5-ESS2   Earth's Systems

Students who demonstrate understanding can:

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
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.]
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
The performance expectations above were 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.

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.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

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

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Scale, Proportion, and Quantity

Systems and System Models

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

          Connections to Nature of Science

 

Science Addresses Questions About the Natural and Material World.

  • Science findings are limited to questions that can be answered with empirical evidence. (5-ESS3-1)

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS2.A (5-ESS2-1); 2.ESS2.C (5-ESS2-2); 3.ESS2.D (5-ESS2-1); 4.ESS2.A (5-ESS2-1); MS.ESS2.A (5-ESS2-1); MS.ESS2.C (5-ESS2-1),(5-ESS2-2); MS.ESS2.D (5-ESS2-1); MS.ESS3.A (5-ESS2-2),(5-ESS3-1); MS.ESS3.C (5-ESS3-1); MS.ESS3.D (5-ESS3-1)

 

Common Core State Standards Connections:

ELA/Literacy -
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1)
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-ESS2-1),(5-ESS2-2),(5-ESS3-1)
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1)
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),(5-ESS3-1)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
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-ESS2-1),(5-ESS2-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
MP.4 Model with mathematics. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1)

5-ESS2   Earth's Systems

Students who demonstrate understanding can:

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
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.]
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
The performance expectations above were 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.

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.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

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

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Scale, Proportion, and Quantity

Systems and System Models

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

          Connections to Nature of Science

 

Science Addresses Questions About the Natural and Material World.

  • Science findings are limited to questions that can be answered with empirical evidence. (5-ESS3-1)

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS2.A (5-ESS2-1); 2.ESS2.C (5-ESS2-2); 3.ESS2.D (5-ESS2-1); 4.ESS2.A (5-ESS2-1); MS.ESS2.A (5-ESS2-1); MS.ESS2.C (5-ESS2-1),(5-ESS2-2); MS.ESS2.D (5-ESS2-1); MS.ESS3.A (5-ESS2-2),(5-ESS3-1); MS.ESS3.C (5-ESS3-1); MS.ESS3.D (5-ESS3-1)

 

Common Core State Standards Connections:

ELA/Literacy -
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1)
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-ESS2-1),(5-ESS2-2),(5-ESS3-1)
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1)
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),(5-ESS3-1)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
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-ESS2-1),(5-ESS2-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
MP.4 Model with mathematics. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1)

5-ESS2   Earth's Systems

Students who demonstrate understanding can:

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
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.]
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
The performance expectations above were 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.

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.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

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

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Scale, Proportion, and Quantity

Systems and System Models

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

          Connections to Nature of Science

 

Science Addresses Questions About the Natural and Material World.

  • Science findings are limited to questions that can be answered with empirical evidence. (5-ESS3-1)

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS2.A (5-ESS2-1); 2.ESS2.C (5-ESS2-2); 3.ESS2.D (5-ESS2-1); 4.ESS2.A (5-ESS2-1); MS.ESS2.A (5-ESS2-1); MS.ESS2.C (5-ESS2-1),(5-ESS2-2); MS.ESS2.D (5-ESS2-1); MS.ESS3.A (5-ESS2-2),(5-ESS3-1); MS.ESS3.C (5-ESS3-1); MS.ESS3.D (5-ESS3-1)

 

Common Core State Standards Connections:

ELA/Literacy -
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1)
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-ESS2-1),(5-ESS2-2),(5-ESS3-1)
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1)
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),(5-ESS3-1)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
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-ESS2-1),(5-ESS2-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
MP.4 Model with mathematics. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1)

* 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.Earth’s-1 Evidence Statements
5.Earth’s-2 Evidence Statements
5.Earth’s-3 Evidence Statements
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Grade 5: mySci: Using Our Resources Wisely
Grade 5: mySci: From Sun to Food
Related Example Bundles
5th Grade Thematic Model: Bundle 2
5th Grade Thematic Model: Bundle 3
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...