Earth Science (5th Grade)
NGSS 5-ESS
Earth’s Place in the Universe (5-ESS1)
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 Earth. (5-ESS1-1) [5-ESS1-1 - Clarification: Absolute brightness of stars is the result of a variety of factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation. 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).] 5-ESS1-2. 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: 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 does not include causes of seasons.] Disciplinary Core Ideas: ESS1.A: The Universe and its Stars 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 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) Cross-Cutting Concept: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2) Scale, Proportion, and Quantity Natural objects exist from the very small to the immensely large. (5-ESS1-1) 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-EES1-1) |
Earth’s Systems (5-ESS2)
Students who demonstrate understanding can: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (5-ESS2-1) [Clarification: **The geosphere, hydrosphere (including ice), atmosphere, and biosphere are each a system and each system is a part of the whole Earth System. 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 is limited to the interactions of two systems at a time.] 5-ESS2-2. 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. [Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.] Disciplinary Core Ideas: ESS2.A: Earth Materials and Systems 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) ESS2.C: The Roles of Water in Earth’s Surface Processes Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2) Cross-Cutting Concept: Scale, Proportion, and Quantity Standard units are used to measure and describe physical quantities such as weight and volume. (5-ESS2-2) Systems and System Models A system can be described in terms of its components and their interactions. (5-ESS2-1) Science and Engineering Practices Engaging in Argument from Evidence See this explanation at left (5-ESS2-1) Using Mathematics and Computational Thinking Mathematical and computational thinking in 3–5 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) Earth and Human Activity (5-ESS3)
Students who demonstrate understanding can: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. (5-ESS3-1) Disciplinary Core Idea: Human Impacts on Earth Systems (ESS3.C) 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) Cross-Cutting Concept: Systems and System Models A system can be described in terms of its components and their interactions. (5-ESS3-1) Connections to Nature of Science: Science Addresses Questions About the Natural and Material World. Science findings are limited to questions that can be answered with empirical evidence. (5-ESS3-1) Science and Engineering Practices 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) |