Unit Overview/Summary:  

Summary  

The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. 

Connections between unit Disciplinary Core Ideas (DCIs)   

The disciplinary core ideas in this unit are linked through the concept of Earth’s major systems. The idea that matter of any type can be subdivided into particles that are too small to see (PS1.A as in 5-PS1-1) can connect to the concept that Earth’s major systems interact in multiple ways to affect Earth’s surface materials and processes (ESS2.A as in 5-ESS2-1), since matter sometimes moves through the systems as particles that are too small to see.  

Earth’s major systems also connect to the concept that nearly all of Earth’s available water is in the ocean, and most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere (ESS2.C as in 5-ESS2-2) as this concept is about the hydrosphere.  

The Earth’s major systems are affected by gravity as the gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center (PS2.B as in 5-PS2-1). Finally, the idea that human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, and air also connects to our understanding of Earth’s major systems.  

The engineering design concept that different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success (ETS1.A as in 3-5-ETS1-1) could connect to multiple science concepts, such as that the ocean supports a variety of ecosystems and organisms (ESS2.A as in 5- ESS2-1) and that nearly all of Earth’s available water is in the ocean, and most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere (ESS2.C as in 5-ESS2-2). The first connection could be made by having students propose solutions regarding threatened ecosystems that are supported by the ocean. The second connection could be made by having students design processes to locate and identify drinkable water. In either case, students should have an opportunity to compare different proposals on the basis of how well they meet given criteria. 

Unit Science and Engineering Practices (SEPs)

Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (3-5- ETS1-1); developing and using models (5-PS1-1 and 5-ESS2-1); using mathematical and computational thinking (5-ESS2-2); engaging in argument from evidence (5-PS2-1); and obtaining, evaluating, and communicating information (5-ESS3-1). Many other practice elements can be used in instruction. 

Unit Crosscutting Concepts (CCCs)

Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.

Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (5-ESS1-2); Cause and Effect (5-PS2-1); Scale, Proportion, and Quantity (5-PS1-1 and 5-ESS2-2); and Systems and System Models (5-ESS2-1). Many other crosscutting concepts elements can be used in instruction.