Physical Science (5th Grade)
NGSS 5-PS
Matter and Its Interactions (5-PS1)
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: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water. 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: Examples of reactions or changes could include phase changes, dissolving, and mixing that forms new substances. Assessment does not include distinguishing mass and weight.] Make observations and measurements to identify materials based on their properties. (5-PS1-3) [Clarification: 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 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: Examples of combinations that do not produce new substances could include sand and water. Examples of combinations that do produce new substances could include baking soda and vinegar or milk and vinegar.] Disciplinary Core Ideas: Structure and Properties of Matter (PS1.A)
Cross-Cutting Concept: Cause and Effect
Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes consistent patterns in natural systems. (5-PS1-2) 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.
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. Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5-PS1-2) |
Motion and Stability: Forces and Interactions
(5-PS2) Students who demonstrate understanding can: Support an argument that the gravitational force exerted by Earth on objects is directed down. (5-PS2-1) [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth. Assessment does not include mathematical representation of gravitational force.] Disciplinary Core Idea: Types of Interactions (PS2.B) The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1) Cross-Cutting Concept: Cause and Effect Cause and effect relationships are routinely identified and used to explain change. (5-PS2-1) Science and Engineering Practices 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-PS2-1) Energy (5-PS3)
Students who demonstrate understanding can: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. (5-PS3-1) [Clarification Statement: Examples of models could include diagrams, and flow charts.] Disciplinary Core Ideas: Energy in Chemical Processes and Everyday Life (PS3.D) The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1) Organization for Matter and Energy Flow in Organisms (LS1.C) Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) Cross-Cutting Concept: Energy and Matter Energy can be transferred in various ways and between objects. (5-PS3-1) 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. Use models to describe phenomena. (5-PS3-1) |