Grade 5
CPSD Science Curriculum Guide
2017 – 2018
Domain: Earth and Space Science
Unit 1A: Earth’s Systems
Unit Overview
The Performance Expectations of this unit expect students to demonstrate grade-appropriate proficiency in developing a
model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact;
describing and graphing the amounts and percentages of water and fresh water in various reservoirs to provide
evidence about the distribution of water on Earth; and obtaining and combining information about ways individual
communities use science ideas to protect the Earth’s resources and environment.
Science and Engineering Practices
 Developing and Using Models
 Using Mathematics and Computational Thinking

Crosscutting Concepts


Scale, Proportion, and Quantity
Systems and System Models
Obtaining Evaluating and Communicating
Information
Guiding Questions for this Unit:
1. What are Earth’s Four Systems?
2. How do the Earth’s Four Systems Interact?
3. How Do Earth's Systems Produce Weather and Climate?
4. How Do Earth's Systems Change Earth's Surface?
5. How Do Farming and Industry Affect Earth's Systems?
6. How Do People's Everyday Lives Affect Earth's Systems?
7. What Can People Do To Protect Earth's Systems?
Cross-Curricular Connections:
Reach for Reading: Unit 5: Every Drop (Aligned with Science: Water)
Reach for Reading: Unit 7: Talking About Trash (Aligned with Science: Environmental Science)
Common Core Connections Identified within the NGSS Performance Expectations for this Unit:
ELA/Literacy
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RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text. (5-ESS3-1)
RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently. (5-ESS2-1), (5-ESS2-2), (5-ESS3-1)
RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably. (5-ESS3-1)
SL.5.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to
enhance the development of main ideas or themes. (5-ESS2-1), (5-ESS2-2)
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-ESS2-2), (5-ESS3-1)
W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
Mathematics
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-ESS2-1)
MP.2 - Reason abstractly and quantitatively. (5-ESS2-1), (5-ESS2-2), (5-ESS3-1)
MP.4 - Model with mathematics. (5-ESS2-1), (5-ESS2-2), (5-ESS3-1)
Unit 1A: NGSS Earth and Space Science
Clover Park School District 4/26/2017 10:57 AM
Page 1
Grade 5
CPSD Science Curriculum Guide
2017 – 2018
NGSS Performance Expectation Notes:
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or
atmosphere interact.
SEP: Developing and
Using Models: Develop
a model using an
example to describe a
scientific principle.
DCI:ESS2.A: Earth’s major systems are the geosphere, hydrosphere, atmosphere,
and biosphere. These systems interact in multiple ways to affect Earth’s surface
materials and processes. The ocean supports a variety of ecosystems and
organisms, shapes landforms, and influences climate. Winds and clouds in the
atmosphere interact with the landforms to determine patterns of weather.
CCC: Systems:
Describe in
terms of its
interactions &
components.
What this could look like in the classroom: Students can continue to revise a model (drawing) as they have
experiences with different earth systems interacting. These experiences should include a variety of resources
(hands-on, video, reading, etc.) Students should be explicitly asked to identify an interaction between earth systems,
and to identify what parts of the earth system (geosphere, hydrosphere, atmosphere, & biosphere) are interacting
(note the assessment boundary of just two systems interacting at a time). These ongoing questions should help
students add to & revise their models. Alternatively…you keep a model of all 4 earth systems that students add to
over time, and you only assess based on interactions of two systems. Be sure to include some discussion of weather.
Possible Learning Targets:
 I can name earth’s four systems. (GQ1)
 I can identify two earth systems that interact in a specific event (e.g., erosion…you can put the name of the event
in the target). (GQ2/3)
 I can make a model of an interaction between two earth systems. (GQ2/3)
 I can determine what might make my model more complete or accurate. (GQ2/3)

I can add to or change my model of an interaction between two earth systems. (GQ2/3)
Assessment: The NGSS evidence statements describe the observable features of students’ performances by the end of the
grade. Assessment Boundary: Assessment is limited to the interactions of two systems at a time.
5-ESS2-2
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to
provide evidence about the distribution of water on Earth.
SEP: Math and Computational
Thinking: Describe and graph
quantities such as area and volume
to address scientific questions.
DCI: ESS2.c: Nearly all of Earth’s available water
is in the ocean. Most fresh water is in glaciers or
underground; only a tiny fraction is in streams,
lakes, wetlands, and the atmosphere.
CCC: Scale, Proportion, & Quantity:
Standard units are used to measure
and describe physical quantities
such as weight and volume.
What this could look like in the classroom: This PE can be seen as a deeper dive into the hydrosphere earth system
after doing the first PE. After doing some reading, etc., students could make predictions about how much of the
earth they think is saltwater/freshwater, and then how much freshwater is stored in various sources. Then, students
should create bar and/or pie graphs of: 1) fresh vs. salt water, and 1) where fresh water is stored (surface water,
glaciers, groundwater, etc.). Students should make sense of the graphs to arrive at the DCI. The cross-cutting
concept is a bit tricky on this one….you could set students asking them about various water sources in different units
and then ask them why it is so hard to compare. Then have students do a pie graph with percentages (a “standard”
unit). Students should develop an understanding that percentages are easier for comparisons. Giving students an
understanding of the water cycle will help them with this PE, and could help to address the first performance
expectation. Understanding the water cycle will help students grasp the idea that the water on earth is limited.
Possible Learning Targets:
 I can identify sources of fresh and salt water on earth. (GQ1)
 I can select an appropriate graph type that allows sources of water to be easily compared.
 I can create a graph of fresh and salt water on earth. (GQ1)
 I can compare the proportions of fresh and salt water on earth (I can analyze a graph of fresh/salt water). (GQ1)
 I can create a graph of different fresh water sources on earth. (GQ1)
 I can compare the proportions of different fresh water sources on earth (or I can analyze…..) (GQ1)

I can describe how water cycles on earth. (GQ2/4)
Assessment: The NGSS evidence statements describe the observable features of students’ performances by the end of the
grade. Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does
not include the atmosphere.
Unit 1A: NGSS Earth and Space Science
Clover Park School District 4/26/2017 10:57 AM
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Grade 5
CPSD Science Curriculum Guide
2017 – 2018
5-ESS3-1
Obtain and combine information about ways individual communities use science ideas to protect the
Earth’s resources and environment.
SEP: Obtaining, Evaluating and
DCI: ESS3.C: Human Impacts in Earth Systems Human
CCC: Systems:
Communicating Info: Obtain
activities in agriculture, industry, and everyday life have had
Describe a
and combine info from books
major effects on the land, vegetation, streams, ocean, air, and system in terms
and/or other reliable media to
even outer space. But individuals and communities are doing
of its
explain phenomena or solutions things to help protect Earth’s resources and environments.
interactions and
to a design problem.
components.
What this could look like in the classroom:
Students should have opportunities to read articles or other non-fiction sources, as well as to watch videos, and do
activities that show ways that humans protect earth’s resources. As in the first performance expectation, students
should be explicitly asked what interaction between earth systems is being targeted in the protection humans are
providing, as well as to identify the two earth systems that are interacting. Students should combine this knowledge
from various sources in some way (e.g., make a specific pledge about reducing impact, or to apply understanding to
an engineering problem such as cleaning an oil spill….see resources below).
Possible Learning Targets:
**I can identify the earth systems affected by a human activity. (GQ5/6)
**I can explain the specific effect a human activity would have on two earth systems. (GQ5/6)
**I can explain a sequence of two earth system changes that would result from a human activity. (GQ5/6)
**I can evaluate how much human activity harms (or can help) the earth and its systems. (GQ5/6/7)
I can apply my understanding of earth’s systems to solve a problem (e.g., oil spill). (GQ6/7)
I can explain a solution to a problem using my knowledge of earth’s systems. (GQ6/7)
**Teachers can name the human activity.
Assessment: The NGSS evidence statements describe the observable features of students’ performances by the end
of the grade. Assessment Boundary: None.
Unit 1A: NGSS Earth and Space Science
Clover Park School District 4/26/2017 10:57 AM
Page 3
Grade 5
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 5th Grade Earth’s System Concepts
Guiding Question 1: What Are Earth’s Four Systems?
Performance Expectation (PE)
5-ESS2-1. Develop a model using an
example to describe ways the
geosphere, biosphere, hydrosphere,
and/or atmosphere interact.
5-ESS2-2. Describe and graph the
amounts and percentages of water and
fresh water in various reservoirs to
provide evidence about the distribution
of water on Earth.
Disciplinary Core Idea (DCI)
ESS2.A: Earth Materials and Systems
Earth’s major systems are the geosphere
(solid and molten rock, soil, and sediments),
the hydrosphere (water and ice), the
atmosphere (air), and the biosphere (living
things, including humans). These systems
interact in multiple ways to affect Earth’s
surface materials and processes. The ocean
supports a variety of ecosystems and
organisms, shapes landforms, and influences
climate. Winds and clouds in the
atmosphere interact with the landforms to
determine patterns of weather. (5-ESS2-1)
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
What are Earth’s Four Systems?
Class Discussion, Public charting or individual
student journal responses
Explore
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
Digital Resources
PBS Global Water Distribution
StudyJams Earth’s Atmosphere
StudyJams Earth’s Oceans
Crash Kids: 4 Spheres part 1
Crash Kids: 4 Spheres part 2
Reveal Earth’s Atmosphere
NGSS Hub: Lessons related to all PEs in this unit.
Explain/Evaluate
(students answer question in C-E- R format)
What are Earth’s Four Systems?
Class Discussion, Public charting or individual
student journal responses
Developing and Using
Models
Students create a visual or
physical model to
represent the four Earth
systems.
Students create a visual or
physical model to
represent and explain the
distribution of water on
Earth.
Using Mathematics and
Computational Thinking
Students graph amounts
and percentages of water
to show distribution
around the world.
ESS2.C: The Roles of Water in Earth’s
Surface Processes
Systems and
System Models
What are the
components of
an Earth
System?
What are the
similar and
different
components of
the four Earth
systems?
Scale,
Proportion,
and Quantity
What is the
distribution of
water on
Earth?
Nearly all of Earth’s available water is in the
ocean. Most fresh water is in glaciers or
underground; only a tiny fraction is in
streams, lakes, wetlands, and the
atmosphere. (5- ESS2-2)
Possible Learning Targets:
GQ1: I can name earth’s four systems.
GQ1: I can identify sources of fresh and salt water on earth.
GQ1: I can select an appropriate graph type that allows sources of water to be easily compared.
GQ1: I can create a graph of fresh and salt water on earth.
GQ1: I can compare the proportions of fresh and salt water on earth (or I can analyze a graph of fresh and salt water on
earth).
GQ1: I can create a graph of different fresh water sources on earth.
GQ1: I can compare the proportions of different fresh water sources on earth (or I can analyze…..)
Unit 1A: NGSS Earth and Space Science
Clover Park School District 4/26/2017 10:57 AM
Page 4
Grade 5
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 5th Grade Earth’s System Concepts
Guiding Question 2: How do the Earth’s Four Systems Interact?
Performance Expectation (PE)
5-ESS2-1. Develop a model using
an example to describe ways the
geosphere, biosphere,
hydrosphere, and/or
atmosphere interact.
Engage
5-ESS2-2. Describe and graph the
amounts and percentages of
water and fresh water in various
reservoirs to provide evidence
about the distribution of water
on Earth.
Explore
Disciplinary Core Idea (DCI)
ESS2.A: Earth Materials and
Systems Earth’s major systems are
the geosphere (solid and molten
rock, soil, and sediments), the
hydrosphere (water and ice), the
atmosphere (air), and the biosphere
(living things, including humans).
These systems interact in multiple
ways to affect Earth’s surface
materials and processes. The ocean
supports a variety of ecosystems and
organisms, shapes landforms, and
influences climate. Winds and clouds
in the atmosphere interact with the
landforms to determine patterns of
weather. (5-ESS2-1)
ESS2.C: The Roles of Water in
Earth’s Surface Processes
Nearly all of Earth’s available water is
in the ocean. Most fresh water is in
glaciers or underground; only a tiny
fraction is in streams, lakes,
wetlands, and the atmosphere. (5ESS2-2)
Science & Engineering
Practices
Cross Cutting
Concepts
(eliciting background knowledge & misconceptions)
How do the Earth’s Four Systems Interact?
Class Discussion, Public charting or individual student
journal responses
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Systems and
System Models
FOSS
Earth Materials – Investigation 1
Water – Investigation 2
Air & Weather – Investigation 1 (exclude air pressure activities)
A-Z Focus Books
A-Z Media
Water for the People
Life in the Current
Cryosphere
Hailstorms
Water, Water Everywhere
Earth Today
In the Zone
Digital Resources
A-Z Quick Reads
Glaciers
Groundwater
Water Around the House
Icebergs
Ice Sheets and Caps
PBS Hydrologic Cycle
Crash Course Kids: What on Earth
Earth’s Systems Interact
PBS Observe Precipitation
PBS Water Cycle Animation
PBS Water Vapor Circulation
NGSS Hub: Lessons related to all
PEs in this unit.
More Picture Perfect
CH 11 Over in the Ocean
Developing and Using
Models
Students create a visual or
physical model to show the
interaction of two earth
systems.
Students create a visual or
physical model to
represent and explain the
distribution of water on
Earth.
Using Mathematics and
Computational Thinking
Students graph amounts
and percentages of water
to show distribution
around the world.
Explain/Evaluate
(students answer question in C-E- R format)
What are the
components of
an Earth
System?
How do the
components
within a system
interact?
What are the
similar and
different
components of
the four Earth
systems?
Scale,
Proportion,
and Quantity
What is the
distribution of
water on
Earth?
How do the Earth’s Four Systems Interact?
Class Discussion, Public charting or individual student
journal responses
Possible Learning Targets:
GQ2/3: I can identify two earth systems that interact in a specific event (e.g., erosion…you can put the name of the event in
the target).
GQ2/3: I can make a model of an interaction between two earth systems.
GQ2/3: I can determine what might make my model more complete or accurate.
GQ2.3: I can add to or change my model of an interaction between two earth systems.
GQ2/4: I can describe how water cycles on earth.
Unit 1A: NGSS Earth and Space Science
Clover Park School District 4/26/2017 10:57 AM
Page 5
Grade 5
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 5th Grade Earth’s System Concepts
Science & Engineering
Cross Cutting
Guiding Question 3: How Do Earth's Systems Produce Weather &
Climate?
Practices
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
5-ESS2-1. Develop a model using
an example to describe ways the
geosphere, biosphere,
hydrosphere, and/or
atmosphere interact.
Disciplinary Core Idea (DCI)
ESS2.A: Earth Materials and
Systems
Earth’s major systems are the
geosphere (solid and molten rock,
soil, and sediments), the
hydrosphere (water and ice), the
atmosphere (air), and the
biosphere (living things, including
humans). These systems interact
in multiple ways to affect Earth’s
surface materials and processes.
The ocean supports a variety of
ecosystems and organisms,
shapes landforms, and influences
climate. Winds and clouds in the
atmosphere interact with the
landforms to determine patterns
of weather. (5-ESS2-1)
How Do Earth's Systems Produce Weather and
Climate?
Class Discussion, Public charting or individual student journal
responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
FOSS
A-Z Non-fiction Book
Water: Investigation 3
Air & Weather: Investigation 2
Atmosphere and Climate
Clouds, Wind and Storms
Even More Picture Perfect
A-Z Media
CH 18 What Will the Weather
Be?
Keeping Track of Carbon
Jet Stream Shifting
Earth Today
From Space to You
A-Z Focus Books
Cryosphere
Tsunami
Mountain Wind
Ice Storms
Hailstorms
El Nino La Nina
Digital Resources
PBS Clouds and Weather
PBS The Making of a Cloud
PBS Severe Storms
PBS Earth System El Nino
PBS Observe Precipitation
PBS Ocean Temp Climate
Patterns
NGSS Hub: Lessons related to
all PEs in this unit.
Developing and Using
Models
Students create a visual or
physical model to show the
interaction of Earth
systems in producing
weather and climate
Systems and
System Models
What
components of
Earth systems
produce
weather and
climate?
Explain/Evaluate
(students answer question in C-E- R format)
How Do Earth's Systems Produce Weather and
Climate?
Class Discussion, Public charting or individual student journal
responses
Possible Learning Targets:
GQ2/3: I can identify two earth systems that interact in a specific event (e.g., erosion…you can put the name of the event in
the target).
GQ2/3: I can make a model of an interaction between two earth systems.
GQ2/3: I can determine what might make my model more complete or accurate.
GQ2.3: I can add to or change my model of an interaction between two earth systems.
Unit 1A: NGSS Earth and Space Science
Clover Park School District 4/26/2017 10:57 AM
Page 6
Grade 5
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 5th Grade Earth’s System Concepts
Guiding Question 4: How Do Earth's Systems Change Earth's
Science & Engineering
Cross Cutting
Practices
Concepts
Surface?
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
5-ESS2-1. Develop a model using
an example to describe ways the
geosphere, biosphere,
hydrosphere, and/or
atmosphere interact.
Disciplinary Core Idea (DCI)
ESS2.A: Earth Materials and
Systems
Earth’s major systems are the
geosphere (solid and molten rock,
soil, and sediments), the
hydrosphere (water and ice), the
atmosphere (air), and the
biosphere (living things, including
humans). These systems interact
in multiple ways to affect Earth’s
surface materials and processes.
The ocean supports a variety of
ecosystems and organisms,
shapes landforms, and influences
climate. Winds and clouds in the
atmosphere interact with the
landforms to determine patterns
of weather. (5-ESS2-1)
How Do Earth's Systems Change Earth's Surface?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
FOSS
Water – Investigation 4
Air and Weather – Investigation 3
Landforms – Investigation 2 and 3
Picture Perfect Lessons
Grand Canyon – Lesson 19
A-Z Non-fiction Book
Earth’s Changing Face
A-Z Focus Books
Arches National Park
Along the Coast
Land Under Water
Systems and
System Models
Developing and Using
Models
Students create visual or
physical models to show
surface changes created by
an Earth system(s).
A-Z Process Activity
Erosion
What
components of
Earth systems
change the
Earth’s surface?
How do
systems work
together to
change the
Earth’s surface?
A-Z Media
Melting Ice
Digital Resources
PBS Visiting Dana Glacier
PBS Glacier Photography
Crash Course Kids: Weathering and Erosion
NGSS Hub: Lessons related to all PEs in this unit.
Explain/Evaluate
(students answer question in C-E- R format)
How Do Earth's Systems Change Earth's Surface?
Class Discussion, Public charting or individual student
journal responses
Possible Learning Targets:
GQ2/4: I can describe how water cycles on earth.
Unit 1A: NGSS Earth and Space Science
Clover Park School District 4/26/2017 10:57 AM
Page 7
Grade 5
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 5th Grade Earth’s System Concepts
Guiding Question 5: How Do Farming & Industry Affect Earth's Systems?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
5-ESS3-1. Obtain and combine
information about ways
individual communities use
science ideas to protect the
Earth’s resources and
environment.
How Do Farming and Industry Affect Earth's
Systems?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Engineering is Elementary
Cleaning an Oil Spill
Disciplinary Core Idea (DCI)
ESS3.C: Human Impacts on Earth
Systems
Human activities in agriculture,
industry, and everyday life have
had major effects on the land,
vegetation, streams, ocean, air,
and even outer space. But
individuals and communities are
doing things to help protect
Earth’s resources and
environments. (5-ESS3-1)
FOSS
Landforms – Investigation 3
A-Z Quick Read
Water Pollution
Oil Spills at Sea
A-Z Focus Book
Deforestation
A-Z Media
In the Zone
Digital Resources
PBS Agricultural Runoff
NGSS Hub: Lessons related to all PEs in this unit.
Explain/Evaluate
Obtaining, Evaluating, and
Communicating
Information
Students obtain and
combine information from
books and/or other reliable
media to explain solutions
developed to protect the
Earth.
Systems and
System Models
Students utilize
information from books
and/or other reliable
media to evaluate
solutions developed to
protect the Earth
What
components of
Earth systems
are impacted
by designed
solutions?
Students choose a
proposed solution to
protect the environment,
gather and evaluate data
and communicate about
effectiveness of solution.
(students answer question in C-E- R format)
How Do Farming and Industry Affect Earth's
Systems?
Class Discussion, Public charting or individual student
journal responses
Possible Learning Targets:
GQ5/6**I can identify the earth systems affected by a human activity.
GQ5/6**I can explain the specific effect a human activity would have on two earth systems.
GQ5/6**I can explain a sequence of two earth system changes that would result from a human activity.
GQ5/6/7**I can evaluate how much human activity harms (or can help) the earth and its systems.
**For all targets including “human activity”…replace those words with a human activity, good or bad (farming, etc.). These
targets can be used repeatedly as students read different articles, watch different videos, or do hands-on activities.
Unit 1A: NGSS Earth and Space Science
Clover Park School District 4/26/2017 10:57 AM
Page 8
Grade 5
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 5th Grade Earth’s System Concepts
Guiding Question 6: How Do People's Everyday Lives Affect Earth's
Systems?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
5-ESS3-1. Obtain and combine
information about ways
individual communities use
science ideas to protect the
Earth’s resources and
environment.
Disciplinary Core Idea (DCI)
ESS3.C: Human Impacts on Earth
Systems
Human activities in agriculture,
industry, and everyday life have
had major effects on the land,
vegetation, streams, ocean, air,
and even outer space. But
individuals and communities are
doing things to help protect
Earth’s resources and
environments. (5-ESS3-1)
How Do People's Everyday Lives Affect Earth's
Systems?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Engineering is Elementary
Cleaning an Oil Spill
FOSS
Landforms – Investigation 1
Picture Perfect Lessons
Oil Spill – Lesson 13
A-Z Quick Read
Dams, Levees, and Dikes
A-Z Process Activity
Settling and Sedimentation
A-Z Media
Keeping Track of Carbon
Rainy Days and Weekdays
In the Zone
Digital Resources
Hydrosphere
NGSS Hub: Lessons related to all PEs in this unit.
Explain/Evaluate
Obtaining, Evaluating, and
Communicating
Information
Students obtain and
combine information from
books and/or other reliable
media to explain solutions
developed to protect the
Earth.
Systems and
System Models
Students utilize
information from books
and/or other reliable
media to evaluate
solutions developed to
protect the Earth
What
components of
Earth systems
are impacted
by designed
solutions?
Students choose a
proposed solution to
protect the environment,
gather and evaluate data
and communicate about
effectiveness of solution.
(students answer question in C-E- R format)
How Do People's Everyday Lives Affect Earth's
Systems?
Class Discussion, Public charting or individual student
journal responses
Possible Learning Targets:
GQ5/6**I can identify the earth systems affected by a human activity.
GQ5/6**I can explain the specific effect a human activity would have on two earth systems.
GQ5/6**I can explain a sequence of two earth system changes that would result from a human activity.
GQ5/6/7**I can evaluate how much human activity harms (or can help) the earth and its systems.
GQ6/7: I can apply my understanding of earth’s systems to solve a problem (e.g., oil spill).
GQ6/7: I can explain a solution to a problem using my knowledge of earth’s systems.
**For all targets including “human activity”…replace those words with a human activity, good or bad (farming, etc.). These
targets can be used repeatedly as students read different articles, watch different videos, or do hands-on activities.
Unit 1A: NGSS Earth and Space Science
Clover Park School District 4/26/2017 10:57 AM
Page 9
Grade 5
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 5th Grade Earth’s System Concepts
Guiding Question 7: What Can People Do To Protect Earth's Systems?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
5-ESS3-1. Obtain and combine
information about ways
individual communities use
science ideas to protect the
Earth’s resources and
environment.
What Can People Do To Protect Earth's Systems?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Disciplinary Core Idea (DCI)
ESS3.C: Human Impacts on Earth
Systems
Human activities in agriculture,
industry, and everyday life have
had major effects on the land,
vegetation, streams, ocean, air,
and even outer space. But
individuals and communities are
doing things to help protect
Earth’s resources and
environments. (5-ESS3-1)
Engineering is
Elementary
Cleaning an Oil Spill
A-Z Non-fiction Book
Energy Resources
Digital Resources
Picture Perfect Lessons
CH 24 Down the Drain
A-Z Process Activity
Erosion Control
A-Z Media
Oil Spills: Causes, Effects
and Solutions
Oil Spills and Pom-Poms
Keeping Track of Carbon
Know Your Earth
Hearing Hurricanes
From Space to You
Succeeding In the New
World
PBS Flood: Farming and
Erosion
PBS Organic Farming
PBS Factory Farms and
Organic Alternatives
PBS What is a Watershed
NGSS Hub: Lessons related
to all PEs in this unit.
Sample Lessons
Problem Scenarios
Obtaining, Evaluating, and
Communicating
Information
Students obtain and
combine information from
books and/or other
reliable media to explain
solutions developed to
protect the Earth.
Students utilize
information from books
and/or other reliable
media to evaluate
solutions developed to
protect the Earth.
Systems and
System Models
What components
of Earth systems
are impacted by
designed
solutions?
Students choose a
proposed solution to
protect the environment,
gather and evaluate data
and communicate about
effectiveness of solution.
Explain/Evaluate
(students answer question in C-E- R format)
What Can People Do To Protect Earth's Systems?
Class Discussion, Public charting or individual student
journal responses
Possible Learning Targets:
GQ5/6/7**I can evaluate how much human activity harms (or can help) the earth and its systems.
GQ6/7: I can apply my understanding of earth’s systems to solve a problem (e.g., oil spill).
GQ6/7: I can explain a solution to a problem using my knowledge of earth’s systems.
**For all targets including “human activity”…replace those words with a human activity, good or bad (farming, etc.). These
targets can be used repeatedly as students read different articles, watch different videos, or do hands-on activities.
Unit 1A: NGSS Earth and Space Science
Clover Park School District 4/26/2017 10:57 AM
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