Standard
Matter and
Interactions 1:
Develop a model to
describe that matter is
made of particle too
small to be seen.
Matter and
Interactions 2:
Measure and graph
quantities to provide
evidence that
regardless of the type
of change that occurs
when heating,
cooling, or mixing
substances, the total
weight of matter is
conserved.
Matter and
Interactions 3: Make
observations and
measurements to
identify materials
based on their
properties.
Matter and
Interactions 4:
Conduct an
investigation to
determine whether the
mixing of two or
more substances
results in new
substances.
Engineering Design
1: Define a simple
design problem
reflecting a need or
a want that includes
specified criteria for
success and
constraints on
materials, time, or
cost.
Engineering Design
2: Generate and
compare multiple
possible solutions to a
problem based on
how well each is
likely to meet the
criteria and
constraints of the
problem.
Exceeds
Defends why matter
needs to be made up
of particles too small
to be seen.
Proficient
Develop a model to
show (verbally or
written) that matter is
made up of particles
too small to be seen.
Defends, with
measurements and
graphs, that when
heating, cooling, or
mixing substances,
the total weight of
matter is conserved.
Measure and graph
quantities to provide
evidence that
regardless of the type
of change that occurs
when heating,
cooling, or mixing
substances, the total
weight of matter is
conserved.
Justifies, with at least
two supporting facts,
identities of materials
based on properties
and measurements.
Make observations
and measurements to
identify materials
based on their
properties.
Developing
Developed a model or
written description that
describes or shows
matter is made up of
particles. Unable to
use vocabulary.
Understands weight is
conserved but cannot
measure or graph
quantities OR Is able
to graph and measure
lab results but doesn’t
understand how weight
of matter is conserved.
Able to observe
material properties but
unable to identify the
material OR able to
identify substance but
does not support
answer with evidence.
Conduct an
Conduct an
Conduct an
investigation to
investigation to
investigation to
determine whether the determine whether the determine whether the
mixing of two or
mixing of two or
mixing of two
more substances
more substances
substances results in
results in new
results in new
new substances. Able
substances. Able to
substances. Able to
to use 1 to 3
use all vocabulary
use 4-6 vocabulary
vocabulary words in
words in explanation. words in explanation. explanation.
Supports need for
States a simple
Defines a simple
change with visuals
design problem
design problem
such as brochures,
based on a need or a reflecting a need or a
PowerPoint, poster,
want. Specified
want that includes,
models, etc.
criteria for success
but does not abide
Proficient plus having
an explanation as to
why each solution
was considered.
and constraints on
materials, time, or
cost.
by, specified criteria
for success and
constraints on
materials, time, or
cost.
Generate and
compare multiple
possible solutions to a
problem based on
how well each is
likely to meet the
criteria and
constraints of the
problem.
Generate and compare
two possible solutions
to a problem based on
how well each is likely
to meet the criteria and
constraints of the
problem.
Beginning
Produced information
without
representation of
understanding via
model or written
explanation.
Understands weight
represents how much
matter is present but
needs assistance with
understanding,
measuring, and/or
graphing.
Identifies, with
assistance, materials
based on properties.
Understands mixing
two substances can
produce a mixture or
solution. Investigation
done with assistance.
Unable to use any
vocabulary in
explanation.
Unable to define a
problem and/or
struggles with new
ideas to fix current
problem.
Generates one
possible solution to a
problem based on
how well each is
likely to meet the
criteria and
constraints of the
problem.
Engineering Design
3: Plan and carry out
fair tests in which
variables are
controlled and failure
points are considered
to identify aspects of
a model or prototype
that can be improved.
Earth in the
Universe 1: Support
an argument that the
apparent brightness
of the sun and stars
is dues to their
relative distances
from Earth.
Earth in the
Universe 2:
Represent data in
graphical displays to
reveal patterns of
daily changes in
length and direction
of shadows, day and
night, and the
seasonal appearance
of some stars in the
night sky.
Motion and
Stability: Support an
argument that the
gravitational force
exerted by Earth on
objects is directed
down.
Earth’s Systems 1:
Develop a model
using an example to
describe ways the
geospheres,
biosphere,
hydrosphere, and/or
atmosphere interact.
Proficient plus the
Scientific Method is
clearly stated and
used in carrying out
tests.
Plan and carry out fair
tests in which
variables are
controlled and failure
points are considered
to identify aspects of
a model or prototype
that can be improved.
Plan and carry out fair
tests in which variables
are controlled in order
to identify aspects of a
model or prototype
that can be improved.
There was no
evidence of planning
to carry out fair tests
in order to improve a
prototype or model.
Support an argument
with researched
evidence that the
brightness of the sun
and stars are because
of their distances
from Earth, size, and
color.
Support an argument
with researched
evidence that the
brightness of the sun
and stars is because of
their distances from
Earth.
Understands that not
all stars have the same
brightness because of
their different
distances from the
Earth but unable to
provide at least three
supporting details.
Believes all stars have
the same brightness
no matter their
distance from Earth.
Proficient plus: On
your own, gather your
own data with the
moon, sun, or
shadows. Record in a
table. Graph
correctly. OR Explain
why these patterns
happen.
OR Your choice.
Put given data in
graphs to tell patterns
of: length and
direction of shadows,
hours of daylight, and
the seasonal
constellations. All
graphs and patterns
are correct.
Student is able to tell
what the pattern is but
unable to graph. OR
Student is able to
graph but unable to
reveal a pattern.
Student attempts to
notice a pattern and
attempts to graph the
given data. Attempts
are incorrect.
Proficient PLUS
Student is able to
including why
support their
planets, or bodies of
argument with:
mass, have different 1. Gravity pulls
levels of gravity.
towards the center
of Earth. (3
supporting details)
AND
2. Gravity affects
all objects equally.
(3 supporting
details)
Develop a model
Develop a model
using an example to using an example to
describe ways the
describe ways the
geospheres,
geospheres,
biosphere,
biosphere,
hydrosphere, AND
hydrosphere, and/or
atmosphere interact atmosphere interact.
with each other.
Student is able to
Student lacks 3
support their
supporting details in
argument with one of
one or both
the following:
supporting details.
1. Gravity pulls
towards the center of
Earth. (3 supporting
details)
OR
2. Gravity affects all
objects equally. (3
supporting details)
Able to define and
explain ways the
geospheres,
biosphere,
hydrosphere, and/or
atmosphere interact.
Able to define:
geospheres,
biosphere,
hydrosphere, and
atmosphere.
Earth’s Systems 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.
Earth and Human
Activity: Obtain and
combine
information about
ways individual
communities use
science ideas to
protect the Earth’s
resources and
environment.
ENERGY
STANDARDS - - >
Uses a grid to
determine amounts
and then percentages
Partially graphs and
Proficient plus taking
the idea and
information in order
to propose their idea
to the appropriate
audience within the
school.
Obtain and combine
information from
multiple (5+)
sources about how
the student’s
improvement to the
school will be
protecting the
Earth’s environment
and/or resources.
Student is able to
discuss their
improvement to the
school and why that
particular
improvement would
benefit the Earth’s
resources/environment.
Combined information
from 3-4 sources.
Energy 1 (5-PS3-1):
Energy 2 (5-LS1):
Support an argument
that plants get the
materials they need
for growth chiefly
from air and water.
Energy 3 (5-LS2):
Develop a model to
describe the
movement of matter
among plants,
animals,
decomposers, and
the environment.
Develop and
explain a model that
shows the transfer
of energy and
matter through an
ecosystem using at
least half of the
vocabulary words
listed below.
Develop and explain
a model that shows
the transfer of energy
and matter through
an ecosystem using
zero of the
vocabulary words
listed below.
Unable to explain the
transfer of matter
and/or energy through
an ecosystem. Uses
vocabulary words out
of appropriate
context.
Considers the
author’s choice of
theme AND its
impact on the reader.
Determines theme
from a variety of texts
supported by a
summary using
evidence from the
text.
Determines theme that
is not supported by a
summary OR
summarizes without
determining the theme.
Determines details
but does not identify
theme supported by a
summary.
Integrates information
from multiple sources
and schema to answer
Answers questions or
solves problems using
effective resources.
Asks effective
questions and does not
locate answers or
Asks ineffective
questions that cannot
be answered or
Use models to
describe that energy
in animals’ food
(used for body
repair, growth,
motion, and to
maintain body
warmth) was once
energy from the
sun.
Energy standards
Develop and
combined into ONE: explain a model that
Develop and
shows the transfer
explain a model that of energy and
shows the transfer
matter through an
of energy and
ecosystem using the
matter through an
vocabulary words
ecosystem.
listed below.
Reading:
Summarizes
information from
variety of texts to
determine larger
themes.
Reading: Uses
other sources of
information when
Understands that
there is a limited
supply of fresh water
available for
consumption but is
unable to graph
and/or describe this
knowledge.
Student graphs
given amounts of
water in different
of water in different locations to provide
locations to provide evidence about the
evidence about the
distribution of water
distribution of water on Earth.
on Earth.
describes evidence
about the distribution
of water on Earth.
Student is able to
decide on an
improvement to the
school but unable to
back up their decision
with how it would
benefit the Earth’s
resources and
environment. Uses
two or less sources.
questions arise.
Reading:
Accurately quotes
details in a text
when making
inferences.
Reading: Uses
knowledge of text
evidence to
determine main
ideas.
Reading:
Determines the
meaning of words
and phrases.
Writing
Conventions:
Demonstrates
command of
capitalization,
punctuation, and
spelling when
writing & use
knowledge of
language and
conventions when
writing, speaking,
or listening
questions or solve
problems and creates
graphic aids to
present information.
Infers using schema
and key ideas and
details quoted
accurately from the
text to flexibly
connect, predict, ask
questions, or use
other reading
comprehension
strategies.
Analyzes author’s use
of organizational text
structure and/or text
features to determine
two or more main
ideas with supporting
details.
Flexibly uses a
variety of strategies to
determine the
meaning of words and
phrases and can use
them in context.
All English
grammar and usage
rules are followed.
There are no errors
in capitalization,
spelling, or
punctuation.
solutions.
solved.
Infers using schema
and key ideas and
details quoted
accurately from the
text.
Infers using schema
and irrelevant ideas
and details quoted
from the text.
Infers without support
from the text.
Determines two or
more main ideas with
supporting evidence
from the text.
Determines main
ideas, but does not
include supporting
evidence, but does not
determine main idea.
Identifies details from
the text.
Flexibly uses a
variety of strategies to
determine the
meaning of words and
phrases.
Uses a variety of
strategies but does not
consistently determine
the correct meaning of
words and phrases.
Uses ineffective
strategies to try to
determine the
meaning of words or
phrases OR identifies
strategies yet does not
apply while reading.
Sentences are
complete and
paragraphs are
used. Very few
errors in
capitalization,
spelling, or
punctuation
Several mistakes and
usage errors are
present. Several
corrections need to
be make in
capitalization,
spelling, or
punctuation.
Many errors in
grammar, usage,
capitalization,
spelling, and
punctuation making
the writing hard to
read and
understand.