5-PS1-2   Matter and Its Interactions

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. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include 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

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.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

PS1.B: Chemical Reactions

Crosscutting Concepts

Scale, Proportion, and Quantity

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes consistent patterns in natural systems.

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.PS1.A ; 2.PS1.B ; MS.PS1.A ; MS.PS1.B

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-PS1-2)
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-PS1-2)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-PS1-2)
MP.4Model with mathematics. (5-PS1-2)
MP.5Use appropriate tools strategically. (5-PS1-2)
5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. (5-PS1-2)

5-PS1-2   Matter and Its Interactions

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. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include 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

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.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

PS1.B: Chemical Reactions

Crosscutting Concepts

Scale, Proportion, and Quantity

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes consistent patterns in natural systems.

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.PS1.A ; 2.PS1.B ; MS.PS1.A ; MS.PS1.B

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-PS1-2)
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-PS1-2)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-PS1-2)
MP.4Model with mathematics. (5-PS1-2)
MP.5Use appropriate tools strategically. (5-PS1-2)
5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. (5-PS1-2)

5-PS1-2   Matter and Its Interactions

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. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include 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

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.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

PS1.B: Chemical Reactions

Crosscutting Concepts

Scale, Proportion, and Quantity

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes consistent patterns in natural systems.

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.PS1.A ; 2.PS1.B ; MS.PS1.A ; MS.PS1.B

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-PS1-2)
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-PS1-2)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (5-PS1-2)
MP.4Model with mathematics. (5-PS1-2)
MP.5Use appropriate tools strategically. (5-PS1-2)
5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. (5-PS1-2)

* 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-PS1-2-1 Evidence Statements
Related Quality Units
Grade 5: SAIL Garbage Unit
Grade 5: K-12 Alliance: What’s In Your Water?
Related Example Bundles
5th Grade Thematic Model: Bundle 1
5th Grade Topic Model: Bundle 1

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...