# Earth's Systems

### Students who demonstrate understanding can:

#### Performance Expectations

1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Clarification Statement and Assessment Boundary
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.

Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

### Science and Engineering Practices

#### Developing and Using Models

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

#### Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 3–5 level builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

## Planning Curriculum

### Common Core State Standards Connections

#### ELA/Literacy

• 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)
• 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)

#### 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)
• MP.4 - Model with mathematics. (5-ESS2-1), (5-ESS2-2)

## Resources & Lesson Plans

• More resources added each week!
A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
• With approximately 1% of water on the planet Earth available for human consumption students will investigate various ways that engineers are working to maintain and conserve water sources. Students will research, design, and build ...

• What is a watershed? How do our actions affect the health of a watershed? Students explore these questions by analyzing pictures and identifying watershed features. Students then make a watershed model using a plastic shower curtain, a spray b ...

• In this lesson sequence, students predict and model the availability of water on Earth and discuss methods that can be used to purify and conserve this critical resource. They also assess how much water they and their families typically use, and thin ...

• Through role-playing as a particle of water, students gain an understanding of the complexity of the movement of water through earth’s systems. Stations are set-up for nine different water reservoirs associated with the water cycle. On each turn, stu ...

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Planning Curriculum gives connections to other areas of study for easier curriculum creation.