# 5-PS3-1 Energy

5-PS3-1   Energy

Students who demonstrate understanding can:

5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
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.

## Crosscutting Concepts

### Energy and Matter

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

Common Core State Standards Connections:

5-PS3-1   Energy

Students who demonstrate understanding can:

5-PS3-1. Use models to describe that that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
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.

## Crosscutting Concepts

### Energy and Matter

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

Common Core State Standards Connections:

5-PS3-1   Energy

Students who demonstrate understanding can:

5-PS3-1. Use models to describe that that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
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.

## Crosscutting Concepts

### Energy and Matter

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

Common Core State Standards Connections:

* 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.