Fifth Grade Science Resources for Georgia Standards
Frameworks from Georgia Standards.org
|Physical Science Activities||Life Science Activities||Earth Science Activities|
|Resources For 5th Grade Life Science Unit|
|Object Sum of Parts S5P1||Classifying Organisms S5L1||
Constructive/Destructive Forces S5E1
|Chemical Change S5P2||Shark Teeth Classification||Overview of Earth Science|
|What's the Matter Ppt||Inherited Traits S5L2||Earth Learning Contract|
|Pre and Post Test||Mendel the Crazy Monk||Earth Science Pre-Test|
|Ch-Ch- Changes Unit Overview||The Baffling Bunny||Earth Superhero|
|Great Web Links||Cells and Cell Parts S5L3||Earth Superhero Rubric|
|Of Food and Fake Snow||Cell Standards Unpacked||Our Thin Layer of Soil|
|Super Slime Recipes||Cell Ppt Overview||Erosion Wars|
|Wonderful Waterlock||Cell Newsletter||Stacy's Cool Centers|
|Terrible Tooth Decay||Cell Mates||A String of Volcanoes|
|Rocket Power||Microorganisms S5L4||Earth Science Newsletter|
|Ghost Crystals||Microscopic Images||Spigot Magazine|
|Marvelous Mentos||Microbes Ppt||Earth Science Links|
|Rainbow Separation||Characteristics of Microbes||Mountain Maker, Earth Shaker|
|Electricity and Magnetism S5P3||Microscopic Magic||Geology for Kids|
|Startling Static Electricity||Gruesome Germs|
|Marvelous Magnetism||Cells Alive!|
|Fifth Grade Science GPS Links Cleveland Elementary|
|Framework - Cells||Cells are the Starting Point||Chemical vs. Physical Changes|
|Live Cell Motility Videos||Biology4Kids-Cells and Microorganisms|
|Cells - WebQuest||
Cells, Genes, & Protein Machines
Framework -Chemical and Physical Changes
|Matter & Energy Online Test||
Chemical vs. Physical Changes
|Georgia Physical Science||PowerPoint - Science Survivor|
|Harcourt: The Mixtures Lab|
|Exploring Earth Investigations||Earth-University Corporation for Atmospheric Research (UCAR)||Smithsonian Museum of Natural History Dynamic Earth|
|A Study of Earthquakes and Plate Tectonics||Earth|
Science Tools S5CS3Brain Pop Video (microscopes)
Science Inquiry S5CS7 & S5CS8Brain Pop Video
GSO S5CS7& GSO S5CS8
S5E1Brain Pop Video (earthquakes)
Brain Pop Video (volcanoes)
Brain Pop Video (erosion)
S5P2Brain Pop Video (property changes)
Brain Pop Video (matter changing states)
Brain Pop Video (magnets)
Brain Pop Video (electricity)
Brain Pop Video (static electricity)
Brain Pop Video (current electricity)
Brain Pop Video (circuits)
Brain Pop Video (electromagnets)
Classifying Animals S5L1Brain Pop Video (classification)
Brain Pop Video (six kingdoms)
5th Grade Science Standards and Websites
5th Grade Skill Builders
Interactive Sites for K-12
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
a. Identify surface features caused by constructive processes.
• Deposition (Deltas, sand dunes, etc.)
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans, wind)
• Impact of organisms
Mountain Maker, Earth Shaker http://www.pbs.org/wgbh/aso/tryit/tectonics/
Natural Disasters http://teacher.scholastic.com/mathhunt/StartGame.asp
Volcanoes, Earthquakes, etc http://www.iknowthat.com/com/L3?Area=Science%20Lab
c. Relate the role of technology and human intervention in the
control of constructive and destructive processes.
Examples include, but are not limited to
• Seismological studies,
• Flood control, (dams, levees, storm drain management, etc.)
• Beach reclamation (Georgia coastal islands)
S5P1. Students will verify that an object is the sum of its parts.
a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts.
b. Investigate how common items have parts that are too small to be seen without magnification.
1 inch square HHMI website http://www.hhmi.org/coolscience/forkids/inchsquare/
Jefferson Lab http://education.jlab.org/qa/pen_number.html
http://education.jlab.org/solquiz/ (Science Tests)
Flash Cards http://www.privatehand.com/flash/elements.html
S5P2. Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
b. Recognize that the changes in state of water (water
vapor/steam, liquid, ice) are due to temperature differences and are examples of
c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
The ph factor-Test acids and bases online http://www.miamisci.org/ph/index.html
Irreversible Changes http://www.bbc.co.uk/schools/ks2bitesize/science/materials.shtml
S5P3. Students will investigate the electricity, magnetism, and their relationship.
a. Investigate static electricity.
b. Determine the necessary components for completing an electric circuit.
c. Investigate common materials to determine if they are insulators or conductors of electricity.
d. Compare a bar magnet to an electromagnet.
Changing Circuits, Circuits and Conductors
Electricity and Circuits http://www.bbc.co.uk/schools/ks3bitesize/science/physics/
S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).
Classification - Howard Hughes Medical Institute- http://www.hhmi.org/coolscience/forkids/critters/critters.html
b. Demonstrate how plants are sorted into groups.
Students can help Detective Leplant and his partners investigate plant mysteries including cases about soil, plant growth, seeds, and reproduction. Grades 4-5
S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.
a. Compare and contrast the characteristics of learned behaviors and of inherited traits.
b. Discuss what a gene is and the role genes play in the transfer of traits.
S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).
a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts.
c. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms.
Cells, etc http://www.iknowthat.com/com/L3?Area=Science%20Lab
S5L4. Students will relate how microorganisms benefit or harm larger organisms.
a. Identify beneficial microorganisms and explain why they are beneficial.
b. Identify harmful microorganisms and explain why they are harmful.