The Standards

5th Grade

Structure and Properties of Matter

Students who demonstrate understanding can:

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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.

 

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-PS1-2

Clarification Statement and Assessment Boundary

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.

 

Make observations and measurements to identify materials based on their properties. 5-PS1-3

Clarification Statement and Assessment Boundary

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.

 

Conduct an investigation to determine whether the mixing of two or more substances results in new substances. 5-PS1-4

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: none

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.

Develop a model to describe phenomena. (5-PS1-1)

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.

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)

Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 3–5 level builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.

Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5-PS1-2)

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)
  • W.5.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-2), (5-PS1-3), (5-PS1-4)
  • W.5.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-PS1-2), (5-PS1-3), (5-PS1-4)
  • W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2), (5-PS1-3), (5-PS1-4)
Mathematics
  • 5.MD.A.1 - Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. (5-PS1-2)
  • 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), (5-PS1-2), (5-PS1-3)
  • MP.4 - Model with mathematics. (5-PS1-1), (5-PS1-2), (5-PS1-3)
  • MP.5 - Use appropriate tools strategically. (5-PS1-2), (5-PS1-3)

Model Course Mapping

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