5-PS1-3 Matter and Its Interactions

5-PS1-3   Matter and Its Interactions

Students who demonstrate understanding can:

5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or 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

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or 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 -
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-3)
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-PS1-3)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-PS1-3)
MP.4Model with mathematics. (5-PS1-3)
MP.5Use appropriate tools strategically. (5-PS1-3)

5-PS1-3   Matter and Its Interactions

Students who demonstrate understanding can:

5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or 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

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or 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 -
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-3)
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-PS1-3)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-PS1-3)
MP.4Model with mathematics. (5-PS1-3)
MP.5Use appropriate tools strategically. (5-PS1-3)

5-PS1-3   Matter and Its Interactions

Students who demonstrate understanding can:

5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or 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

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or 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 -
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-3)
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-PS1-3)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-PS1-3)
MP.4Model with mathematics. (5-PS1-3)
MP.5Use appropriate tools strategically. (5-PS1-3)

* 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.