## Matter and Its Interactions

#### Students who demonstrate understanding can:

Develop a model to describe that matter is made of particles too small to be seen. 5-PS1-1

Clarification Statement and Assessment Boundary

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.

##### Science and Engineering Practices

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.

##### Disciplinary Core Ideas

PS1.AStructure and Properties of Matter

##### Crosscutting Concepts

Scale, Proportion, and Quantity

### Common Core State Standards Connections

ELA/Literacy
• RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-PS1-1)
Mathematics
• 5.MD.C.3 - Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)
• 5.MD.C.4 - Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)
• 5.NBT.A.1 - Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. (5-PS1-1)
• 5.NF.B.7 - Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)
• MP.2 - Reason abstractly and quantitatively. (5-PS1-1)
• MP.4 - Model with mathematics. (5-PS1-1)

National Science Teaching Association
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