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Performance Expectations:
Performance Expectations:
In fifth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information; and to use these practices to demonstrate understanding of the core ideas.
NGSS Summary:
NGSS Summary:
The performance expectations in fifth grade help students formulate answers to questions such as: "When matter changes, does its weight change? How much water can be found in different places on Earth? Can new substances be created by combining other substances? How does matter cycle through ecosystems? Where does the energy in food come from and what is it used for? How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?" Fifth grade performance expectations include PS1, PS2, PS3, LS1, LS2, ESS1, ESS2, and ESS3 disciplinary core ideas from the NRC Framework.
Disciplinary Core Ideas from NCR Framework:
Disciplinary Core Ideas from NCR Framework:
Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Crosscutting Concepts:
Crosscutting Concepts:
The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and systems and systems models are called out as organizing concepts for these disciplinary core ideas.
These strands are not to be taught in a sequential order, but should be integrated throughout the year.
Life Science Concepts
Life Science Concepts
Core Ideas:
Core Ideas:
5-LS1: From Molecules to Organisms: Structures and Processes
LS1.C: Organization for Matter and Energy Flow in Organisms
Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (Secondary to
5-PS3.1)
Plants acquire their material for growth chiefly from air and water. (5-LS1.1)
5-LS2: Ecosystems: Interactions, Energy, and Dynamics
LS2.A: Interdependent Relationships in Ecosystems
The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.
(5-LS2.1)
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases and water from the environment and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2.1)
GLEs: SA.1, 3; SC.1-3; SE.3; SF.3; SG.3
Performance Expectations:
Performance Expectations:
Students who demonstrate understanding will:
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-LS2.1: 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.]
Suggested Explorations:
Suggested Explorations:
Create models of food webs/chains.
Take a field trip to the Chena River Riparian System on Chena Hot Springs Road.
Create a The most important thing about… pattern book focused on Alaskan plants (based on The Important Book by Margaret Wise Brown).
Make a food chain diagram.
Physical Science Concepts
Physical Science Concepts
Core Ideas:
Core Ideas:
5-PS1: Matter and Its Interactions
PS1.A: Structure and Properties of Matter
Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects.
(5-PS1.1)
The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.
(5-PS1.2)
Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1.3)
PS1.B: Chemical Reactions
When two or more different substances are mixed, a new substance with different properties may be formed. (5-PS1.4)
No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) (5-PS1.2)
5-PS2: Motion and Stability: Forces and Interactions
PS2.B: Types of Interactions
The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5- PS2.1)
5-PS3: Energy
PS3.D: Energy in Chemical Processes and Everyday Life
The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3.1)
GLEs: SA.1-2; SB.1-4; SC.2; SD.1-2, 4; SE.1, 3; SF.1; SG.2-3; CS.A.3
Performance Expectations:
Performance Expectations:
Students who demonstrate understanding will:
5-PS1.1: Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model 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 form 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.
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-PS3.1: 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.]
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-ESS1.1: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (e.g., 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.]
Suggested Explorations:
Suggested Explorations:
Adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.
Reactions or changes could include phase changes and dissolving/mixing new substances.
Materials to identify could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response of magnetic forces, and solubility; density is not intended as an identifiable property.
Earth and Space Science Concepts
Earth and Space Science Concepts
Core Ideas:
Core Ideas:
5-ESS1: Earth’s Place in the Universe
ESS1.A: The Universe and its Stars
The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1.1)
ESS1.B: Earth and the Solar System
The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1.2)
5-ESS2: Earth’s Systems
ESS2.A: Earth Materials and Systems
Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2.1)
ESS2.C: The Roles of Water in Earth’s Surface Processes
Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2.2)
5-ESS-3: Earth and Human Activity
ESS3.C: Human Impacts on Earth Systems
Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.
(5-ESS3.1)
GLEs: SA.1-3; SB.1, 3-4; SD.1-4; SE.1-3, SF.1; SG.3; CS.A.3
Performance Expectations:
Performance Expectations:
Students who demonstrate understanding will:
5-ESS1.1: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. [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-ESS2.1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: 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-ESS3.1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Suggested Explorations:
Suggested Explorations:
Demonstrate the movement of Earth’s fault lines with a model or map.
Design a simple model that demonstrates the forces that cause earthquakes.
Use a map or puzzle to demonstrate plate tectonics.
Take a field trip to the UAF’s Geophysical Institute.
Analyze traditional stories that describe earthquakes and volcanoes.
Invite UAF’s Tunnel-man into the classroom.
Engineering, Technology, and Applications of Science
Engineering, Technology, and Applications of Science
Core Ideas:
Core Ideas:
3-5-ETS1: Engineering Design
ETS1.A: Defining and Delimiting Engineering Problems
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1.1)
ETS1.B: Developing Possible Solutions
Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1.2)
At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1.2)
Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1.3)
ETS1.C: Optimizing the Design Solution
Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1.3)
Performance Expectations:
Performance Expectations:
Students who demonstrate understanding will:
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.
Suggested Explorations:
Suggested Explorations:
Bridge building.
Engineering is Elementary kits in Library Media Services.
Look at house structures in the book The Three Little Pigs.
Activity: Marshmallow Tower.
Activity: Shapes of Strength.
Bring in practicing engineers from the community.
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