The Standards

5th Grade

Earth's Systems

Students who demonstrate understanding can:

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Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 5-ESS2-1

Clarification Statement and Assessment Boundary

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.

 

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. 5-ESS2-2

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.

 

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 5-ESS3-1

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 using an example to describe a scientific principle. (5-ESS2-1)

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.

Describe and graph quantities such as area and volume to address scientific questions. (5-ESS2-2)

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

Common Core State Standards Connections

ELA/Literacy
  • RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1)
  • 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-ESS2-1), (5-ESS2-2), (5-ESS3-1)
  • RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1)
  • SL.5.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS2-1), (5-ESS2-2)
  • 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-ESS2-2), (5-ESS3-1)
  • W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
Mathematics
  • 5.G.A.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1)
  • MP.2 - Reason abstractly and quantitatively. (5-ESS2-1), (5-ESS2-2), (5-ESS3-1)
  • MP.4 - Model with mathematics. (5-ESS2-1), (5-ESS2-2), (5-ESS3-1)

Model Course Mapping

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