Mississippi Science 5th Grade Interactive Notebook Dividers (2010 Frameworks)

Mississippi Science 5th Grade Interactive Notebook Dividers (2010 Frameworks)
Mississippi Science 5th Grade Interactive Notebook Dividers (2010 Frameworks)
Mississippi Science 5th Grade Interactive Notebook Dividers (2010 Frameworks)
Mississippi Science 5th Grade Interactive Notebook Dividers (2010 Frameworks)
Mississippi Science 5th Grade Interactive Notebook Dividers (2010 Frameworks)
Mississippi Science 5th Grade Interactive Notebook Dividers (2010 Frameworks)
Mississippi Science 5th Grade Interactive Notebook Dividers (2010 Frameworks)
Mississippi Science 5th Grade Interactive Notebook Dividers (2010 Frameworks)
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Organize your students' science interactive notebooks this school year with these fifth-grade science interactive notebook dividers! Customized with Mississippi's science standards (2010 frameworks), these interactive notebook dividers will help your students get, and STAY, organized! Simply print (3 versions included: color, grayscale, and black and white), fold along the dotted line, and paste! No cutting necessary!

For science interactive notebook dividers for the NEW Mississippi science standards, take a look at this resource: Mississippi Science 5th Grade Interactive Notebook Dividers (New Standards)

These science interactive notebook dividers are organized by domains:

INQUIRY
1a. Form a hypothesis, predict outcomes, and conduct a fair investigation that includes manipulating variables and using experimental controls.
1b. Distinguish between observations and inferences.
1c. Use precise measurement in conjunction with simple tools and technology to perform tests and collect data.
1d. Organize and interpret data in tables and graphs to construct explanations and
draw conclusions.
1e. Use drawings, tables, graphs, and written and oral language to describe objects
and explain ideas and actions.
1f. Make and compare different proposals when designing a solution or product.
1g. Evaluate results of different data (whether trivial or significant).
1h. Infer and describe alternate explanations and predictions.

PHYSICAL SCIENCE
2a. Determine how the properties of an object affect how it acts and interacts.
2b. Differentiate between elements, compounds, and mixtures and between
chemical and physical changes (e.g., gas evolves, color, and/or temperature
changes).
2c. Investigate the motion of an object in terms of its position, direction of motion,
and speed.
2d. Categorize examples of potential energy as gravitational (e.g., boulder on a hill,
child on a slide), elastic (e.g., compressed spring, slingshot, rubber band), or
chemical (e.g., unlit match, food).
2e. Differentiate between the properties of light as reflection, refraction, and
absorption.
2f. Describe physical properties of matter (e.g., mass, density, boiling point, freezing
point) including mixtures and solutions.
2g. Categorize materials as conductors or insulators and discuss their real life
applications (e.g., building construction, clothing, animal covering).

LIFE SCIENCE
3a. Compare and contrast the diversity of organisms due to adaptations to show how organisms have evolved as a result of environmental changes.
3b. Research and classify the organization of living things.
3c. Research and cite evidence of the work of scientists (e.g., Pasteur, Fleming, Salk) as it contributed to the discovery and prevention of disease.
3d. Distinguish between asexual and sexual reproduction.
3e. Give examples of how consumers and producers (carnivores, herbivores,
omnivores, and decomposers) are related in food chains and food webs.

EARTH AND SPACE SCIENCE
4a. Categorize Earth’s materials.
4b. Explain how surface features caused by constructive processes (e.g.,
depositions, volcanic eruptions, earthquakes) differ from destructive processes
(e.g., erosion, weathering, impact of organisms).
4c. Summarize how weather changes.
4d. Describe changes caused by humans on the environment and natural
resources and cite evidence from research of ways to conserve natural
resources in the United States, including (but not limited to) Mississippi.
4e. Predict the movement patterns of the sun, moon, and Earth over a
specified time period.
4f. Compare and contrast the physical characteristics of the planets (e.g., mass,
surface gravity, distance from the sun, surface characteristics, moons).
4g. Conclude that the supply of many Earth resources (e.g., fuels, metals, fresh
water, farmland) is limited and critique a plan to extend the use of Earth’s
resources (e.g., recycling, reuse, renewal).

___________________________________________________________

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Copyright © Amy Pinkerton. All rights reserved by author. This product is to be used by the original purchaser only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use ONLY.
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