The Standards

5th Grade

Space Systems: Stars and the Solar System

Students who demonstrate understanding can:




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. 5-ESS1-1

Clarification Statement and Assessment Boundary

Clarification Statement: none

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).


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. 5-ESS1-2

Clarification Statement and Assessment Boundary

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.


Support an argument that the gravitational force exerted by Earth on objects is directed down. 5-PS2-1

Clarification Statement and Assessment Boundary

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.

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Support an argument with evidence, data, or a model. (5-ESS1-1), (5-PS2-1)

Common Core State Standards Connections

  • RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS1-1), (5-PS2-1)
  • 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-ESS1-1)
  • RI.5.8 - Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (5-ESS1-1)
  • RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS1-1), (5-PS2-1)
  • 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-ESS1-2)
  • W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-ESS1-1), (5-PS2-1)
  • 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-ESS1-2)
  • 5.NBT.A.2 - Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-ESS1-1)
  • MP.2 - Reason abstractly and quantitatively. (5-ESS1-1), (5-ESS1-2)
  • MP.4 - Model with mathematics. (5-ESS1-1), (5-ESS1-2)

Model Course Mapping

First Time Visitors