Standards Map

Science and Technology/Engineering > Grade 5 > Physical Science
Accessibility Mode: Note: You are viewing this information in accessibility mode. To view the map, enlarge your window or use a larger device.

Science and Technology/Engineering | Grade : 5

Discipline - Physical Science

Core Idea - Energy

[5.PS.3.1] - Use a model to describe that the food animals digest (a) contains energy that was once energy from the Sun, and (b) provides energy and nutrients for life processes, including body repair, growth, motion, body warmth, and reproduction. Clarification Statement: Examples of models could include diagrams and flow charts. State Assessment Boundary: Details of cellular respiration, ATP, or molecular details of the process of photosynthesis or respiration are not expected in state assessment

Resources:

Predecessor Standards:

  • 4.PS.3.4
    Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound.* Clarification Statement: Sources of stored energy can include water in a bucket or a weight suspended at a height, and a battery.

Successor Standards:

  • 7.LS.2.3
    Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes. Clarification Statements: Cycling of matter should include the role of photosynthesis, cellular respiration, and decomposition, as well as transfer among producers, consumers (primary, secondary, and tertiary), and decomposers. Models may include food webs and food chains. State Assessment Boundary: Cycling of specific atoms (such as carbon or oxygen), or the biochemical steps of photosynthesis, cellular respiration, and decomposition are not expected in state assessment.
  • 8.LS.1.7
    Use informational text to describe that food molecules, including carbohydrates, proteins, and fats, are broken down and rearranged through chemical reactions forming new molecules that support cell growth and/or release of energy. State Assessment Boundary: Specific details of the chemical reaction for cellular respiration, biochemical steps of breaking down food, or the resulting molecules (e.g., carbohydrates are broken down into monosaccharides) are not expected in state assessment.

Same Level Standards:

  • W.5.8
    Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • 5.G.A.2
    Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
  • 5.LS.2.1
    Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment.