Into the Asteroid (Beta)

Substance Properties

5th Grade

CCSS ELA-LITERACY.RF.5.4CCSS ELA-LITERACY.RI.5.3CCSS ELA-LITERACY.RI.5.4CCSS ELA-LITERACY.RI.5.7CCSS ELA-LITERACY.RI.5.10CCSS ELA-LITERACY.SL.5.1CCSS ELA-LITERACY.SL.5.2CCSS ELA-LITERACY.SL.5.4CCSS ELA-LITERACY.SL.5.6CCSS ELA-LITERACY.W.5.2CCSS ELA-LITERACY.W.5.4CCSS ELA-LITERACY.W.5.6CCSS ELA-LITERACY.W.5.10NGSS 5-PS1-3NGSS 5-PS1-4

Storyline

Students will identify substances based on their properties and will use that knowledge to prevent an asteroid disaster.

An asteroid is on course to collide with one of the planets in the Industrial Sector and lives are at stake. When the crew arrives on the asteroid, they will discover random baking supplies scattered around. They will need to identify these mysterious substances based on their properties. After that, the crew will discover that Doug dropped all his baking supplies onto this asteroid, which changed its trajectory. The crew will need to work together to analyze the substances and how they interact to determine the best way to move the asteroid out of harm's way.

Est. time: 37 min.

Targeted Standards

CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

A. Read grade-level text with purpose and understanding.

B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

CCSS.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.

CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently

CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

B. Follow agreed-upon rules for discussions and carry out assigned roles.

C. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

D. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

CCSS.ELA-LITERACY.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)

CCSS.ELA-LITERACY.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

A. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

B. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

C. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially)

D. Use precise language and domain-specific vocabulary to inform about or explain the topic.

E. Provide a concluding statement or section related to the information or explanation presented.

CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

CCSS.ELA-LITERACY.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

CCSS.ELA-LITERACY.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

NGSS 5-PS1-3 Make observations and measurements to identify materials based on their properties.

NGSS 5-PS1-4 . Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

3-Dimensional Science

Phenomenon

Substances can be identified based on their properties and reactions happen when substances are combined.

Science and Engineering Practices

Planning and Carrying Out Investigations

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Make observations and/or measurements to produce data to seve as the basis for evidence for an explanation of a phenomenon or test a design solution.
Make predictions about what would happen if a variable changes.

Constructing Explanations and Designing Solutions

Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).
Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
Identify the evidence that supports particular points in an explanation.

Obtaining, Evaluating, and Communicating Information

Read and comprehend grade appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.
Compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices.
Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices.
Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Crosscutting Concepts

Cause and Effect

Students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship.

Patterns

Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

Because matter exists as particles that are too small to see, matter is always conserved even if it seems to disappear. Measurements of a variety of observable properties can be used to identify particular materials.