Fifth Grade Science Resources for Georgia Standards

Frameworks from Georgia Standards.org

Science Tools S5CS3 Brain Pop Video (microscopes)

Science Inquiry S5CS7 & S5CS8 Brain Pop Video

GSO S5CS7 & GSO S5CS8

S5E1 Brain Pop Video (earthquakes)

S5P2 Brain Pop Video (property changes)

Classifying Animals S5L1 Brain Pop Video (classification)

5th Grade Science Standards and Websites

5th Grade Skill Builders http://www.internet4classrooms.com/skills
_5th_original.htm

Interactive Sites for K-12
http://www.jc-schools.net/tutorials/interactive.htm

Earth Science

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.)

• Earthquakes

• Volcanoes

• Faults

b. Identify and find examples of surface features caused by destructive processes.

• Erosion (water—rivers and oceans, wind)

• Weathering

• Impact of organisms

• Earthquake

• Volcano

Mountain Maker, Earth Shaker http://www.pbs.org/wgbh/aso/tryit/tectonics/

Natural Disasters http://teacher.scholastic.com/mathhunt/StartGame.asp
?QuizID=16

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)

Physical Science

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.

(Atom Builder)  http://www.pbs.org/wgbh/aso/tryit/atom/

1 inch square HHMI website http://www.hhmi.org/coolscience/forkids/inchsquare/
index.html

http://www.colorado.edu/physics/PhysicsInitiative/
Physics2000/periodic_table/

Jefferson Lab http://education.jlab.org/qa/pen_number.html

Jefferson Lab
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 physical change.
http://www.bbc.co.uk/schools/ks2bitesize/science/activities/
changing_state.shtml

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  http://www.bbc.co.uk/schools/ks2bitesize/science/
physical_processes.shtm

Electricity and Circuits http://www.bbc.co.uk/schools/ks3bitesize/science/physics/
electricity_intro.shtml

Life Science

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.

BBC Classification http://www.bbc.co.uk/schools/ks2bitesize/science/activities/
variation.shtml

The Great Plant Escape
http://www.urbanext.uiuc.edu/gpe/
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

BBC Micro-Organisms http://www.bbc.co.uk/schools/ks2bitesize/science/activities/
micro_organisms.shtml

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.