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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)
ESS3.C Human Impacts on Earth Systems: 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)
*Represent data in graphical displays (bar
graphs, pictographs and/or pie charts) to
reveal patterns that indicate relationships.
(5-ESS1-2)
*Support an argument with evidence, data, or a
model. (5-PS2-1),(5-ESS1-1)
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5-ESS2-1: Earth Sphere Interactions
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (Systems and System Models)
5-ESS2-2: Water Availability and Distribution
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. (Scale, Proportion, and Quantity)
5-ESS3-1: Protecting Earth's Resources and Environment
Obtain and combine information about ways individual communities use science ideas to protect the earth’s resources and environment. (Systems and System Models)
5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification
Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]
5-ESS1-1. Support an argument that differences in the apparent brightness of the Sun compared to other stars is
due to their relative distances from Earth. [Assessment Boundary: 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. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the Sun, moon, and some stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
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Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gasses 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. (5-PS1-1)
The total amount of matter is conserved when it changes form, even in transitions in which it seems to vanish.
(5-PS1-2)
Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and
weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)
When two or more different substances are mixed, a new substance with different properties may be formed. (5-PS1-4)
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.) (5-
PS1-2)
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5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [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.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]
5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when
heating, cooling, or mixing substances the total amount of matter is conserved. [Clarification Statement: Examples of
reactions or changes could include phase changes, dissolving, and mixing that form new substances. Assume that reactions with any gas production are conducted in a closed system.] [Assessment Boundary: Assessment does not include distinguishing between mass and weight.]
5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement:
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 Boundary: Assessment does not include density or distinguishing between mass and weight.]
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new
substances. [Clarification Statement: Examples could include mixing baking soda and water compared to mixing baking soda and vinegar.]
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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)
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)
Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants’ 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. (5-LS2-1)
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gasses, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)
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5-PS3-1. 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. [Clarification Statement: Emphasis should be on plants converting light energy by
photosynthesis into usable energy. Examples of models could include diagrams and flow charts.]
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
[Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
5-LS2-1. Develop a model to describe the movement of matter among plants (producers), animals (consumers),
decomposers, and the environment. [Clarification Statement: Emphasis is on the flow of energy and cycling of matter in systems such as
organisms, ecosystems, and/or Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
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