Content Standards
PS1-5-1: Students who demonstrate understanding can: Develop a model to describe that matter is made of particles too small to be seen.
Phase Changes
Phases of Water
Solubility and Temperature
PS1-5-2: Students who demonstrate understanding can: 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.
PS1-5-2.PS1.B: Chemical Reactions
PS1-5-2.PS1.B.i: No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.)
PS1-5-3: Students who demonstrate understanding can: Make observations and measurements to identify materials based on their properties.
Density
Mineral Identification
Mystery Powder Analysis
PS2-5-1: Students who demonstrate understanding can: Support an argument that the gravitational force exerted by Earth on objects is directed down.
PS3-5-1: 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.
Cell Energy Cycle
Energy Conversions
PS3-5-1.PS3.D: Energy in Chemical Processes and Everyday Life
PS3-5-1.PS3.D.i: 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).
LS1-5-1: Students who demonstrate understanding can: Support an argument that plants get the materials they need for growth chiefly from air and water.
Cell Energy Cycle
Plants and Snails
LS1-5-1.LS1.C: Organization for Matter and Energy Flow in Organisms
LS1-5-1.LS1.C.i: Plants acquire their material for growth chiefly from air and water.
LS2-5-4: Students who demonstrate understanding can: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
LS2-5-4.LS4.D: Biodiversity and Humans
LS2-5-4.LS4.D.i: Populations live in a variety of habitats, and change in those habitats affects the organisms living there.
ESS1-5-2: Students who demonstrate understanding can: 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.
Observing Weather - Metric
Seasons: Earth, Moon, and Sun
ESS1-5-2.ESS1.B: Earth and the Solar System
ESS1-5-2.ESS1.B.i: 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.
Phases of the Moon
Seasons: Earth, Moon, and Sun
Summer and Winter
ESS2-5-1: Students who demonstrate understanding can: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Coastal Winds and Clouds - Metric
Erosion Rates
Greenhouse Effect - Metric
Hurricane Motion - Metric
River Erosion
Rock Cycle
Water Cycle
ESS2-5-1.ESS2.A: Earth Materials and Systems
ESS2-5-1.ESS2.A.i: 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.
ESS2-5-2: Students who demonstrate understanding can: 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.
ESS2-5-2.ESS2.C: The Roles of Water in Earth’s Surface Processes
ESS2-5-2.ESS2.C.i: 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.
ESS3-5-1: Students who demonstrate understanding can: Support, obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
ESS3-5-1.ESS3.C: Human Impacts on Earth Systems
ESS3-5-1.ESS3.C.i: Human activities in agriculture, industry, and everyday life have effects on the land, vegetation, streams, ocean, air, and even outer space. Individuals and communities are doing things to help protect Earth’s resources and environments.
Correlation last revised: 5/2/2019