5-ESS1-2 Earth's Place in the Universe

5-ESS1-2   Earth's Place in the Universe

Students who demonstrate understanding can:

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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 3–5 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.

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

1.ESS1.A ; 1.ESS1.B ; 3.PS2.A ; MS.ESS1.A ; MS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
SL.5.5Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (5-ESS1-2)
MP.4Model with mathematics. (5-ESS1-2)
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS1-2)

5-ESS1-2   Earth's Place in the Universe

Students who demonstrate understanding can:

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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 3–5 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.

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

1.ESS1.A ; 1.ESS1.B ; 3.PS2.A ; MS.ESS1.A ; MS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
SL.5.5Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (5-ESS1-2)
MP.4Model with mathematics. (5-ESS1-2)
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS1-2)

5-ESS1-2   Earth's Place in the Universe

Students who demonstrate understanding can:

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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 3–5 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.

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

1.ESS1.A ; 1.ESS1.B ; 3.PS2.A ; MS.ESS1.A ; MS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
SL.5.5Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (5-ESS1-2)
MP.4Model with mathematics. (5-ESS1-2)
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS1-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.