5-PS1-1   Matter and Its Interactions

Students who demonstrate understanding can:

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.]
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

PS1.A: Structure and Properties of Matter

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.PS1.A ; MS.PS1.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-PS1-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-PS1-1)
MP.4Model with mathematics. (5-PS1-1)
5.NBT.A.1Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-PS1-1)
5.NF.B.7Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)
5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)
5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)

5-PS1-1   Matter and Its Interactions

Students who demonstrate understanding can:

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.]
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

PS1.A: Structure and Properties of Matter

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.PS1.A ; MS.PS1.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-PS1-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-PS1-1)
MP.4Model with mathematics. (5-PS1-1)
5.NBT.A.1Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-PS1-1)
5.NF.B.7Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)
5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)
5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)

5-PS1-1   Matter and Its Interactions

Students who demonstrate understanding can:

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.]
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

PS1.A: Structure and Properties of Matter

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.PS1.A ; MS.PS1.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-PS1-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-PS1-1)
MP.4Model with mathematics. (5-PS1-1)
5.NBT.A.1Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-PS1-1)
5.NF.B.7Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)
5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)
5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)

* 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.

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Related Evidence Statements
5-PS1-1-1 Evidence Statements
Related Quality Units
Grade 5: SAIL Garbage Unit
Related Example Bundles
5th Grade Thematic Model: Bundle 1
5th Grade Thematic Model: Bundle 2
5th Grade Thematic Model: Bundle 3
5th Grade Topic Model: Bundle 1
5th Grade Topic Model: Bundle 2
5th Grade Topic Model: Bundle 3

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...