Performance Expectations

The performance expectations in fifth grade help students formulate answers to questions such as:

• When matter changes, does its weight change?
• How much water can be found in different places on Earth?
• Can new substances be created by combining other substances?
• How does matter cycle through ecosystems?
• Where does the energy in food come from and what is it used for?
• How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?

Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Clarification Statement: Examples of stars distance from Earth and their relative brightness
Disciplinary Core Ideas
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.

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Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can provide evidence to prove why the sun looks brighter than the other stars in the sky.

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency Scale

The Student ...

Resources

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.
Disciplinary Core Ideas
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.

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Proficiency Scale

Performance Expectations

The performance expectations in fifth grade help students formulate answers to questions such as:

• When matter changes, does its weight change?
• How much water can be found in different places on Earth?
• Can new substances be created by combining other substances?
• How does matter cycle through ecosystems?
• Where does the energy in food come from and what is it used for?
• How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?

Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

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.
Disciplinary Core Ideas
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.

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Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can use my model to describe how the geosphere, biosphere, hydrosphere, and/or atmosphere work together

Skills (Performance) Targets

• I can create a model of the geosphere, biosphere, hydrosphere, and/or atmosphere

Product Targets

• I can

Proficiency Scale

The Student ...

Resources

Clarification Statement: Emphasis on freshwater and salt water in oceans, glaciers, groundwater, and surface water
Disciplinary Core Ideas
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.

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Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can describe the distribution of water on Earth I can graph the distribution of water on Earth

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency Scale

The Student ...

Resources

Performance Expectations

The performance expectations in fifth grade help students formulate answers to questions such as:

• When matter changes, does its weight change?
• How much water can be found in different places on Earth?
• Can new substances be created by combining other substances?
• How does matter cycle through ecosystems?
• Where does the energy in food come from and what is it used for?
• How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?

Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Clarification Statement: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Disciplinary Core Ideas
Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. However, individuals and communities are doing things to help protect Earth’s resources and environments.

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Student Learning Targets:

Knowledge Targets

• I can gather information on how communities use science to protect the environment.

Reasoning Targets

• I can

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency Scale

The Student ...

Resources

Performance Expectations

The performance expectations in fifth grade help students formulate answers to questions such as:

• When matter changes, does its weight change?
• How much water can be found in different places on Earth?
• Can new substances be created by combining other substances?
• How does matter cycle through ecosystems?
• Where does the energy in food come from and what is it used for?
• How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?

Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil. Consider hydroponics or the growing of plants in water
Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in Organisms -Plants acquire their material for growth from carbon dioxide, the sun, and water through the process of photosynthesis

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Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can provide evidence to prove that plants get what they need to grow mostly from air and water.

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency Scale

The Student is able to...

Resources

Performance Expectations

The performance expectations in fifth grade help students formulate answers to questions such as:

• When matter changes, does its weight change?
• How much water can be found in different places on Earth?
• Can new substances be created by combining other substances?
• How does matter cycle through ecosystems?
• Where does the energy in food come from and what is it used for?
• How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?

Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Clarification Statement: Examples of systems could include organisms, ecosystems (decay), and the Earth. Consider teaching the carbon cycle, nitrogen cycle, and water cycle. Crop rotation is often due to the amount of nitrogen in the soil. Soybeans and other legumes can pull nitrogen from the air and convert it into a usable form.
Disciplinary Core Ideas
Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Decomposition eventually restores (recycles) some materials back to the soil. A healthy ecosystem is a balanced ecosystem. Newly introduced species can damage the balance of an ecosystem.
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter back into the environment.

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Proficiency Scale

Performance Expectations

The performance expectations in fifth grade help students formulate answers to questions such as:

• When matter changes, does its weight change?
• How much water can be found in different places on Earth?
• Can new substances be created by combining other substances?
• How does matter cycle through ecosystems?
• Where does the energy in food come from and what is it used for?
• How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?

Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Clarification Statement: 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. Drawings of simple molecules such as water, sugar, carbon dioxide would be appropriate
Disciplinary Core Ideas
Matter of any type can be subdivided into particles that are too small to see, but the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects

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Student Learning Targets:

Knowledge Targets

• I can describe that matter is made of particles too small to be seen.

Reasoning Targets

• I can

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency Scale

The Student ...

Resources

Clarification Statement: Examples of reactions or changes could include dissolving, and mixing. Examples of physical changes could include ice melting into water. Distinguish between mass and weight. Weight is a measure of gravitational force on an object. Weight of an object can change depending upon gravitational force. Ex. Earth vs. the moon. Mass is the amount of matter in an object.
Disciplinary Core Ideas
The mass of matter is conserved when it changes form, even in transitions in which it seems to vanish. No matter what reaction or change in properties occurs, the total mass of the substances does not change

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Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can graph quantities to provide evidence that mass stays the same.

Skills (Performance) Targets

• I can measure quantities to provide evidence that mass stays the same.

Product Targets

• I can

Proficiency Scale

The Student ...

Resources