Science
5-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
5-LS2 Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
5-ESS1 Earth’s Place in the Universe
Students who demonstrate understanding can:
5-ESS1-1. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. [Clarification Statement: Absolute brightness of stars is the result of a variety of factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
5-ESS2 Earth’s Systems
Students who demonstrate understanding can:
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: The geosphere, hydrosphere (including ice), atmosphere, and biosphere are each a system and each system is a part of the whole Earth System. Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
5-ESS3 Earth and Human Activity
Students who demonstrate understanding can:
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]
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. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that forms new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]
5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [Clarification Statement: Examples of combinations that do not produce new substances could include sand and water. Examples of combinations that do produce new substances could include baking soda and vinegar or milk and vinegar.]
5-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]
5-PS3 Energy
Students who demonstrate understanding can:
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
3-5-ETS1 Engineering Design
Students who demonstrate understanding can:
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Physical Sciences
Students who demonstrate understanding can:
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
5-LS2 Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
5-ESS1 Earth’s Place in the Universe
Students who demonstrate understanding can:
5-ESS1-1. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. [Clarification Statement: Absolute brightness of stars is the result of a variety of factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
5-ESS2 Earth’s Systems
Students who demonstrate understanding can:
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: The geosphere, hydrosphere (including ice), atmosphere, and biosphere are each a system and each system is a part of the whole Earth System. Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
5-ESS3 Earth and Human Activity
Students who demonstrate understanding can:
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]
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. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that forms new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]
5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [Clarification Statement: Examples of combinations that do not produce new substances could include sand and water. Examples of combinations that do produce new substances could include baking soda and vinegar or milk and vinegar.]
5-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]
5-PS3 Energy
Students who demonstrate understanding can:
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
3-5-ETS1 Engineering Design
Students who demonstrate understanding can:
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Physical Sciences
- Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept:
- Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties.
- Students know all matter is made of atoms, which may combine to form molecules.
- Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals.
- Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.
- Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays.
- Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.
- Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).
- Students know living organisms and most materials are composed of just a few elements.
- Students know the common properties of salts, such as sodium chloride (NaCl).
- Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:
- Students know many multicellular organisms have specialized structures to support the transport of materials.
- Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.
- Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.
- Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.
- Students know how sugar, water, and minerals are transported in a vascular plant.
- Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.
- Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration).
- Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:
- Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's surface.
- Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
- Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
- Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.
- Students know the origin of the water used by their local communities.
- Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept:
- Students know uneven heating of Earth causes air movements (convection currents).
- Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.
- Students know the causes and effects of different types of severe weather.
- Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables.
- Students know that the Earth's atmosphere exerts a pressure that decreases with distance above Earth's surface and that at any point it exerts this pressure equally in all directions.
- The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept:
- Students know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium.
- Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.
- Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.
- Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
- Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
- Develop a testable question.
- Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.
- Identify the dependent and controlled variables in an investigation.
- Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.
- Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.
- Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.
- Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.
- Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.