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  • 5th Grade

    Structure and Properties of Matter

Students who demonstrate understanding can:

Performance Expectations

  1. Develop a model to describe that matter is made of particles too small to be seen. 5-PS1-1

    Clarification Statement and Assessment Boundary
  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. 5-PS1-2

    Clarification Statement and Assessment Boundary
  3. Make observations and measurements to identify materials based on their properties. 5-PS1-3

    Clarification Statement and Assessment Boundary
  4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. 5-PS1-4

    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.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or 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-PS1-1)
  • W.5.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-2), (5-PS1-3), (5-PS1-4)
  • 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-PS1-2), (5-PS1-3), (5-PS1-4)
  • W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2), (5-PS1-3), (5-PS1-4)

Mathematics

  • 5.MD.A.1 - Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. (5-PS1-2)
  • 5.MD.C.3 - Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)
  • 5.MD.C.4 - Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)
  • 5.NBT.A.1 - Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. (5-PS1-1)
  • 5.NF.B.7 - Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)
  • MP.2 - Reason abstractly and quantitatively. (5-PS1-1), (5-PS1-2), (5-PS1-3)
  • MP.4 - Model with mathematics. (5-PS1-1), (5-PS1-2), (5-PS1-3)
  • MP.5 - Use appropriate tools strategically. (5-PS1-2), (5-PS1-3)

Model Course Mapping

First Time Visitors

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.
  • This is an article from the journal Science & Children that adapts the traditional Elementary Science Study Mystery Powder to focus more on the practice of argumentation. In the unit, students investigate five mystery powders to develop an understand…

  • This review is on the first segment of the Grade 5 curriculum of "The Inquiry Project: Seeing the World Through the Scientists' Eyes." Water, A Liquid is a series of 5 investigations about water. Students use readily available materials such as water…

  • This is the first instructional sequence in a teacher's guide built with the purpose of helping students build a deeper understanding of the Structures and Properties of Matter standard.Students have the opportunity to engage with interactive simula…

  • This classroom read-aloud leads students to engage in the science and engineering practices through the exploration of the structure and properties of matter. Questions presented by Mr. Whisker's facilitates student ob…

  • In this set of learning experiences arranged in a the linear 5 E lesson format, students will perform a series of investigations to further their understanding of the structures and properties of matter;and more specifically, what happens to matte…

  • Students investigate the physical properties of five powders to determine their identity. In a follow up investigation, students observe changes to the powders when a drop of iodine is added to determine whether or not new…

  • Students are presented with 4 possibilities about what happens to the weight of a cookie when it is broken. They are asked to choose one and then explain their thinking. The intent of this formative assessment probe is to determine stude…

  • In this probe, teachers are trying to elicit student ideas about conservation of matter in a closed system. Students read through the scenario and then choose the statement that best describes the matter in the jar and explain their thin…

  • This lesson invites students to plan an investigation and use their collective knowledge to identify individual substances in a “mystery mix.”

    The resource includes a story that provides context and releva…

  • Students explore mixtures and solutions in this 5E lesson. Students add soil to water, stir it and repeat the procedure with salt, then compare the two. Students then collaborate to explain differences in changes between the mixture…

  • This is a chart designed to assist teachers in facilitating and supporting scientific discourse between students in their classrooms. The "teacher's back pocket" chart is double sided: one with prompts for teachers, an…

  • Bursting Bubbles models how to plan, carry out, and communicate about an investigation through the fictional account of two children investigating how bread is made. As they investigate mixtures including yeast, sugar, and different temp…

  • "Nails in a Jar" is a formative assessment from Page Keeley's Uncovering Student Ideas in Science, Volume 4. Studens are asked whether the mass of a sealed jar of wet nails would change as the nails rusted. Th…

  • Billy's bike has been stolen and it is up to your students to crack the case by analyzing the soil tagged as evidence at the crime scene. Students use handheld digital microscopes connected to iPads to capture images of the soil for analy…

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