Science Alternate Assessment Resource Guide

Grade Five July 2017

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PREFACE All students are expected to participate in state assessments. Students with disabilities who are served in their school districts under an Individualized Education Program (IEP) as required by the Individuals with Disabilities Education Act Amendments of 2004 (IDEA) and Every Student Succeeds Act (ESSA) of 2015, shall be assessed in science in one of two ways. 1. ACT Aspire Science Assessment with accommodations for grades 3-10, or 2. Students with significant disabilities, for whom the science portion of the ACT Aspire assessment is not appropriate, shall participate in an alternate science assessment. This guide should assist school personnel who serve students with significant cognitive disabilities in conceptualizing, planning, and implementing the Arkansas K-12 Science Standards. The content standards are the same for all students in Arkansas. The difference for students with significant cognitive disabilities is the manner in which they are assessed. The following document contains extensions of many of the Arkansas K-12 Science Standards offering teachers ideas to provide scientific experiences and expectations for students with significant cognitive disabilities. The Alternate Assessment will align with the Arkansas K-12 Science Standards.

Disciplinary Core Ideas

Physical Science (PS)

Life Science (LS)

Earth and Space Science (ESS)

Engineering, Technology, and Applications of Science (ETS) In June of 2016, the Arkansas Department of Education convened a committee of educators including science teachers, special education teachers, and administrators to collaborate and develop the following resource guide. The goal for this guide is to target and extend standards for the development of assessment tasks. It is not the purpose of this document to limit in any way what standards are being taught nor to provide a curriculum for schools. The Arkansas K-12 Science Standards were developed with an “All Standards, All Students” vision which the committee embraced.

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This publication includes selected standards from the Arkansas K-12 Science Standards. Further information about the Arkansas K-12 Science Standards can be found here. This resource guide is organized to present the standard with supporting foundations, and suggests using the instructional strategy of gathering, reasoning, and communicating for instruction with varying levels of expected performance. The committee encourages the use of this document as one resource to assist teachers of students with significant cognitive disabilities. It should not be used as a checklist, a menu of alternate assessment items, or as IEP goals or objectives. The resources listed in this document are intended to give teachers some ideas of ways to access materials for teaching science to students with sever cognitive disabilities. This is not an exhaustive list and Web sources may change over time.

Committee The following educators contributed to the development of this document:

Notes:

1. Student Performance Expectations (PEs) may be taught in any sequence or grouping within a grade level. 2. An asterisk (*) indicates an engineering connection to a practice, core idea, or crosscutting concept. 3. The Clarification Statements are examples and additional guidance for the instructor. AR indicates Arkansas-specific Clarification Statements. 4. The Assessment Boundaries delineate content that may be taught but not assessed in large-scale assessments. AR indicates Arkansas-specific

Assessment Boundaries.

Adrian Booker, Little Rock School District Christina Johnston, North Little Rock School District Cherie Brown, Jacksonville North Pulaski School District Christie Kennedy, Blytheville School District Cynthia Cardwell, Bentonville School District Crystal King, Bergman School District Onisha Chandler, Pulaski Heights School District Debbie King, Batesville School District Jerrijean Danielson, Forest City School District Angela Larrison, Lisa Academy Dena Decker, Jonesboro School District Carolyn Lewis, Little Rock School District Tami Eggensperger, Cabot School District Roger Rose, Alpena School District Kyla Gentry, Searcy School District Pamela St. John, Cave City School District Frankie Hemphill, Watson Chapel School District Deborah Walker, Magnolia School District Evelyn Johnson, Strong-Huttig School District Ashley Tidwell, Fort Smith School District Stephanie Johnson, Lamar School District Susan Wheeler, Forest City School District

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Organization of Instruction

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Disciplinary Core Ideas G

rade

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Physical Science Life Science Earth and Space Science Forces and Interactions Interdependent Relationships in

Ecosystems Inheritance and Variation Weather and Climate

3-PS2-1 3-PS2-2

3-LS2-1 3-LS4-3 3-LS4-4

3-LS1-1 3-LS3-1 3-LS3-2

3-ESS2-1 3-ESS2-2 3-ESS3-1

Engineering, Technology, and Applications of Science, 3-ETS1-1

Gra

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Physical Science Life Science Earth and Space Science Energy Structure, Function and Information Processing Energy Earth’s Systems 4-PS3-1 4-PS3-2 4-PS3-3

4-LS1-1 4-LS1-2

4-ESS3-1 4-ESS2-1 4-ESS2-2 4-ESS3-2

Engineering, Technology, and Applications of Science, 4-ETS1-1

Gra

de 5

Physical Science Life Science Earth and Space Science Space Systems

Structure and Properties of Matter

Matter and Energy in Organisms & Ecosystems

Matter and Energy in Organisms and Ecosystems Earth’s Systems Space Systems

5-PS2-1 5-PS1-2 5-PS1-3 5-PS1-4

5-PS3-1 5-LS2-1 5-ESS2-1 5-ESS3-1

5-ESS1-2

Engineering, Technology, and Applications of Science, 5-ETS1-1

Gra

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Physical Science Life Science Earth and Space Science Energy Structure, Function and Information

Processing Growth, Development and Reproduction of Organisms

Earth’s Systems

Human Impacts

Weather and Climate

6-PS3-3 6-LS1-1 6-LS1-2 6-LS1-3

6-LS1-4 6-LS3-2

6-ESS2-4 6-ESS3-3 6-ESS3-4

6-ESS2-5

Engineering, Technology, and Applications of Science, 6-ETS1-1, 6-ETS1-4

Gra

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Physical Science Life Science Earth and Space Science Structures and Properties of

Matter

Chemical Reactions

Interdependent Relationships in Ecosystems

Matter and Energy in Organisms and Ecosystems

Earth’s Systems

History of Earth

Human Impacts

7-PS1-1 7-PS1-3 7-PS1-4

7-PS1-2 7-LS2-2 7-LS2-5

7-LS1-6 7-LS2-1 7-LS2-4

7-ESS2-1 7-ESS2-2 7-ESS2-3

7-ESS3-2

Engineering, Technology, and Applications of Science, 7-ETS1-1, 7-ETS1-2

Gra

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Physical Science Life Science Earth and Space Science Waves and Radiation

Forces and Interactions

Natural Selection and Application Space Systems History of Earth

8-PS4-1 8-PS4-2

8-PS2-1 8-PS2-2 8-PS2-3

8-LS4-1 8-LS4-2 8-LS4-3 8-LS4-4

8-ESS1-1 8-ESS1-3

8-ESS1-4

Engineering, Technology, and Applications of Science, 8-ETS1-2

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GRADE FIVE

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; or 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.] FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 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. Develop a model using an example to

describe a scientific principle. (5-ESS2-1)

ESS2.A: Earth Materials and Systems Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)

Systems and System Models A system can be described in terms of

its components and their interactions. (5-ESS2-1)

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Phenomenon: The development of the Grand Canyon, mountain ranges have unique weather patterns, coral reefs LESS COMPLEX MORE COMPLEX GATHERING

Use models (teacher guided) to gather data about the effects of nature over time on the environment by using before and after examples of changing of land.

Use models (teacher/student guided) to gather data about the effects of nature over time on the environment by using before and after examples of changing of land.

Use models (student guided) to gather data about the effects of nature over time on the environment by using before and after examples of changing of land.

REASONING

Use a model to predict and develop evidence of two systems interacting.

Use a model to predict and develop evidence of two systems interacting.

Use a model to predict and develop evidence of two systems interacting.

COMMUNICATING

Communicate (oral, written or augmented) using a model to describe evidence of two systems interacting.

Communicate (oral, written or augmented) using a model to describe the evidence of two systems interacting.

Communicate (oral, written or augmented) using models to describe the evidence of two systems interacting.

Investigations could include using a stream table, testing the effect of water on sand, testing the effect of wind (blow dryer) on soil/sand, testing the effect of sand on ice, and use a model of a volcano eruption, investigations about the Grand Canyon, Glacier National Park, and Blanchard Springs Cavern. Website: NASA https://pmm.nasa.gov/education/ Website: http://ngss.nsta.org/Classroom-Resources.aspx *NOAA What-a-Cycle *Shower Curtain Watershed

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GRADE FIVE

Earth’s Systems Students who demonstrate understanding can: 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 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. Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

ESS3.C: Human Impacts on Earth Systems Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)

Systems and System Models A system can be described in terms of

its components and their interactions. (5-ESS3-1) 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)

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Science Idea: The impact of recycling on the environment and observations within the individual community LESS COMPLEX MORE COMPLEX GATHERING

Obtain information (teacher guided) from a reliable source about how humans have used science to protect Earth’s resources and the environment.

Obtain information (teacher/ student guided) from multiple reliable resources about how humans have used science to protect Earth’s resources and environment.

Obtain and combine information (teacher/student guided) from multiple reliable sources about how humans have used science to protect Earth’s resources and environment.

REASONING

Use information from a reliable source to evaluate the impact of human activities on a local community.

Use information from multiple reliable sources to evaluate the impact of human activities on a local community.

Use information from multiple reliable sources to evaluate the impact of human activities on a local community.

COMMUNICATING

Communicate (oral, written or augmented) ways to protect Earth’s resources.

Communicate (oral, written or augmented) the importance of protecting Earth’s resources.

Communicate (oral, written or augmented) the importance of protecting Earth’s resources and the environment.

Investigations could include a school recycling program, local water treatment facilities, and sewage treatment facilities.

Website: http://www.earthsciweek.org/ngss-earth-and-space-sciences-core-ideas/earth-and-human-activity-ess3 *Earth Science Week

Website: http://ngss.nsta.org/Classroom-Resources.aspx *Simulating and Oil Spill to Understand Environmental Impact *Think it, Design it, Build it…Water Filtration Activity

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GRADE FIVE

Space Systems Students who demonstrate understanding can: 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Support an argument with evidence, data, or a model. (5-PS2-1)

PS2.B: Types of Interactions The gravitational force of Earth acting

on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)

Cause and Effect Cause and effect relationships are

routinely identified and used to explain change. (5-PS2-1)

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Phenomenon: Objects usually fall down LESS COMPLEX MORE COMPLEX GATHERING

Conduct an investigation (teacher guided) about gravitational force on objects, (feather, marble, and ball).

Conduct an investigation (teacher/student guided) about gravitational forces differentiating between bouncing and non-bouncing objects.

Conduct an investigation (student guided) about gravitational forces of natural occurrence, (e.g., precipitation, runoff, lava flow.)

REASONING

Analyze data with teacher support to provide evidence that everything falls down.

Develop an argument from evidence with teacher assistance that everything falls down even after bouncing.

Develop an argument using evidence that gravitational force affects objects in nature.

COMMUNICATING

Communicate (oral, written or augmented) information with teacher support to describe that objects fall down.

Use a model to communicate that objects fall down by comparing objects that bounce and objects that do not bounce.

Use a model to communicate the effect of gravitational force on objects.

Investigations could include pHET interactive entitled Gravity Force Lab, and Energy Skate Parks: Basics.

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GRADE FIVE

Space Systems Students who demonstrate understanding can: 5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and select stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Represent data in graphical displays

(bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

ESS1.B: Earth and the Solar System The orbits of Earth around the sun and

of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

Patterns Similarities and differences in patterns

can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2)

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Phenomenon: Shadow changes in length and direction LESS COMPLEX MORE COMPLEX GATHERING

Conduct an investigation (teacher guided) using models about the shadow of an object at different times of the day.

Conduct an investigation (teacher/student guided) of the movement of an object’s shadow and the position of the sun at different times of the day and night.

Conduct an investigation (student guided) of the movement of the shadows of an object and the position of the sun at the same time of the day during different seasons of the year.

REASONING

Analyze data to determine patterns in the movement of shadows.

Analyze and compare data of the direction and size of an object’s shadow and the position of the sun observed at different times of the day and night.

Analyze and compare data to predict changes in length and direction of shadows during different seasons of the year.

COMMUNICATING

Communicate using graphical displays to show shadow patterns.

Communicate using graphical displays and positions of the sun during different times of the day and night.

Communicate using graphical displays to show changes in the patterns and directions of shadows during different seasons of the year.

Investigations could include measurement of shadow length, width and direction using consistent means of measure, collecting data to determine patterns in sunset and sunrise times, observe constellations to determine patterns of movement across the sky, tracing and photographing shadows at different times of the day.

NGSS@NSTA 5th Grade Earth’s Place in the Universe

Website: https://www.edumedia-sciences.com/en/curriculum/1340-2-represent-data-in-graphical-displays-to-reveal-patterns-of-daily-changes-in-length-and-direction-of-shadows-day-and-night-and-the-seasonal-appearance-of-some-stars-in-the-night-sky Website: http://ngss.nsta.org/Classroom-Resources.aspx *Kinesthetic Astronomy-Sky Time Lesson *Journey North Mystery Class – What Makes Day and Night *Journey North Mystery Class – Photoperiod *Motion of the Sun Simulator *Como Planetarium: The Sun’s Path *Como Planetarium: Night and Day Safety note: Students should never look directly at the sun.

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GRADE FIVE

Structure and Properties of Matter 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. [AR Clarification Statement: Examples could include chemical reactions that form new substances or physical changes including phase changes, dissolving, and mixing.] [AR Assessment Boundary: Assessment does not include distinguishing mass from weight or reactions that involve gases.] FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 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.

• Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5-PS1-2)

PS1.A: Structure and Properties of Matter The amount (weight) of matter is

conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2)

PS1.B: Chemical Reactions No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) (5-PS1-2)

Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes consistent patterns

in natural systems. (5-PS1-2)

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Phenomenon: Changes of state in water LESS COMPLEX MORE COMPLEX GATHERING

Conduct an investigation (teacher guided) showing that heating and cooling substances can cause changes that may or may not be reversed.

Conduct an investigation (teacher/student guided) showing that a chemical reaction occurs when substances are combined and a new substance is formed.

Conduct an investigation (student guided) showing that a chemical reactions occurs when substances are combined and a new substance is formed.

REASONING

Use mathematics to create a graph showing that a change made by adding or removing heat caused a change in the state of matter.

Use mathematics to create a graph showing that when salt and water are combined, the water will evaporate, but the amount of salt will remain the same.

Use mathematics to create a graph showing a simple chemical reaction (e.g., elephant toothpaste) by measuring the weight of the original ingredients and the weight of the product.

COMMUNICATING

Use a graphical display to communicate evidence that heat and cooling causes changes in the state of matter.

Use a graphical display to communicate evidence that weight of matter (e.g., salt) is conserved even after the substance dissolves.

Use a graphical display to communicate evidence that total weight of matter is conserved.

Investigations could include heating water to form a gas, and freezing water to form a solid, dissolving salt and water, and making elephant toothpaste. Website: http://home.utah.edu/~u0577548/Conservation%20of%20Matter/sum_of_parts.htm * Science with Tom, University of Utah Website: http://www.chem4kids.com/files/matter_intro.html Website: http://ngss.nsta.org/Classroom-Resources.aspx *Cookie Crumbles – Uncovering Student Ideas in Science *Nails in a Jar *Volume 1: 25 Formative Assessment Probes

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GRADE FIVE

Structure and Properties of Matter 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 from weight.] FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 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.

Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)

PS1.A: Structure and Properties of Matter Measurements of a variety of

properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)

Scale, Proportion, and Quantity Standard units are used to measure

and describe physical quantities such as weight, time, temperature, and volume. (5-PS1-3)

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Phenomenon: Observable and measurable physical properties LESS COMPLEX MORE COMPLEX GATHERING

Conduct an investigation (teacher guided) to determine the physical properties of different materials.

Conduct an investigation (teacher/student guided) to determine the physical properties of different materials.

Conduct an investigation (student guided) to determine the physical properties of different materials.

REASONING

Analyze data to determine the physical properties (e.g., color and hardness) of materials.

Analyze data to explain physical properties (e.g., color hardness, reflectivity) of investigated materials.

Analyze data to explain physical properties (e.g., color hardness, reflectivity, electrical conductivity, thermal conductivity and solubility) of investigated materials.

COMMUNICATING

Communicate information (oral, written or augmented) with graphical displays of the investigated materials based on their physical properties.

Communicate information (oral, written or augmented) with graphical displays of the investigated materials based on their physical properties.

Communicate information (oral, written or augmented) with graphical displays of the investigated materials based on their physical properties.

Investigations could include a mineral identification kit, or a variety of common objects for the physical characteristics listed above.

Website: http://ngss.nsta.org/Classroom-Resources.aspx *Water, a Liquid *Crime Scene Soil Investigation *Taking the Mystery out of Argumentation *Mystery Powders *What’s the Matter in Mr. Whisker’s Room?

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GRADE FIVE

Structure and Properties of Matter Students who demonstrate understanding can: 5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [AR Clarification Statement: Examples of qualitative evidence could include temperature change, color change, odor change, and the formation of a gas to determine if a new substance has formed.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 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.

Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)

PS1.B: Chemical Reactions When two or more different

substances are mixed, a new substance with different properties may be formed. (5-PS1-4)

Cause and Effect Cause and effect relationships are

routinely identified, tested, and used to explain change. (5-PS1-4)

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Phenomenon: New substances created by mixing two or more substances LESS COMPLEX MORE COMPLEX GATHERING

Conduct an investigation (teacher guided) to determine a change has occurred when two or more substances are mixed. (e.g., color change when making a powdered drink)

Conduct an investigation (teacher/student guided) to determine a new substance may be formed when two or more substances are mixed.

Conduct an investigation (student guided) to determine a new substance may be formed when two or more substances are mixed.

REASONING

Construct an explanation to determine that a physical change has occurred. (e.g., color and odor)

Construct an explanation to compare physical and chemical changes have occurred.

Construct an explanation of why the reaction represents a chemical and not a physical change.

COMMUNICATING

Communicate (oral, written or augmented) information observed during investigation.

Communicate (oral, written or augmented) information about chemical and physical changes.

Communicate (oral, written or augmented) information about the differences between chemical and physical changes.

Investigations could include mixing baking soda and vinegar, effervescent tablets and water, glow sticks, hand warmers, and yeast and warm water.

Website: https://www.teachingchannel.org/videos/teaching-physical-and-chemical-changes Website: http://ngss.nsta.org/Classroom-Resources.aspx *Bursting Bubbles, the Story of an Improved Investigation *Chemical Café *The Cookie Dilemma, Chapter 21, Everyday Physical Science Mysteries

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GRADE FIVE

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

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

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.

Use models to describe phenomena. (5-PS3-1)

PS3.D: Energy in Chemical Processes and Everyday Life

The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)

LS1.C: Organization for Matter and Energy Flow in Organisms

Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (5-PS3-1)

Energy and Matter

Energy can be transferred in various ways and between objects. (5-PS3-1)

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Phenomenon: The origin of all energy LESS COMPLEX MORE COMPLEX

GATHERING

Use food chain models (teacher guided) to show that the sun is the main source of energy for organisms.

Use food chain models (teacher/student guided) to show that the sun is the main source of energy for organisms.

Use food chain models (student guided) to show that the sun is the main source of energy for organisms.

REASONING

Use a model to show the relationship that energy in all food comes from the sun.

Use a model to show the relationship that energy in all food comes from the sun.

Use a model to show the relationship that energy in all food comes from the sun.

COMMUNICATING

Use models to communicate (oral, written or augmented) that energy in all foods come from the sun.

Use models to communicate (oral, written or augmented) that energy in all foods come from the sun.

Use models to communicate (oral, written or augmented) that energy in all foods come from the sun.

Investigations could include food chains in a variety of niches. Progressions could include variations on the levels of the food chains.

*sun→ grass → mouse *sun → algae → fish www.learner.org/courses/enusci/interactives/ecology/food_web.php

*Annenberg Learner Interactive Labs Ecology Lab,

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GRADE FIVE

Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 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. Develop a model to describe

phenomena. (5-LS2-1) ----------------------------------------------- Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the

mechanisms for natural events. (5-LS2-1)

LS2.A: Interdependent Relationships in Ecosystems The food of almost any kind of animal

can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Systems and System Models A system can be described in terms of

its components and their interactions. (5-LS2-1)

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Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.

(5-LS2-1) Phenomenon: Matter as it flows through organisms in an ecosystem LESS COMPLEX MORE COMPLEX GATHERING

Ask questions (teacher guided) about what organisms obtain in terms of matter and/or energy from their environment and what organisms release as waste matter into the environment.

Ask questions (teacher/student guided) about what organisms obtain in terms of matter and energy from their environment and what organisms release as waste matter into the environment.

Ask questions (student guided) about what organisms obtain in terms of matter and energy from their environment and what organisms release as waste matter into the environment.

REASONING

Develop a model based on evidence to describe the movement of matter in a system.

Develop a model based on evidence to describe the movement of matter in a system.

Develop a model based on evidence to describe the movement of matter in a system.

COMMUNICATING

Use a model to communicate the movement of matter in a system is a cyclical process.

Use a model to communicate the movement of matter in a system is a cyclical process.

Use a model to communicate the movement of matter in a system is a cyclical process.

Investigations could include building a terrarium.

Website: http://ngss.nsta.org/Classroom-Resources.aspx *Weaving the Web

*Wetlands are Wonderlands *Bottle Biology Terrarium *Dissecting an Owl Pellet *Experiment with Ecosystems

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GRADE FIVE

Engineering, Technology, and Applications of Science Students who demonstrate understanding can: 5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. Define a simple design problem that

can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (5-ETS1-1)

ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (5-ETS1-1)

Influence of Science, Engineering, and Technology on Society and the Natural World People’s needs and wants change

over time, as do their demands for new and improved technologies. (5-ETS1-1)

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Problems: Protecting Earth’s resources and the environment LESS COMPLEX MORE COMPLEX GATHERING

Define problems (teacher guided) that arise when natural resources are negatively impacted.

Define problems (teacher/student guided) that arise when natural resources are negatively impacted.

Define problems (student guided) that arise when natural resources and the environment are negatively impacted.

REASONING

Solve a problem using one criterion and/or constraint to address the impact of the loss of natural resources on humans.

Solve a problem using criteria and/or constraints to address the impact of the loss of natural resources on humans.

Solve a problem using criteria and/or constraints to address the impact of the loss of natural resources on humans and the environment.

COMMUNICATING

Use media to communicate (oral, written, or augmented) information about the effectiveness of a solution for humans.

Use media to communicate (oral, written, or augmented) information about the effectiveness of a solution for humans and the environment.

Use media to communicate (oral, written, or augmented) information about the effectiveness of a solution for humans and the environment.

Investigations should include the engineering design cycle. https://linkengineering.org