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3-5-ETS1. Engineering Design - Students who demonstrate understanding can: 3-5-ETS1.CC. Crosscutting Concepts 3-5-ETS1.CC.1. Influence of Science, Engineering, and Technology on Society and the Natural World 3-5-ETS1.CC.1.2. Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS-2)
NGSS.5-ESS.EARTH AND SPACE SCIENCE
5-ESS1. Earth’s Place in the Universe - Students who demonstrate understanding can: 5-ESS1.DCI. Disciplinary Core Ideas ESS1.A: The Universe and its Stars ESS1.A:1. 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 ESS1.B:2. 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 - 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. Quiz, Flash Cards, Worksheet, Game & Study Guide Rocks Quiz, Flash Cards, Worksheet, Game Rocks
5-ESS2.CC. Crosscutting Concepts 5-ESS2.CC.2. Systems and System Models 5-ESS2.CC.2.1. A system can be described in terms of its components and their interactions. (5-ESS2-1)
5-ESS2.DCI. Disciplinary Core Ideas ESS2.A: Earth Materials and Systems ESS2.A:1. 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) Quiz, Flash Cards, Worksheet, Game Climate Quiz, Flash Cards, Worksheet, Game & Study Guide Climate
5-ESS3. Earth and Human Activity - Students who demonstrate understanding can: 5-ESS3.CC. Crosscutting Concepts 5-ESS3.CC.1. Systems and System Models 5-ESS3.CC.1.1. A system can be described in terms of its components and their interactions. (5-ESS3-1)
5-ESS3.DCI. Disciplinary Core Ideas ESS3.C: Human Impacts on Earth Systems ESS3.C:1. 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)
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.
5-LS1.CC. Crosscutting Concepts 5-LS1.CC.1. Energy and Matter 5-LS1.CC.1.1. Matter is transported into, out of, and within systems. (5-LS1-1)
5-LS1.DCI. Disciplinary Core Ideas LS1.C: Organization for Matter and Energy Flow in Organisms LS1.C:1. Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
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.
5-LS2.CC. Crosscutting Concepts 5-LS2.CC.1. Systems and System Models 5-LS2.CC.1.1. A system can be described in terms of its components and their interactions. (5-LS2-1)
5-LS2.DCI. Disciplinary Core Ideas LS2.A: Interdependent Relationships in Ecosystems LS2.A:1. 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 LS2.B:1. 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)
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. Quiz, Flash Cards, Worksheet, Game & Study Guide Matter
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.
5-PS1-3. Make observations and measurements to identify materials based on their properties.
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
5-PS1.CC. Crosscutting Concepts 5-PS1.CC.2. Scale, Proportion, and Quantity 5-PS1.CC.2.1. Natural objects exist from the very small to the immensely large. (5-PS1-1) Quiz, Flash Cards, Worksheet, Game & Study Guide Matter
5-PS1.CC.2.2. Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (5-PS1-2), (5-PS1-3)
5-PS1.CNS. Connections to Nature of Science 5-PS1.CNS.1. Scientific Knowledge Assumes an Order and Consistency in Natural Systems 5-PS1.CNS.1.1. Science assumes consistent patterns in natural systems. (5-PS1-2)
5-PS1.DCI. Disciplinary Core Ideas PS1.A: Structure and Properties of Matter PS1.A:1. 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 shows 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; the effects of air on larger particles or objects. (5-PS1-1)
PS1.A:3. 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 PS1.B:1. When two or more different substances are mixed, a new substance with different properties may be formed. (5-PS1-4) Quiz, Flash Cards, Worksheet, Game & Study Guide Matter
PS1.B:2. 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-PS1.SEP. Science and Engineering Practices 5-PS1.SEP.1. Developing and Using Models - Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. 5-PS1.SEP.1.1. Develop a model to describe phenomena. (5-PS1-1)
5-PS1.SEP.2. Planning and Carrying Out Investigations - Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. 5-PS1.SEP.2.1. Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)
5-PS1.SEP.2.2. Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)
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. Quiz, Flash Cards, Worksheet, Game Forces Quiz, Flash Cards, Worksheet, Game & Study Guide Forces
5-PS2.DCI. Disciplinary Core Ideas PS2.B: Types of Interactions PS2.B:1. 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 - 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.
5-PS3.CC. Crosscutting Concepts 5-PS3.CC.1. Energy and Matter 5-PS3.CC.1.1. Energy can be transferred in various ways and between objects. (5-PS3-1)
5-PS3.DCI. Disciplinary Core Ideas LS1.C: Organization for Matter and Energy Flow in Organisms LS1.C:1. 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)
PS3.D: Energy in Chemical Processes and Everyday Life PS3.D:1. 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)