Fifth Grade Washington State Draft Transition Plan For .

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Fifth GradeWashington State Draft Transition Plan for Next Generation Science StandardsThe tables in the following pages provide draft plans for the transition to the Next Generation Science Standards. The Transition Plan spans four years withYear 0 beginning in October, 2013 after the NGSS were adopted as Washington State Science Content Learning Standards. Year 0 is an awareness year in whichdistricts, schools and teachers begin with the Framework for K12 Science Education as the grounding document for the NGSS. The Framework explicates thethree dimensions of the NGSS: the science and engineering practices, the crosscutting concepts and the disciplinary core ideas. Understanding how thesedimensions complement each other will lead to a greater understanding of the NGSS and its integrative nature. Chapter 10 of the Framework addressesinstruction, curriculum and teacher professional development and will be helpful for district leaders charged with implementation of science standards.Chapter 11 of the Framework highlights equity in science and engineering education, ensuring that all students have opportunities to engage in high-qualitylearning experiences. The NGSS call for the standards to be accessible to all students.Districts can determine their own plan for implementing the Next Generation Science Standards (NGSS); however, the following proposed transition plan is forthose districts who want guidance on how to transition from the 2009 WA State K-12 Science Standards to the NGSS. This document was developed throughthe collaborative efforts of the Washington State NGSS Leadership Team with feedback from teachers and critical stakeholders across the state. The tablesbelow provide an overview to assist districts in determining elements of the transition plan and outlines what OPSI and statewide partners are committed toproviding in terms of support for Washington’s schools as we transition to the NGSS. Additionally, the NGSS Appendices provide further guidance.Year 1 infuses science and engineering practices that most naturally fit with current science work and focuses on the equity opportunities afforded by theNGSS. Focusing on the practices identified at each grade level does not exclude the other practices.“The eight practices are not separate; they intentionally overlap and interconnect. As explained by Bell, et al. (2012), the eight practicesdo not operate in isolation. Rather, they tend to unfold sequentially, and even overlap.” --APPENDIX F – Science and Engineering Practices in the NGSSThe elementary standards progress from grade to grade with learning progressions built in and reliant on the work of the previous level. Teachers willappreciate the consolidation of the performance expectations of the standards and their alignment with the Common Core State Standards in English LanguageArts and Mathematics. At middle and high school, care was given to focus on implementing standards that are familiar to teachers and which emphasizescience and engineering practices and crosscutting concepts. In addressing equity issues for all students K-12, Appendix D highlights research and strategiesfocusing on equitable opportunities and challenges through case studies examining various non-dominant sub-groups.Years 2 and 3 follows the same format as Year 1 with the continued infusion of science and engineering practices with an emphasis on equity. This advantagesteachers by giving them more time to research and plan lessons around the less familiar disciplinary core ideas, crosscutting concepts and science andengineering practices. Supporting the phase-in period will be learning resources developed nationally and locally through Washington’s Mathematics andScience Partnership Grants. These materials will be available electronically through the OSPI MSP website. Instructional materials, building on the thoroughunderstanding of the Framework for K12 Science Education and NGSS developed in earlier years, are leveraged and evaluated for placement.The Transition Plan is a flexible document which will continually be revisited and updated as resources become available. OSPI will work with formal andinformal professional development providers to develop workshops and materials needed to support statewide science education. OSPI is committed toworking with our higher education partners in the programs of instruction needed for pre-service education.Office of the Superintendent of Public Instruction: Teaching and Learning Science ProgramPage 1

Fifth GradeWashington’s Three Year Transition Plan for Next Generation Science Standards: Fourth GradeFifth GradeThe performance expectations in fifth grade help students formulate answers to questions such as: “When matter changes, does its weightchange? How much water can be found in different places on Earth? Can new substances be created by combining other substances? How doesmatter cycle through ecosystems? Where does the energy in food come from and what is it used for? How do lengths and directions ofshadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in differentseasons?” Fifth grade performance expectations include PS1, PS2, PS3, LS1, LS2, ESS1, ESS2, and ESS3 Disciplinary Core Ideas from the NRCFramework. Students are able to describe that matter is made of particles too small to be seen through the development of a model. Studentsdevelop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved.Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using anexample, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graphdata to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materialsthey need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals,decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop anunderstanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars inthe night sky. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and systems andsystems models are called out as organizing concepts for these disciplinary core ideas. In the fifth grade performance expectations, studentsare expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations,analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining,evaluating, and communicating information; and to use these practices to demonstrate understanding of the core ideas (NGSS, p.37).Fifth Grade teachers introduce students to physical science (3), life science (2), Earth and space science (3), and engineering design (1)standards. These are integrated with key science and engineering practices and crosscutting concepts.5-PS1 Matter and Its Interactions5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, ormixing substances, the total weight of matter is conserved.5-PS1-3. Make observations and measurements to identify materials based on their properties.5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.5-PS2 Motion and Stability: Forces and Interactions5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.5-PS3 Energy5-PS3-1. 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.5-LS1 From Molecules to Organisms: Structures and Processes5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.Office of the Superintendent of Public Instruction: Teaching and Learning Science ProgramPage 2

Fifth Grade5-LS2 Ecosystems: Interactions, Energy, and Dynamics5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.5-ESS1 Earth's Place in the Universe5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relativedistances from Earth.5-ESS1-2. 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.5-ESS2 Earth's Systems5-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 aboutthe distribution of water on Earth.5-ESS3 Earth and Human Activity5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources andenvironment.3-5-ETS1 Engineering Design3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints onmaterials, time, or cost.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria andconstraints of the problem.3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of amodel or prototype that can be improved.Common Core State Standards Connections:ELA: RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.ELA: RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly orto solve a problem efficiently.ELA: RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.ELA: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.ELA: W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.ELA: W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize orparaphrase information in notes and finished work, and provide a list of sources.ELA: W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.ELA: SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance thedevelopment of main ideas or themes.MATH: MP.2 Reason abstractly and quantitatively.Office of the Superintendent of Public Instruction: Teaching and Learning Science ProgramPage 3

Fifth GradeMATH: MP.4 Model with mathematics.MATH: MP.5 Use appropriate tools strategically.MATH: 5.NBT.A.1 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns inthe placementof the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.MATH: 5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unitfractions.MATH: 5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05m), and use these conversions in solving multi-step, real-world problems.MATH: 5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.MATH: 5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.MATH: 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, andinterpret coordinate values of points in the context of the situation.4-PS3EnergySubsumes WA PS1 (Forces and Motion) and PS3 (Energy: Transfer, Transformationand Conservation)4-PS4Waves and their Applications inNewTechnologies for Information Transfer4-LS1From Molecules to Organisms: Structures Subsumes WA 4 - 5 LS1 (Structures and Functions of Living Organisms: Structuresand Processesand Behaviors)4-ESS1Earth’s Place in the UniverseSubsumes parts of WA 4 – 5 ES2 (Earth Systems, Structures, and Processes:Formation of Earth Materials); ES3 (Earth History: Focus on Fossils)4-ESS2Earth’s SystemsSubsumes parts of WA 4 – 5 ES2 (Earth Systems, Structures, and Processes:Formation of Earth Materials)4-ESS3Earth and Human ActivityNew3-5 ETS1Engineering DesignSubsumes WA Essential Academic Learning Requirement ApplicationSuggested Transition PlanYear 0AwarenessYear 1Continue teaching WA 2009 StandardsYear 2Continue infusing practices andcomplementary crosscutting concepts.Teachers should review the NGSS and its companion document: A Framework forK12 Science Education. They should study the Science and Engineering Practices thatare emphasized in Fourth Grade, Chapter 11 of the Framework, and the relatedAppendices. Where possible, teachers should begin to practice integrating somescience and engineering practices into their current lessons.Begin phase in of the science and engineering practices and crosscutting concepts.Integrate pedagogical strategies that ensure equitable learning with existinginstructional materials.Leverage instructional materials to include grade level standards; explore ematerials; initiate work with local community partners for authentic learningOffice of the Superintendent of Public Instruction: Teaching and Learning Science ProgramPage 4

Fifth GradeYear 3Begin infusing disciplinary core ideas.Fully implement all disciplinary coreideas; science and engineering practices;and crosscutting concepts.opportunities for students (Fish and Wildlife, museums, etc.).Replace or move instructional materials to the appropriate grade level.Fourth Grade Learning Progression of Science and Engineering Practices and Crosscutting ConceptsScience and Engineering PracticesCrosscutting ConceptsAsking questions and Defining ProblemsEnergy and MatterPlanning and Carrying out investigationsPatternsObtaining, Evaluating, and Communicating InformationCause and EffectConstructing Explanations and Designing SolutionsSystems and System ModelsDeveloping and Using ModelsEngaging in Argument from EvidenceInfluence of Engineering, Technology, and Science on Society and theAnalyze and interpret dataNatural WorldFifth Grade Learning Progression of Science and Engineering Practices and Crosscutting ConceptsScience and Engineering PracticesCrosscutting ConceptsAsking questions and Defining ProblemsEnergy and MatterPlanning and Carrying out investigationsPatternsObtaining, Evaluating, and Communicating InformationCause and EffectConstructing Explanations and Designing SolutionsSystems and System ModelsDeveloping and Using ModelsScale, Proportion and QuantityEngaging in Argument from EvidenceAnalyze and interpret dataInfluence of Engineering, Technology, and Science on Society and theUsing Mathematics and Computational ThinkingNatural WorldInfluence of Science, Engineering, and Technology on Society and theNatural WorldComments: ESDs; LASER Alliances; Community Partners will work to develop statewide professional learning modules to be used by districts,schools and teachers.Which set of learning materials best fits this series of standards?Office of the Superintendent of Public Instruction: Teaching and Learning Science ProgramPage 5

Fifth Grade Office of the Superintendent of Public Instruction: Teaching and Learning Science Program Page 1 Washington State Draft Transition Plan for Next Generation Science Standards The tables in the following pages provide draft plans for the transition to the Next Generation Science Standards.

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