Michael J. Allen

Class of 2018 - 2019

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Grade 5: Earth and Space Sciences

  

                                 

ESS1.Earth’s Place in the Universe

5-ESS1-1. Use observations, first-hand and from various media, to argue that the Sun is a star that appears larger and brighter than other stars because it is closer to Earth. State Assessment Boundary: • Other factors that affect apparent brightness (such as stellar masses, age, or stage) are not expected in state assessment.

5-ESS1-2. Use a model to communicate Earth’s relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year.

Clarification Statement: •

Models should illustrate that the Earth, Sun, and Moon are spheres; include orbits of the Earth around the Sun and of the Moon around Earth; and demonstrate Earth’s rotation about its axis.

State Assessment Boundary: • Causes of lunar phases or seasons, or use of Earth’s tilt are not expected in state assessment.

 

Mercury Transit of the Sun

 

The Sun - short video from SOHO.

 

Earth rotation - day and night
Why we have seasons
Phases of the moon

 

 

 

ESS2. Earth's Systems

5-ESS2-1. 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-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and groundwater; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere.

State Assessment Boundary: • Inclusion of the atmosphere is not expected in state assessment.

 

Water cycle

 

 

 

ESS3. Earth and Human Activity

5-ESS3-1. Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.

Clarification Statement: • Examples of changed practices or processes include treating sewage, reducing the amounts of materials used, capturing polluting emissions from factories or power plants, and preventing runoff from agricultural activities.

State Assessment Boundary: • Climate change or social science aspects of practices such as regulation or policy are not expected in state assessment.

5-ESS3-2(MA). Test a simple system designed to filter particulates out of water and propose one change to the design to improve it.*