NY Elementary 3-5 Learning Standards
The first administration of the new NYS elementary grade 5 science exam, which assesses students on the performance expectations below, is planned for this June 2024 (per the NYSED science implementation roadmap).
3. Forces and Interactions
3-PS2-1 | Balanced and unbalanced forces
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced
forces on the motion of an object.
Clarification statement: Examples could include an unbalanced force on one side of an object can make it start moving; and, balanced forces (including friction) acting on a stationary object from both sides will not produce any motion at all.
Assessment boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.
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3-PS2-2 | Predicting future motion
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can
be used to predict future motion.
Clarification statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.
Assessment boundary: Assessment does not include technical terms such as period and frequency.
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3-PS2-3 | Electric and magnetic interactions
Ask questions to determine cause and effect relationships of electric or magnetic interactions between
two objects not in contact with each other.
Clarification statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.
Assessment boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.
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3-PS2-4 | Solving a problem with magnets
Define a simple design problem that can be solved by applying scientific ideas about magnets.
Clarification statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.
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3. Interdependent Relationships in Ecosystems
3-LS2-1 | Animal groups
Construct an argument that some animals form groups that help members survive.
Clarification statement: Examples of groups could include a herd of cattle, a swarm of bees, a flock of geese, a pod of whales, etc.
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3-LS4-1 | Fossils
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Clarification statement: Examples of data could include type, size, and distributions of fossil organisms.
Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.
Assessment boundary: Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.
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3-LS4-3 | Organism survival
Construct an argument with evidence that in a particular habitat some organisms can survive well, some
survive less well, and some cannot survive at all.
Clarification statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.
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3-LS4-4 | Environment change
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Clarification statement: Examples of environmental changes could
include both natural and human-influenced changes in land characteristics, water distribution, temperature, food, and other organisms.
Assessment boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.
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3. Inheritance and Variation of Traits: Life Cycles and Traits
3-LS1-1 | Life cycles
Develop models to describe that organisms have unique and diverse life cycles but all have in common
birth, growth, reproduction, and death.
Clarification statement: Changes organisms go through during their life form a pattern.
Assessment boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.
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3-LS3-1 | Inheritance and variation
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
Clarification statement: Patterns are the
similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.
Assessment boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.
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3-LS3-2 | Environmental influence
Use evidence to support the explanation that traits can be influenced by the environment.
Clarification statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.
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3-LS4-2 | Advantages from characteristics
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Clarification statement: Examples of cause and effect relationships could include plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to produce offspring.
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