Difference between revisions of "5-ESS3-1"
From NY Science Standards Wiki
(Vocabulary section (terms from the Elementary Science Glossary) and performance level descriptions with example questions) |
(PLD table: tag each question chip with its exam discipline for color coding) |
||
| (2 intermediate revisions by the same user not shown) | |||
| Line 87: | Line 87: | ||
| Level3 = Obtain and combine information about ways individual communities use science ideas to protect Earth resources and environment. | | Level3 = Obtain and combine information about ways individual communities use science ideas to protect Earth resources and environment. | ||
| Level2 = Interpret given information to provide evidence that describes ways individual communities use science ideas to protect Earth resources or the environment. | | Level2 = Interpret given information to provide evidence that describes ways individual communities use science ideas to protect Earth resources or the environment. | ||
| − | | Example2 = [[Questions:Natural Energy Resources#q3|Spring 2026 | + | | Example2 = <span class="pld-chip pld-chip-g5">[[Questions:Natural Energy Resources#q3|Spring 2026 · Q34]]</span> <span class="pld-chip pld-chip-g5">[[Questions:Important Fish#q2|Spring 2024 · Q16]]</span> <span class="pld-chip pld-chip-g5">[[Questions:Important Fish#q3|Spring 2024 · Q17]]</span> |
| Level1 = Identify the information that describes a way an individual community uses a science idea to protect an Earth resource or the environment. | | Level1 = Identify the information that describes a way an individual community uses a science idea to protect an Earth resource or the environment. | ||
| − | | Example1 = [[Questions:Important Fish#q1|Spring 2024 | + | | Example1 = <span class="pld-chip pld-chip-g5">[[Questions:Important Fish#q1|Spring 2024 · Q15]]</span> |
}} | }} | ||
Latest revision as of 09:45, 18 October 2026
Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.
Clarification statement: Emphasis should be on how communities use information to sustain resources and the environment locally, regionally, nationally, and/or internationally.
Grade 5 Science Test Questions
Released New York State Grade 5 science test questions that assess 5-ESS3-1 are listed here by test and question cluster. Each link opens the question with its answer key.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2026 Grade 5 Test | Natural Energy Resources | Question 34 |
| Spring 2024 Grade 5 Test | Important Fish | Question 15 |
| Important Fish | Question 16 | |
| Important Fish | Question 17 |
Vocabulary
Terms from the Elementary Science Glossary that come from this standard or from the released Grade 5 Science Test questions that assess it.
From this standard
- community
- Earth's resources
- environment
- evidence
- obtain and combine information
- resource
- science idea
From released test questions
- air pollutant – Spring 2026
- bar graph – Spring 2024
- burning – Spring 2026
- coastal region – Spring 2024
- coastal waters – Spring 2024
- coastline – Spring 2024
- commercial fishery – Spring 2024
- ecosystem – Spring 2024
- electricity – Spring 2026
- energy – Spring 2026
- fertilizer – Spring 2024
- fishery – Spring 2024
- food source – Spring 2024
- fossil fuel – Spring 2026
- graph – Spring 2024
- habitat – Spring 2026
- industrial fishery – Spring 2024
- keystone species – Spring 2024
- map – Spring 2024
- natural resource – Spring 2026
- numerical evidence – Spring 2024
- ocean ecosystem – Spring 2024
- organism – Spring 2024
- pollution – Spring 2026
- population – Spring 2024
- scientific reasoning – Spring 2024
- species – Spring 2024
- starvation – Spring 2024
- vitamin – Spring 2024
- wind – Spring 2026
- wind farm – Spring 2026
- wind turbine – Spring 2026
- windmill – Spring 2026
Performance Level Descriptions
Every Grade 5 Science Test question on 5-ESS3-1 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Identify the information that describes a way an individual community uses a science idea to protect an Earth resource or the environment. Spring 2024 · Q15
Level 2: Interpret given information to provide evidence that describes ways individual communities use science ideas to protect Earth resources or the environment. Spring 2026 · Q34 Spring 2024 · Q16 Spring 2024 · Q17
Level 3: Obtain and combine information about ways individual communities use science ideas to protect Earth resources and environment.
Level 4: Obtain and combine scientific information to describe ways individual communities use science ideas to protect multiple Earth resources and the environment.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of 5-ESS3-1.
This section could be expanded upon. You can help out by adding to this section.
Page contributors: Conrad Richman