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 Grade 5 PLD Table
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Policy
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StandardsLevel 1 (Beginning-in need of additional support)
Students attempt to perform basic science tasks but will require additional support in order to demonstrate knowledge and skills of the K-12 science framework Extended Performance Expectations by using disciplinary core ideas, practices, and/or crosscutting concepts to address more basic and concrete science phenomena and problems in Level 1.


Level 2 (Approaching Expectations)
Students can be expected to demonstrate developing knowledge and skills in some disciplinary core ideas together with some aspects of the practices and crosscutting concepts from the Extended Performance Expectations to address primarily basic and concrete science phenomena and problems in Level 2.

At Level 2, students are expected to have the knowledge and skills of Level 1 and may be able to demonstrate some of the knowledge and skills described in Level 3.




Level 3 (Meeting Expectations)
Students can be expected to demonstrate knowledge and skills in the majority of disciplinary core ideas, practices, and crosscutting concepts from the K-12 science framework Extended Performance Expectations to address moderately complex science phenomena and problems, some concrete and some abstract in Level 3.

At Level 3, students are expected to have the knowledge and skills of Level 2 and may be able to demonstrate some of the knowledge and skills described in Level 4.


Level 4 (Exceeding Expectations)
Students can be expected to demonstrate understanding and skills in the disciplinary core ideas, practices, and crosscutting concepts from the K-12 science framework Extended Performance Expectations in more sophisticated ways than students in Level 3 to address science phenomena and problems that are complex, more abstract, and/or multi-factorial. Students are expected to describe, explain, and/or respond to phenomena and problems using reasonably complex evidence, analysis, and inference in Level 4.

At Level 4, students are expected to have the knowledge and skills described in Level 3.
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Range
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PS-1 Matter and Its Interactions
•5-PS1-2
SEP
•Using Mathematics and Computational Thinking
CCC
•Scale, Proportion, and Quantity		Attempt to identify the appropriate tools or units of measurement (for weight, time temperature, or volume) for a scientific task.Identify the appropriate tools or units of measurement (for weight, time, temperature, or volume) for a scientific task.Compare the weight of matter before and after heating, cooling, or mixing by using data.Show that the weight of matter does not change when substances are heated, cooled, or mixed by measuring, graphing, or using mathematical relationships.
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PS-2 Motion and Stability: Forces and Interactions
•3-PS2-2
•5-PS2-1
SEP
•Planning and Carrying Out Investigations (3-PS2-2, Supporting 5-PS2-1)
•Engaging in Argument from Evidence (5-PS2-1) •Analyzing and Interpreting Data (Supporting 3-PS2-2) •Developing and Using Models (Supporting 5-PS2-1)
CCC
•Patterns (3-PS2-2, Supporting 5-PS2-1)
•Cause and Effect (5-PS2-1)		Attempt to identify patterns the motion of an object by using observations or data.

Attempt to identify patterns in the motion of falling objects on Earth by using observations.
Identify patterns in the motion of an object by using observations or data.

Identify patterns in the motion of falling objects on Earth by using observations.
Predict the future motion of an object by using observations or data.

Show the direction objects move when released on Earth (downward toward Earth’s center) by identifying or developing a model.		Determine predictable patterns in the motion of an object by describing observations or measurements that can be made in an investigation.

Support the claim that Earth’s gravity pulls objects downward (toward Earth’s center) by describing evidence (observations, data, or a model).
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PS-3 Energy
•4-PS3-4
•5-PS3-1
SEP
•Constructing Explanations and Designing Solutions (4-PS3-4)
•Developing and Using Models (5-PS3-1)
CCC
•Energy and Matter (4-PS3-4, 5-PS3-1)
•Patterns (Supporting 5-PS3-1) 		Attempt to identify various forms of energy present in a system.

Attempt to identify that the Sun is a source of energy for ecosystems.
Identify the various forms of energy involved in energy transfers that occur in an everyday object or device.

Identify the Sun as a source of energy for ecosystems by using patterns in food chains or drawings of ecosystems.		Describe the various ways that energy transfer can occur between everyday objects or devices.

Describe the direction of energy transfer between two organisms (e.g., plant-animal, animal-animal) or between the Sun and a plant by using a model.		Identify which design or improvement will maximize energy transfer from one form to another by designing or modifying a device.

Describe how the energy animals obtain from food comes from the Sun by using a model.
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LS-1 From Molecules to Organisms: Structures and Processes
•4-LS1-1
SEP
•Engaging in Argument from Evidence
•Developing and Using Models (Supporting)
•Analyzing and Interpreting Data (Supporting)
CCC
•Systems and System Models
•Structure and Function (Supporting) 		Attempt to identify the parts of plants or animals that have a specific function by using evidence from data and/or a model.

Identify the parts of plants or animals that have specific functions by using evidence from data and/or a model.
Describe how parts of plants or animals have specific functions that help them survive, grow, or reproduce by using data and/or a model.Describe evidence to support a claim that parts of plants and/or animals have specific functions that help them survive, grow, or reproduce by using evidence from data and/or a model.
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LS-3 Heredity: Inheritance and Variation of Traits
•3-LS3-1
SEP
•Analyzing and Interpreting Data
•Obtaining, Evaluating, and Communicating Information (Supporting)
CCC
•Patterns
Attempt to identify patterns in trait variations between parents and their baby/babies by using data or observations.Identify patterns in trait variations between parents and their offspring by using data or observations.Describe patterns in trait variation between groups of organisms (e.g., parents and their offspring, siblings, populations of similar organisms) by using data or observations.Describe how patterns in trait variation between groups of organisms (e.g., parents and their offspring, siblings, populations of similar organisms) provide evidence of inheritance between parents and their offspring and that there are differences in these traits by analyzing and interpreting data.
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LS-4 Biological Evolution: Unity and Diversity
•3-LS4-1
SEP
•Analyzing and Interpreting Data
•Obtaining, Evaluating, and Communicating Information (Supporting)
CCC
•Scale, Proportion, and Quantity
Attempt to recognize that there was life on Earth long ago by using fossils and/or data.Identify that plants and/or animals lived on Earth long ago by using information about fossils and/or data.Describe how modern-day plants or animals compare to their ancestors by using observations of fossils and/or data.Describe the type of environment in which plants and/or animals lived on Earth long ago by using observations of fossils and/or data.
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ESS-1 Earth’s Place in the Universe
•5-ESS1-2
SEP
•Analyzing and Interpreting Data
•Developing and Using Models (Supporting)
CCC
•Patterns
•Systems and System Models (Supporting)		Attempt to identify the positions of the Sun, Moon and Earth in the solar system by using data or a model.Identify the positions of the Sun, the Moon, and Earth in the solar system by using data or a model. Identify patterns concerning the rotation of Earth, Earth's orbit around the Sun, or the Moon’s orbit around Earth by analyzing data (e.g., length and direction of shadows, day and night, seasonal appearance of stars) or a model.Predict or infer patterns concerning the rotation of Earth, Earth’s orbit around the Sun, or the Moon’s orbit around Earth by analyzing data (e.g., length and direction of shadows, day and night, seasonal appearance of stars) or a model.
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ESS-2 Earth’s Systems
•3-ESS2-1
•5-ESS2-1
SEP
•Analyzing and Interpreting Data (3-ESS2-1)
•Planning and Carrying Out Investigations (Supporting 3-ESS2-1)
•Developing and Using Models (5-ESS2-1)
CCC
•Patterns (3-ESS2-1)
•Systems and Systems Models (5-ESS2-1)		Attempt to describe weather conditions by using observations of weather data.

Attempt to identify parts of an Earth system (e.g., geosphere, hydrosphere, atmosphere, biosphere) by using data or a model.		Describe weather conditions by using observations of weather data.

Identify parts of an Earth system (e.g., geosphere, hydrosphere, atmosphere, biosphere) by using data or a model.		Describe patterns of weather conditions for a particular season by analyzing weather data.

Describe the interaction between two Earth systems (e.g., geosphere, hydrosphere, atmosphere, biosphere) by using a model.		Predict weather conditions for a particular season by analyzing patterns in weather data.

Represent the interaction between two Earth systems (e.g., geosphere, hydrosphere, atmosphere, biosphere) by developing a model.
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ESS-3 Earth and Human Activity
•5-ESS3-1
SEP
•Obtaining, Evaluating, and Communicating Information
CCC
•Cause and Effect (Supporting)
•Systems and System Models		Attempt to identify a natural or human impact on the environment by using data.Identify a natural or human impact on the environment by using data.Describe an effect (positive or negative) of human activities on the environment by using data.Describe how humans are using science to protect Earth’s resources and/or the environment by using data.
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