Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

5-PS1-1

Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

SCIENCE AND ENGINEERING PRACTICES (SEP)

Planning and Carrying Out Investigations

Plan and 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.
Make observations and/or measurements to produce data to serve as the basis for evidence an explanation of a phenomenon or test a design solution.

Developing and Using Models

Identify limitations of models.
Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regularly occurring events.

Analyzing and Interpreting Data

Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.
Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.

Engaging in Argument from Evidence

Compare and refine arguments based on an evaluation of the evidence presented.
Construct and/or support an argument with evidence, data, and/or a model.
Respectfully provide and receive critiques from peers about a proposed procedure explanation, or model by citing relevant evidence and posing special questions.
Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Obtaining, Evaluating, and Communicating Information (Supporting SEP)

Read and comprehend grade-appropriate complex text and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.
Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

DISCIPLINARY CORE IDEAS (DCI)

PS1.A: Structure and Properties of Matter

Matter of any type can be subdivided into particles that are too small to see, but even then, the matter still exists and can be detected by other means.

CROSSCUTTING CONCEPTS (CCC)

Patterns

Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena and designed products.

Cause and Effect

Cause and effect relationships are routinely identified, tested, and used to explain change.

Scale, Proportion, and Quantity

Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods.
Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

Energy and Matter

Matter is made of particles.

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

Common Core State Standards (CCSS)

CCSS ELA READING

CCSS.ELA-LITERACY.RI4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs) and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-LITERACY.RI5.7
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.

CCSS ELA SPEAKING & LISTENING

CCSS.ELA-LITERACY.SL5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Follow agreed-upon rules for discussions and carry out assigned roles.
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

MATHEMATICS PRACTICES

MP 2
Reason abstractly and quantitatively.

California English Language Development (ELD) Standards

CA ELD

Part I.5.6a: Reading/viewing closely

EMERGING

EXPANDING

BRIDGING

a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia with substantial support.

In addition to the standard above, you may find that you touch on the following standards in this lesson as well:

P1.5.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics.