Science for younger age is more of fun experiments. Little children learn very basic science concepts such as texture and mixtures. In fifth grade, pupils begin to learn more science concepts like measuring, counting, predicting, and recording.  Of course, interesting experiments would still be plenty but the pupils at this level are expected to know and remember science basics and predict experiment outcomes.

Science knowledge and skills may vary although a curriculum is observed. The teacher would most probably know the standards that are supposed to be learned at this grade level. Generally, the grade five pupil scientists should be able to:

• Formulate a reasonable hypothesis;
• Provide insights and rationales behind conclusions drawn from evidence and other insights;
• Understand science questions;
• Do experiments with physical and chemical properties. For example, density and boiling/freezing point and observe what happens;
• Correctly measureand record changes of a substance;
• Measure, record and graph the movement;
• Organize facts according to its order;
• Know and explain structures and functions of organisms;
• Memorize details about the solar system and the position of Earth in it as well as how the moon affects the tide and;
• Understand the Earth’s rotation and tilt and how it affects seasons.

Learning the basics of science is vital to these fifth graders. It is not that they are expected to become a “scientist”, rather that they be able to foster love for learning and curiosity as what science inculcates to young minds. There will pupils who would be asking for more. As the teacher, providing more avenues for science learning such as making models, experimenting, observing, and guiding them in organizing facts can contribute a lot in nourishing their scientific desires. Let them ask questions and allow them to observe events around the school premises. Who knows what they might discover.

References:

Bobilya, A.J. & Daniel, B. (2009). Eleanor Duckworth: The teacher’s teacher. In T. Smith & C.E. Knapp (Eds.), Beyond Dewey and Hahn: Foundations for experiential education, Vol I (pp. 113–122). Lake Geneva, WI: Raccoon Institute.

Eisenkraft, Arthur (2003). “Expanding the 5E Model”. The Science Teacher (The National Science Teacher’s Association). pp. 56–59.

Hiltz, S. (1990) ‘Evaluating the Virtual Classroom’, in Harasim, L. (ed.) Online Education: Perspectives on a New Environment New York: Praeger, pp. 133–169

By: Diana C. Punzalan | Teacher | Alauli Elementary School | Pilar, Bataan