5-ESS2-1 Earth's Systems

5-ESS2-1   Earth's Systems

Students who demonstrate understanding can:

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.]
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

Developing and Using Models

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS2.A ; 3.ESS2.D ; 4.ESS2.A ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
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. (5-ESS2-1)
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-ESS2-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-ESS2-1)
MP.4Model with mathematics. (5-ESS2-1)
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-ESS2-1)

5-ESS2-1   Earth's Systems

Students who demonstrate understanding can:

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.]
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

Developing and Using Models

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS2.A ; 3.ESS2.D ; 4.ESS2.A ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
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. (5-ESS2-1)
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-ESS2-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-ESS2-1)
MP.4Model with mathematics. (5-ESS2-1)
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-ESS2-1)

5-ESS2-1   Earth's Systems

Students who demonstrate understanding can:

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.]
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

Developing and Using Models

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS2.A ; 3.ESS2.D ; 4.ESS2.A ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
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. (5-ESS2-1)
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-ESS2-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-ESS2-1)
MP.4Model with mathematics. (5-ESS2-1)
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-ESS2-1)

* 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.