.6 Describe the geography of major US regions, compare the regions and explain the processes that created them
  2.5.1 Describe how social and scientific changes in regions may have global consequences
  2.5.2 Describe the geographic aspects of events taking place in different world regions
  2.5.3 Explain how elements of the physical geography, culture and history of the region may be influencing current events
• Civic Perspective
  3.1.1 Distinguish among local, state and national government in the US and describe the roles
  3.1.2 Give examples of authority and the use of power without authority
  3.1.3 Give reasons for limiting the power of government
  3.2.1 Interpret the development and summarize the main points in the Declaration of Independence
  3.2.2 Interpret the meaning of specific rights guaranteed by the Constitution including religious liberty, free expressions, privacy, property, due process of law, and equal protection of the law
  3.2.3 Explain responsibilities citizens have to uphold constitutional rights
  3.3.1 Describe what state and federal courts are expected to do
  3.3.2 Describe issues that arise over constitutional rights
  3.4.1 Distinguish among making, enforcing and interpreting laws
  3.4.2 Explain how law is used to manage conflict in American society
  3.4.3 Explain the basic organization of the social, state and federal governments
  3.4.4 Describe how citizens participate in election campaigns
  3.5.1 Explain various ways that nations of the world interact with each other
  3.5.2 Describe events in other countries that have affected Americans and conversely, events within the US that have affected other countries
• Economic Perspective
  4.1.1 Explain why people must face scarcity when making economic decisions
  4.1.2 Identify the opportunity costs in personal decision making situations
  4.1.3 Use a decision making model to explain a personal choice
  4.1.4 Analyze the costs, benefits, and alternatives to using consumer credit
  4.2.1 Distinguish between natural resources, human capital, and capital equipment in the production of a good or service
  4.2.2 Distinguish among individual ownership, partnership and corporation
  4.2.3 Examine the historical and contemporary role a major industry has played and continues to play in the state of Michigan and the US
  4.3.1 Use a decision making model to explain a choice involving a public good or service
  4.3.2 Distinguish between the economic roles of local, state and federal governments and cite examples of each
  4.3.3 Use a local example to assess the effectiveness of the government at providing public goods or resolving an economic dispute
  4.4.1 Explain how prices are determined in a market economy and how they serve as a means of allocating resources
  4.4.2 Describe how they act as a producer and a consumer
  4.4.3 Analyze how Michigan’s location has impacted its economic development
  4.5.1 Trace the national origin of common household items and the trade flows which brought them to the US
  4.5.2 Describe the benefits of international trade to consumers and producers
  4.5.3 Describe how businesses are involved in trade as producers, distributors, importers and exporters
• Inquiry
  5.1.1 Locate information about local, state and national communities using a variety of traditional sources, electronic technologies and direct observations
  5.1.2 Organize social science information to make maps, graphs and tables
  5.1.3 Interpret social science information about local, state and national communities from maps, graphs and charts
  5.2.1 Pose a social science question about Michigan or the US
  5.2.2 Gather and analyze information using appropriate information technologies to answer the question posed
  5.2.3 Construct an answer to the question posed and support their answers with evidence
  5.2.4 Report the results of their investigations including the procedures followed
• Public Discourse and Decision Making
  6.1.1 Pose local, state and national policy issues as questions
  6.1.2 Explain how a particular public issue became a problem and why people disagree about it
  6.1.3 Evaluate possible resolutions of a public issue
  6.2.1 Engage each other in conversations which attempt to clarify and resolve issues pertaining to local, state and national policy
  6.3.1 Compose a short essay expressing a decision on a local, state or national policy issue
• Citizen Involvement
  7.1.1 Report how their behavior has been guided by concern for the law
  7.1.2 Engage in activities intended to contribute to solving local, state, or national problem