5-ESS2-2 Earth's Systems

5-ESS2-2   Earth's Systems

Students who demonstrate understanding can:

5-ESS2-2. Describe and graph the amounts of salt 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.]
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

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 3–5 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.

Disciplinary Core Ideas

ESS2.C: The Roles of Water in Earth’s Surface Processes

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS2.C ; MS.ESS2.C ; MS.ESS3.A

 

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-ESS2-2)
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS2-2)
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS2-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-ESS2-2)
MP.4 Model with mathematics. (5-ESS2-2)

5-ESS2-2   Earth's Systems

Students who demonstrate understanding can:

5-ESS2-2. Describe and graph the amounts of salt 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.]
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

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 3–5 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.

Disciplinary Core Ideas

ESS2.C: The Roles of Water in Earth’s Surface Processes

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS2.C ; MS.ESS2.C ; MS.ESS3.A

 

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-ESS2-2)
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS2-2)
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS2-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-ESS2-2)
MP.4 Model with mathematics. (5-ESS2-2)

5-ESS2-2   Earth's Systems

Students who demonstrate understanding can:

5-ESS2-2. Describe and graph the amounts of salt 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.]
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

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 3–5 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.

Disciplinary Core Ideas

ESS2.C: The Roles of Water in Earth’s Surface Processes

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS2.C ; MS.ESS2.C ; MS.ESS3.A

 

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-ESS2-2)
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS2-2)
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS2-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-ESS2-2)
MP.4 Model with mathematics. (5-ESS2-2)

* 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.