Fifth Grade SEEd Standards
Strand 5.1: CHARACTERISTICS AND INTERACTIONS OF EARTH’S 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). Within these systems, the location of Earth’s land and water can be described. Also, these systems interact in multiple ways. Weathering and erosion are examples of interactions between Earth’s systems. Some interactions cause landslides, earthquakes, and volcanic eruptions that impact humans and other organisms. Humans cannot eliminate natural hazards, but solutions can be designed to reduce their impact.
Standard 5.1.1 Analyze and interpret data to describe patterns of Earth’s features.
Emphasize most earthquakes and volcanoes occur in bands that are
often along the boundaries between continents and oceans while major
mountain chains may be found inside continents or near their edges.
(ESS2.B)
Standard 5.1.2 Use mathematics and computational thinking to compare the quantity
of saltwater and freshwater in various reservoirs to provide evidence for
the distribution of water on Earth. Emphasize reservoirs such as oceans,
lakes, rivers, glaciers, groundwater, and polar ice caps. (ESS2.C)
Standard 5.1.3 Ask questions to plan and carry out investigations that provide
evidence for the effects of weathering and the rate of erosion on the
geosphere. Emphasize weathering and erosion by water, ice, wind, gravity,
or vegetation. (ESS2.A, ESS2.E)
Standard 5.1.4 Develop a model to describe interactions between Earth’s systems
including the geosphere, biosphere, hydrosphere, and/or atmosphere.
Emphasize interactions between only two systems at a time. (ESS2.A)
Standard 5.1.5 Design solutions to reduce the effects of naturally occurring events
that impact humans. Define the problem, identify criteria and constraints,
develop possible solutions using models, analyze data from testing
solutions, and propose modifications for optimizing a solution. Emphasize
that humans cannot eliminate natural hazards, but they can take steps
to reduce their impacts. (ESS3.B, ETS1.A, ETS1.B, ETS1.C)
Strand 5.2: PROPERTIES AND CHANGES OF MATTER
All substances are composed of matter. Matter is made of particles that are too small to be seen but still exist and can be detected by other means. Substances have specific properties by which they can be identified. When two or more different substances are combined a new substance with different properties may be formed. Whether a change results in a new substance or not, the total amount of matter is always conserved.
Standard 5.2.1 Develop and use a model to describe that matter is made of particles
on a scale that is too small to be seen. Emphasize making observations of
changes supported by a particle model of matter. (PS1.A)
Standard 5.2.2 Ask questions to plan and carry out investigations to identify
substances based on patterns of their properties. Emphasize using
properties to identify substances. (PS1.A)
Standard 5.2.3 Plan and carry out investigations to determine the effect of combining
two or more substances. Emphasize whether a new substance is or is not
created by the formation of a new substance with different properties.
(PS1.B)
Standard 5.2.4 Use mathematics and computational thinking to provide evidence that
regardless of the type of change that occurs when heating, cooling, or
combining substances, the total weight of matter is conserved. (PS1.A, PS1.B)
Strand 5.3: CYCLING OF MATTER IN ECOSYSTEMS
Matter cycles within ecosystems and can be traced from organism to organism. Plants use energy from the Sun to change air and water into matter needed for growth. Animals and decomposers consume matter for their life functions, continuing the cycling of matter. Human behavior can affect the cycling of matter. Scientists and engineers design solutions to conserve Earth’s environments and resources.
Standard 5.3.1 Construct an explanation that plants use air, water, and energy
from sunlight to produce plant matter needed for growth. Emphasize
photosynthesis at a conceptual level and that plant matter comes mostly
from air and water, not from the soil. (LS1.C)
Standard 5.3.2 Obtain, evaluate, and communicate information that animals obtain
energy and matter from the food they eat for body repair, growth, and
motion and to maintain body warmth. Emphasize that the energy used by
animals was once energy from the Sun. (PS3.D, LS1.C)
Standard 5.3.3 Develop and use a model to describe the movement of matter among
plants, animals, decomposers, and the environment. Emphasize that
matter cycles between the air and soil and among plants, animals, and
microbes as these organisms live and die. (LS2.A, LS2.B)
Standard 5.3.4 Evaluate design solutions whose primary function is to conserve Earth’s
environments and resources. Define the problem, identify criteria and
constraints, analyze available data on proposed solutions, and determine
an optimal solution. Emphasize how humans can balance everyday needs
(agriculture, industry, and energy) while conserving Earth’s environments
and resources. (ESS3.A, ESS3.C, ETS1.A, ETS1.B, ETS1.C)