Grade 5 Science New York standards Standards

3-5. Engineering Design

Crosscutting Concepts

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. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Disciplinary Core Ideas

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. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Science and Engineering Practices

Asking Questions and Defining Problems

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. (3-5- ETS1-1)

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. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Performance Expectations

Space Systems: Stars and the Solar System

Earth's Systems

Matter and Energy in Organisms and Ecosystems

Structure and Properties of Matter

Engineering Design

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.

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.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment.

Support an argument that plants get the materials they need for growth chiefly from air and water.

Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.

Develop a model to describe that matter is made of particles too small to be seen.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances the total amount of matter is conserved.

Make observations and measurements to identify materials based on their properties.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

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.

Develop a computational model of a system that shows changes in output when there are changes in inputs.

Describe the steps taken and choices made to design and develop a solution using an iterative design process.

Collect digital data related to a real life question or need.

Visualize a simple data set in order to highlight relationships and persuade an audience.

Decompose a problem into smaller named tasks, some of which can themselves be decomposed into smaller steps.

Identify and name a task within a problem that gets performed multiple times while solving that problem, but with slightly different concrete details each time.

Compare two or more algorithms and discuss the advantages and disadvantages of each for a specific task

Identify pieces of information that might change as a program or process runs.

Develop algorithms or programs that use repetition and conditionals for creative expression or to solve a problem.

Explain each step of an algorithm or program that includes repetition and conditionals for the purposes of debugging.

Explain why different types of information might need to be protected.

Describe common safeguards for protecting personal information.

Describe trade-offs between allowing information to be public and keeping information private and secure.

Model and explain the purpose of simple cryptographic methods.

Explain suspicious activity of applications and devices.

Type on a keyboard while demonstrating proper keyboarding technique.

Select appropriate digital tools to communicate and collaborate while learning with others.

Conduct and refine advanced multicriteria digital searches to locate content relevant to varied learning goals.

Use a variety of digital tools and resources to create and revise digital artifacts.

Identify common features of digital technologies.

Describe persistence of digital information and explain how actions in online spaces can have consequences.

Identify and describe actions in online spaces that could potentially be unsafe or harmful.

Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

Explain how laws impact the use of computing technologies and digital information.

Explain current events that involve computing technologies.

Explain who has access to data in different digital spaces.

Explain how computer systems play a role in human decision-making.

Identify and explain ways to improve the accessibility and usability of a computing device or software application for the diverse needs and wants of users.

Identify a diverse range of role models in computer science.

Propose improvements to the design of a computing technology based on an analysis of user interactions with that technology.

Model how computer hardware and software work together as a system to accomplish tasks.

Determine potential solutions to solve hardware and software problems using common troubleshooting strategies.

Model how data is structured to transmit through a network.

Describe that data can be stored locally or remotely in a network.

Computational Thinking

Cybersecurity

Digital Literacy

Impacts of Computing

Networks & System Design

identify their own abilities and interests as possible guides to career choice.

understand how working contributes to a quality living environment

are able to budget their time and money

understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources

understand how the family can provide for the economic, physical, and emotional needs of its members

Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.

know some career options in the field of physical fitness and sports.

demonstrate the ability to locate physical activity information, products, and services

should be informed consumers, aware of the alternatives available to them within their communities for physical activity and should be able to evaluate facilities and programs available

Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

demonstrate the ability to access community health services for prevention, illness, and emergency care.

recognize the need to be an advocate for family and community health

analyze how media and technology influence the selection of health information, products and services

demonstrate the ability to work cooperatively when advocating for healthy individuals, families and schools

recognize how cultural beliefs influence health behaviors and the use of health services

distinguish between valid and invalid health information, products and services

Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

Students will understand and be able to manage their personal and community resources.

use age-appropriate techniques to select and maintain clothing.

know the basics of managing a safe and healthy home

demonstrate the principles of safe and healthy child care

Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

understand the role of physical activity, sport, and games as a balance between cooperative and competitive behaviors and as a possible arena in which to develop and sharpen leadership and problem solving skills, and understand the physical, emotional, and social benefits of participation in physical activities.

understand the physical and environmental dangers associated with particular activities and demonstrate proper procedures for safe participation in games, sports, and recreational pursuits

work constructively with others to accomplish a goal in a group activity, demonstrating consideration for others involved

develop skills of cooperation and collaboration, as well as fairness, sportsmanship, and respect for others

understand the risks of injury if physical activity is performed incorrectly or performed in extreme environmental conditions, and recognize the importance of safe physical conditions (equipment, facilities) as well as the emotional conditions essential for safety

Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

understand the need for personal involvement in improving the environment.

demonstrate personal and social skills which enhance personal health and safety

assess potentially dangerous situations and demonstrate the skills to avoid or reduce their risks

Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

apply decision making process to dilemmas related to personal health.

recognize the mental, social, and emotional aspects of good health

apply principles of food safety and sanitation

understand the relationships among diet, health, and physical activities; evaluate their own eating patterns; and use appropriate technology and resources to make food selections and prepare simple, nutritious meals

Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

develop leadership, problem solving, cooperation, and team work by participating in group activities.

develop and implement a personal fitness plan based on self-assessment and goal setting, understand physiological changes that result from training, and understand the health benefits of regular participation in activity

understand the relationship between physical activity and the prevention of illness, disease, and premature death

combine and integrate fundamental skills and adjust technique based on feedback, including self-assessment

know that motor skills progress in complexity and need to be used in the context of games and sports with additional environmental constraints

demonstrate competency in a variety of physical activities (games, sports, exercises) that provide conditioning for each fitness area

Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

analyze the multiple influences which affect health decisions and behaviors.

demonstrate the necessary knowledge and skills to promote healthy adolescent development

apply prevention and risk reduction strategies to adolescent health problems

integrate knowledge of basic body systems with an understanding of the changes that accompany puberty

Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

5. Structure and Properties of Matter

NY State State Grade 4 Science Standards

Crosscutting Concepts

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. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Disciplinary Core Ideas

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. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Science and Engineering Practices

Asking Questions and Defining Problems

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. (3-5- ETS1-1)

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. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

3-5. Engineering Design

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Performance Expectations

Crosscutting Concepts

Scale, Proportion, and Quantity

Standard units are used to measure and describe physical quantities such as weight, and volume. (5- ESS2-2)

Systems and System Models

A system can be described in terms of its components and their interactions. (5-ESS2-1),(5-ESS3-1)

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)

Disciplinary Core Ideas

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)

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

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5- ESS2-2)

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)

Science and Engineering Practices

Developing and Using Models

Develop a model using an example to describe a scientific principle. (5-ESS2-1)

Using Mathematics and Computational Thinking

Describe and graph quantities such as area and volume to address scientific questions. (5-ESS2-2)

Obtaining, Evaluating, and Communicating Information

Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

5. Space Systems: Stars and the Solar System

Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.

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.

Performance Expectations

5. Earth's Systems

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Performance Expectations

Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.

5. Matter and Energy in Organisms and Ecosystems

Support an argument that plants get the materials they need for growth chiefly from air and water.

Performance Expectations

Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.

Crosscutting Concepts

Systems and System Models

A system can be described in terms of its components and their interactions. (5-LS2- 1)

Energy and Matter

Matter is transported into, out of, and within systems. (5-LS1-1)

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

Disciplinary Core Ideas

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. (secondary to 5-PS3-1)

Plants acquire their material for growth chiefly from air and water. (5-LS1-1)

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: Cycle of Matter and Energy Transfer in Ecosystems

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)

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)

Science and Engineering Practices

Developing and Using Models

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

Develop a model to describe phenomena. (5-LS2-1)

Engaging in Argument from Evidence

Support an argument with evidence, data, or a model. (5-LS1-1)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Science explanations describe the mechanisms for natural events. (5-LS2-1)

Develop a model to describe that matter is made of particles too small to be seen.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances the total amount of matter is conserved.

Make observations and measurements to identify materials based on their properties.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances

Performance Expectations

Support an argument that the gravitational force exerted by Earth on objects is directed down.

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.

Crosscutting Concepts

Cause and Effect

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

Scale, Proportion, and Quantity

Natural objects exist from the very small to the immensely large. (5-PS1-1)

Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (5-PS1-2),(5- PS1-3)

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (5-PS1-2)

Disciplinary Core Ideas

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. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. (5-PS1-1)

(NYSED) The total amount of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2)

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)

PS1.B: Chemical Reactions

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

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)

Science and Engineering Practices

Developing and Using Models

Develop a model to describe phenomena. (5- PS1-1)

Planning and Carrying Out Investigations

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)

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

Using Mathematics and Computational Thinking

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

Crosscutting Concepts

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)

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (5-PS2- 1)

Scale, Proportion, and Quantity

Natural objects exist from the very small to the immensely large. (5-ESS1-1)

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)

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)

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)

Science and Engineering Practices

Analyzing and Interpreting Data

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

Engaging in Argument from Evidence

Support an argument with evidence, data, or a model. (5-PS2-1),(5-ESS1-1)