Vous êtes sur la page 1sur 3

Cross Walk of Science Standards

Fifth Grade Virginia Science SOLs and Next Generation Science Standards

Standards of Learning Next Generation Science Standards


5.1 The student will demonstrate an 3-5-ETS1-3: Engineering Design
understanding of scientific reasoning, logic, Plan and carry out fair tests in which variables
and the nature of science by planning and are controlled and failure points are considered
conducting investigations to identify aspects of a model or prototype that
can be improved.
3-5-ETS1-2: Engineering Design
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.
3-5-ETS1-1: Engineering Design
Define a simple design problem reflecting a
need or a want that includes specified criteria
for success and constraints on materials, time,
or cost.
Similarities:
Involves the student designing and conducting scientific investigations that answer problems by
using scientific reasoning
5.2 The student will investigate and understand
how sound is created and transmitted, and how
it is used.
Differences:
No NGSS related to fifth grade is connected to the creation and transmission of sound.
5.3 The student will investigate and understand 5-ESS1-1: Earth's Place in the Universe
basic characteristics of visible light and how it Support an argument that the apparent
behaves. brightness of the sun and stars is due to their
relative distances from the Earth.
5-ESS1-2: Earth's Place in the Universe
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.
Similarities:
The students are examining the characteristics of visible light, including how it relates to the sun,
stars, and patterns visible on Earth, such as shadows, night, and day.
5.4 The student will investigate and understand 5-PS1-1: Matter and Its Interactions
that matter is anything that has mass and takes Develop a model to describe that matter is
up space; and occurs as a solid, liquid, or gas. made of particles too small to be seen.
a) distinguishing properties of each phase of 5-PS1-2: Matter and Its Interactions
matter; Measure and graph quantities to provide
e) Mixtures including solutions. evidence that regardless of the type of change
that occurs when heating, cooling, or mixing
substances, the total weight of matter is
conserved.
5-PS1-3: Matter and Its Interactions
Make observations and measurements to
identify materials based on their properties.
5-PS1-4: Matter and Its Interactions
Conduct an investigation to determine whether
the mixing of two or more substances results in
new substances.
Similarities:
Students are examining the states of matter, their properties, and the changes that can or cannot
be made to these substances.
5.5 The student will investigate and understand 5-PS1-1: Matter and Its Interactions
that organisms are made of one or more cells Develop a model to describe that matter is
and have distinguishing characteristics that made of particles too small to be seen.
play a vital role in the organisms ability to 5-LS1-1: From Molecules to Organisms:
survive and thrive in its environment. Structures and Processes
Support an argument that plants get the
materials they need for growth chiefly from air
and water.
5-LS2-1: Ecosystems: Interactions, Energy,
and Dynamics
Develop a model to describe the movement of
matter among plants, animals, decomposers,
and the environment.

Similarities:
Students are expected to learn about living organisms and understand that they are made up of
cells, matter that is too small to be seen by the naked eye, and that these organisms have
characteristics that allow them to grow, move matter, and survive in their environments.
5.6 The student will investigate and understand 5-ESS2-2: Earth's Systems
characteristics of the ocean environment. 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.
5-ESS2-1: Earth's Systems
Develop a model using an example to describe
ways the geosphere, biosphere, hydrosphere,
and/or atmosphere interact.

Similarities:
The students understands the distribution of water and characteristics of the ocean environment,
including how it interacts with other natural systems on Earth
5.7 The student will investigate and understand 5-ESS2-1: Earth's Systems
how Earths surface is constantly changing. Develop a model using an example to describe
ways the geosphere, biosphere, hydrosphere,
and/or atmosphere interact.
Similarities:
The students will be examining the surface of the Earth and how it's natural systems and sphere
interact and change the surface of the planet
5-PS2-1: Motion and Stability: Forces and
Interactions
Support an argument that the gravitational
force exerted by Earth on objects is directed
down.
Differences:
No SOLs for fifth grade science are related to the gravitational force on Earth
5-ESS3-1: Earth and Human Activity
Obtain and combine information about ways
individual communities use science ideas to
protect the Earths resources and environment.
Differences:
This NGSS is looking at human impact on the Earth in relation to an approach to science and
conservation, which is more progressive and proactive than the views of human impact described
in the SOLS
5-PS3-1: Energy
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.
Differences:
While the SOLs are looking at organisms and their characteristics used for survival, none are
looking as detailed into the idea of energy movement as this standard is, so there are no parallels.