Next Generation Science Standards Lessons Alignment - Grade 5

Physical Sciences

5-PS1 Energy
Next Generation Science Standards:

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 weight of matter is conserved.
[Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing 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 mass and weight.]

5‑PS1‑4.

 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
 

Knowing Science Lessons:

1.2 – Matter is Made up of Small Particles

The objectives for this lesson are:

  • Define matter
  • Demonstrate that air is made up of invisible particles that have weight and take up space
  • Use standard metric weights to measure the weight of objects on a double pan balance
  • Investigate whether some substances can be broken down into smaller particles

1.3 – Properties of Matter

The objectives for this lesson are:

  • Identify examples of transparent and non-transparent substances
  • Identify examples of substances that are effective and less effective conductors of heat
  • Assess the capacity of various materials to conduct electricity
  • Describe the interaction of magnetic poles
  • Describe the interaction of electric charges
  • Collaborate with group members to carry out an investigation

1.4 – States of Matter — Nothing Gets Lost

The objectives for this lesson are:

  • Describe the characteristics of the three states of matter
  • Plan and carry out an investigation to test whether water in its three states has the same amount of “stuff” (weight)

1.5 – Can Matter Change?

The objectives for this lesson are:

  • Explain physical changes of matter
  • Explain chemical changes of matter
  • Write detailed observations of the characteristics of various substances

 

5-PS2 Motion and Stability: Forces and Interactions
Next Generation Science Standards:

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.]

Knowing Science Lessons:

4.1 – Which Way is Down?

The objectives for this lesson are:

  • Sketch a picture to illustrate their initial understanding of gravity
  • Plan and carry out a series of experiments to address misconceptions about gravity
  • Revise their mental model of how gravity works based on evidence
  • Cite examples of how scientific thinking changes as a result of experiments
  • Sketch a second picture to demonstrate their new understanding of how gravity works

 

5-PS3 Energy
Next Generation Science Standards:

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: Examples of models could include diagrams, and flow charts.]

Knowing Science Lessons:

2.1 – Food Webs and Energy

The objectives for this lesson are:

  • Explain how the members of any food chain or food web are connected to, or dependent upon, each other
  • Differentiate between and explain roles of producers, consumers, herbivore, carnivore, omnivore, and decomposer
  • Construct a food web that correctly shows the relationship between the sun, producers, consumers, and decomposers
  • Demonstrate understanding of the transfer of energy within food webs

2.2 – Owl Pellets

The objectives for this lesson are:

  • Describe adaptations specific to owls that enable them to obtain food
  • Sequence steps in the process of owl pellet formation
  • Dissect, observe, organize, and compare the contents of several owl pellets
  • Demonstrate understanding of the transfer of energy within food webs by constructing a food web that correctly shows the relationship between owls as tertiary consumers, secondary consumers, primary consumers, and producers

2.3 – Wiggly Worms

The objectives for this lesson are:

  • Describe structural and behavioral adaptations specific to worms that enable them to obtain nutrients and survive in their own specific habitat
  • Learn about the role of worms as decomposers on a small (worm bin) and larger scale (in nature)
  • Explain the composting process
  • Construct, observe and maintain a worm bin habitat
  • Make positive and productive contributions during small group work

 

Life Sciences

5-LS1 From molecules to Organisms: Structures and Processes
Next Generation Science Standards:

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.]

Knowing Science Lessons:

2.1 – Food Webs and Energy

The objectives for this lesson are:

  • Explain how the members of any food chain or food web are connected to, or dependent upon, each other
  • Differentiate between and explain roles of producers, consumers, herbivore, carnivore, omnivore, and decomposer
  • Construct a food web that correctly shows the relationship between the sun, producers, consumers, and decomposers
  • Demonstrate understanding of the transfer of energy within food webs

 

5-LS2 Ecosystems: Interactions, Energy, and Dynamics
Next Generation Science Standards:

5‑LS2‑1.

 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
[Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

Knowing Science Lessons:

2.1 – Food Webs and Energy

The objectives for this lesson are:

  • Explain how the members of any food chain or food web are connected to, or dependent upon, each other
  • Differentiate between and explain roles of producers, consumers, herbivore, carnivore, omnivore, and decomposer
  • Construct a food web that correctly shows the relationship between the sun, producers, consumers, and decomposers
  • Demonstrate understanding of the transfer of energy within food webs

2.2 – Owl Pellets

The objectives for this lesson are:

  • Describe adaptations specific to owls that enable them to obtain food
  • Sequence steps in the process of owl pellet formation
  • Dissect, observe, organize, and compare the contents of several owl pellets
  • Demonstrate understanding of the transfer of energy within food webs by constructing a food web that correctly shows the relationship between owls as tertiary consumers, secondary consumers, primary consumers, and producers

2.3 – Wiggly Worms

The objectives for this lesson are:

  • Describe structural and behavioral adaptations specific to worms that enable them to obtain nutrients and survive in their own specific habitat
  • Learn about the role of worms as decomposers on a small (worm bin) and larger scale (in nature)
  • Explain the composting process
  • Construct, observe and maintain a worm bin habitat
  • Make positive and productive contributions during small group work

 

Earth and Space Sciences

5-ESS1 Earth's Place in the Universe
Next Generation Science Standards:

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 the 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 and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]

Knowing Science Lessons:

4.2 – Our Sun, the Star!

The objectives for this lesson are:

  • Describe the characteristics of our sun as a star that is similar to other stars
  • Explain why our sun appears to be larger in size than other stars (relative distance)
  • Explain how a star’s distance, size, and temperature affect its magnitude
  • Associate the color of stars with their relative temperature and brightness

4.3 – Predictable Patterns

The objectives for this lesson are:

  • Review the connections between day/night, seasonal patterns, and Earth’s rotation and revolution
  • Use newspapers, digital resources, and actual sky observations to gather and record data about sunrise/sunset times, shadows, and moon phases
  • Create models to understand length and direction of shadows in daily and seasonal patterns
  • Create and use a model to understand the appearance of the moon from the Earth and from space
  • Explain the role that constellation patterns have in navigation and also the passage of time
  • Comprehend and respond to nonfiction reading texts

4.4 – How Far Away Are the Sun and Other Stars?

The objectives for this lesson are:

  • Read a passage about the sun and comprehend the properties of a star
  • Explain why you should never look directly at the sun
  • Carry out an activity to determine why other stars are only visible at night
  • Explain the concept of a light year as a measure of distance
  • Develop a model that illustrates that stars range greatly in their distance from Earth
  • Argue from evidence that the apparent brightness of the sun and other stars depends on their relative distance from an observer

 

5-ESS2 Earth's Systems
Next Generation Science Standards:

5‑ESS2‑1.

 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
[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.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]

5‑ESS2‑2.

 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.
[Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]

Knowing Science Lessons:

3.1 – Systems

The objectives for this lesson are:

  • Define what a system is
  • Describe a system in terms of its components and interactions
  • Describe the hydrosphere, biosphere, geosphere, and atmosphere

3.2 – Earth’s Systems

The objectives for this lesson are:

  • Identify characteristics of each of Earth’s systems (spheres)
  • Give examples of interactions between spheres
  • Explain the importance of the hydrosphere and distribution of Earth’s water
  • Comprehend and respond to nonfiction reading texts

3.3 – The Hydrosphere

The objectives for this lesson are:

  • Graph the distribution of water on Earth
  • Develop a research topic centered on the interaction of the hydrosphere with one of the other Earth systems
  • Use print and non-print sources to research a topic
  • Write a summary of research findings

3.4 – Kids as Curators

The objectives for this lesson are:

  • Become familiar with the elements of a museum
  • Use their knowledge to create a visual representation of what they have learned
  • Design a museum exhibit
  • Design one or preferably two interactive features for the museum display
  • Act as a docent when the museum opens to the “public”

 

5-ESS3 Earth and Human Activity
Next Generation Science Standards:

5‑ESS3‑1.

 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
 

Knowing Science Lessons:

3.5 – Human Impact on Earth’s Systems

The objectives for this lesson are:

  • Give examples of material and energy resources
  • Explain how pollution affects Earth systems and interactions between systems
  • Create a model to understand water treatment
  • Give examples of ways humans can protect natural resources
  • Comprehend and respond to nonfiction reading texts

 

Engineering Design

3-5-ETS1 Engineering Design
Next Generation Science Standards:

3-5-ETS1‑1.

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

3-5-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.
 

3-5-ETS1‑3.

 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
 

Knowing Science Lessons:

1.6 – Magnets Make Things Move (Grade 3)

The objectives for this lesson are:

  • Explain what kinds of materials magnets attract
  • Demonstrate that like poles of two magnets repel each other
  • Demonstrate that opposite poles of two magnets attract each other
  • Demonstrate and explain that magnetic force can pass through some non-magnetic materials
  • Construct a toy train that incorporates magnetic levitation

3.4 – Hurricane House (Grade 3)

The objectives for this lesson are:

  • Understand the basic engineering design process (define a problem, brainstorm possible solutions, build, test, evaluate, revise, retest, communicate)
  • Identify hazards to property associated with extreme weather conditions
  • Learn the basics of house construction
  • Match stormproof technology to appropriate focus areas of the house
  • Design, build and test a model of a house capable of withstanding extreme weather
  • Work cooperatively in a small group to accomplish the task
  • Comprehend and respond to nonfiction reading texts

1.6 – Transferring and Using Energy (Grade 4)

The objectives for this lesson are:

  • Construct and explain devices that use mechanical energy to produce electricity
  • Construct and explain devices that convert chemical energy into electricity
  • Construct and explain devices that convert solar energy into electricity
  • Construct an electrical circuit and explain how it works
  • Collaborate with others to build devices that convert energy from one form to another
  • Explain that electricity is our most prominent form of energy because it can be stored and transferred easily and over long distances

2.1 – Animal Classification (Grade 4)

The objectives for this lesson are:

  • Compare and review traits of living and nonliving things
  • Compare traits of vertebrates and invertebrates
  • Explain how animals’ physical structures and body coverings may be used to classify them
  • Identify and compare observable characteristics of each major vertebrate group

2.2 – Physical Structures, Survival, and Crayfish (Grade 4)

The objectives for this lesson are:

  • Associate the physical structures of animals with basic needs
  • Associate animal senses with survival behaviors
  • Identify, describe, and associate the physical structures and behaviors of crayfish with their basic needs
  • Design and construct a “prosthetic device” to replace a lost crayfish physical structure

2.3 – Plant Structures and Survival (Grade 4)

The objectives for this lesson are:

  • Associate the physical structures of plants (roots, stems, leaves, flowers, and fruits) with basic needs of plants
  • Associate the physical structures of plants with their specific functions and explain how these structures work together as a system in the plant
  • Observe and compare characteristics of plant structures in a variety of plants
  • Comprehend and respond to nonfiction reading texts

4.1 – Amplitude and Wavelength (Grade 4)

The objectives for this lesson are:

  • Describe waves using scientific vocabulary
  • Model waves graphically
  • Explain that waves are caused by repetitive motion
  • Construct a simple wave generator

4.2 – How We See (Grade 4)

The objectives for this lesson are:

  • Explain that light travels in a straight line
  • Explain that light bends
  • Explain that light reflects off objects
  • Construct a simple model of the human eye

4.3 – Using Waves to Transfer Information (Grade 4)

The objectives for this lesson are:

  • Explain what a code is
  • Create a code to send information to a recipient
  • Decode a coded message from a sender
  • Describe the difference between digital and analog information
  • Explain the role of waves in transmitting information

 

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