🔬 Grade 5 Science

This path follows Georgia Standards of Excellence in Science for Grade 5. Each level takes about 15 minutes. A level is passed with 4 of 5 right on its check (castles: 8 of 10). Progress is saved on this device. A grown-up can save it to their account from the grown-ups' page.

Georgia Standards of Excellence in Science covered in Grade 5 Science

• S5E1.a0/8

  Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).

• S5E1.b0/3

  Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.

• S5E1.c0/3

  Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)

• S5L1.a0/6

  Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.

• S5L1.b0/1

  Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.

• S5L2.a0/3

  Ask questions to compare and contrast instincts and learned behaviors.

• S5L2.b0/3

  Ask questions to compare and contrast inherited and acquired physical traits. (Clarification statement: Punnett squares and genetics are taught in future grades.)

• S5L3.a0/2

  Gather evidence by utilizing technology tools to support a claim that plants and animals are comprised of cells too small to be seen without magnification.

• S5L3.b0/3

  Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).

• S5L3.c0/2

  Construct an explanation that differentiates between the structure of plant and animal cells.

• S5L40/1

  Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms. (Clarification statement: Possible microorganisms could include Tardigrades, Lactobacillus, Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), E-coli, Algae, etc. Students are not expected to know these specific microorganisms. The list is provided to give teachers examples.)

• S5L4.a0/3

  Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial.

• S5L4.b0/2

  Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.

• S5P1.a0/5

  Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.

• S5P1.b0/2

  Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.

• S5P1.c0/2

  Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).

• S5P2.a0/2

  Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity.

• S5P2.b0/3

  Design a complete, simple electric circuit, and explain all necessary components.

• S5P2.c0/2

  Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity.

• S5P3.a0/3

  Construct an argument based on experimental evidence to communicate the differences in function and purpose of an electromagnet and a magnet. (Clarification statement: Function is limited to understanding temporary and permanent magnetism.)

• S5P3.b0/3

  Plan and carry out an investigation to observe the interaction between a magnetic field and a magnetic object. (Clarification statement: The interaction should include placing materials of various types (wood, paper, glass, metal, and rocks) and thickness between the magnet and the magnetic object.)

🗺️ All 68 levels in Grade 5 Science