5-PS1-2 Matter and Its Interactions

5-PS1-2   Matter and Its Interactions

Students who demonstrate understanding can:

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.]
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.

Crosscutting Concepts

Scale, Proportion, and Quantity

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

• Science assumes consistent patterns in natural systems.

Connections to other DCIs in fifth grade: N/A

Common Core State Standards Connections:

5-PS1-2   Matter and Its Interactions

Students who demonstrate understanding can:

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.]
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.

Crosscutting Concepts

Scale, Proportion, and Quantity

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

• Science assumes consistent patterns in natural systems.

Connections to other DCIs in fifth grade: N/A

Common Core State Standards Connections:

5-PS1-2   Matter and Its Interactions

Students who demonstrate understanding can:

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.]
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.

Crosscutting Concepts

Scale, Proportion, and Quantity

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

• Science assumes consistent patterns in natural systems.

Connections to other DCIs in fifth grade: N/A