Next Generation Science Standards

• LS2.A: Interdependent Relationships in Ecosystems. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or their parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.

• ETS1-1 Define a simple problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

• ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

• ETS1.A: Defining and Delimiting Engineering Problems. Possible solutions to a problem are limited by available materials and resources (constraints).

• ETS1.B Developing Possible Solutions –

  • Research on a problem should be carried out before beginning to design a solution.

  • At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

• Science and Engineering Practices – Asking Questions and Defining Problems – Asking questions and Builds on K-2 experiences and progresses to specifying qualitative relationships.

• Science and Engineering Practices – Developing and Using Models – Builds on K-2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

• Science and Engineering Practices – Planning and Carrying Out Investigations – Builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

• Science and Engineering Practices – Analyzing and Interpreting Data – 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.

• Science and Engineering Practices – Using Mathematics and Computational Thinking – 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.

• Science and Engineering Practices – Constructing Explanations and Designing Solutions – Builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

• Science and Engineering Practices – Obtaining, Evaluating, and Communicating Information – Builds on K-2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

• Crosscutting Concept – Patterns –

  • Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena and design products.

  • Patterns of change can be used to make predictions.

  • Patterns can be used as evidence to support an explanation.

• Crosscutting Concept – Cause and Effect – Case and effect relationships are routinely identified, tested, and used to explain change.

• Crosscutting Concept – Scale, Proportion, and Quantity – Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long periods of time. Standards units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

• Crosscutting Concept – Systems and System Models – A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.

• Crosscutting Concept – Systems and System Models – A system can be described in terms of its components and their interactions.

• Crosscutting Concept – Structure and Function – Different materials have substructures, which can sometimes be observed.

• Crosscutting Concept – Structure and Function – Substructures have shapes and parts that serve functions.

Common Core State Standards: Math

• 5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

• 5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

• 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.NBT.A.3 Read, write, and compare decimals to thousandths.

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Common Core State Standards: English Language Arts

• RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

• RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

• RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

• 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.

• RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

• RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

• RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

• W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

• W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

• W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

• SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

• L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

• L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.