Standards Map

Science and Technology/Engineering > Grade 5 > Physical Science
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Science and Technology/Engineering | Grade : 5

Discipline - Physical Science

Core Idea - Matter and Its Interactions

[5.PS.1.1] - Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining unseen particles are not expected in state assessment.

Resources:

Predecessor Standards:

  • 2.PS.1.3
    Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects. Clarification Statements: Materials should be pure substances or microscopic mixtures that appear contiguous at observable scales; Examples of pieces could include blocks, building bricks, and other assorted small objects.

Successor Standards:

  • 7.ESS.2.4
    Develop a model to explain how the energy of the Sun and Earth’s gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth’s hydrosphere. Clarification Statement: Examples of models can be conceptual or physical. State Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not expected in state assessment.
  • 8.PS.1.4
    Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. Clarification Statements: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of pure substances could include water, carbon dioxide, and helium.

Same Level Standards:

  • W.5.9
    Draw evidence from literary or informational texts to support analysis, reflection, and research, applying one or more grade 5 standards for Reading Literature or Reading Informational Text as needed.
  • 5.MD.C.3
    Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
  • 5.MD.C.4
    Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and non-standard units.
  • 5.ESS.2.1
    Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. State Assessment Boundary: Transpiration or explanations of mechanisms that drive the cycle are not expected in state assessment.
  • 5.PS.1.2
    Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved. Clarification Statement: Assume that reactions with any gas production are conducted in a closed system. State Assessment Boundary: Distinguishing mass and weight is not expected in state assessment.