Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

5-PS1-3

Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

3-5 ETS1-1

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

3-5 ETS1-2

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.

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

SCIENCE AND ENGINEERING PRACTICES (SEP)

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 material, time, or cost.

Planning and Carrying Out Investigations

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
Test two different models of the same proposed object, tool or process to determine which better meets criteria for success.

Analyzing and Interpreting Data

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

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 solution.
Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design solution to a problem.
Identify the evidence that supports particular points to an explanation.
Apply scientific ideas to solve design problems.

DISCIPLINARY CORE IDEAS (DCI)

PS1.A: Structure and Properties of Matter

Measurements of a variety of properties can be used to identify materials.
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.

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.

ETS1.B: Developing Possible Solutions

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.

CROSSCUTTING CONCEPTS (CCC)

Systems and System Models

A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.

Patterns

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

“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 WRITING

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.

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.