Last updated: 5/19/2025

5th Grade Science

September/October

Ecosystems

(1)	S.5.LS.1.1	Students who demonstrate understanding can support an argument that plants get the materials they need for growth chiefly from air and water.
(1)	S.5.LS.2.1	Students who demonstrate understanding can develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.
(1)	S.5.PS.3.1	Students who demonstrate understanding can use models to describe that energy in animals’ food (used for body repair, growth, motion , and to maintain body warmth) was once energy from the sun.

-I can describe and develop the flow of energy through a food chain or food web

- I can provide evidence that plant matter comes from air and water

- I can describe the process of photosynthesis

Food Chains/Webs:

Students will use their prior knowledge from 4th grade on food chains and ecosystems
Students will describe the flow of energy
Students will be able to create a food web with multiple consumers

Photosynthesis

Plants get their energy from the sun and water
Describe the process of plants converting light energy by photosynthesis into useable energy

-Ecosystem -Habitat

-Food Chain

-Food Web

-Producer

-Primary Consumer

-Secondary Consumer

-Decomposer

-Herbivore

-Carnivore

-Omnivore

-Niche

-Organism

-Population

-Community

-Energy

-Sun

-photosynthesis

Brain Pop

Mystery Science

Flocabulary

Study Jams

Generation Genius

IXL

Kesler Science

Readworks

Brain Pop

Mystery Science

Flocabulary

Study Jams

Generation Genius

IXL

Kesler Science

Readworks

-Activity 1 Conclusion Questions

Activity 2 Conclusion Questions

Activity 3 Conclusion Questions

Web of Life Assessment

Ecosystem Unit Test (Paper copy-different)

PDF of IXL Test

October/November

Matter

(1)	S.5.PS.1.1	Students who demonstrate understanding can develop a model to describe that matter is made of particles too small to be seen.
(1)	S.5.PS.1.2	Students who demonstrate understanding can measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
(1)	S.5.PS.1.3	Students who demonstrate understanding can make observations and measurements to identify materials based on their properties.
(1)	S.5.PS.1.4	Students who demonstrate understanding can conduct an investigation to determine whether the mixing of two or more substances results in new substances.

I can develop a model to describe that matter is made of particles too small to be seen

I can measure and graph quantities to provide evidence that the total amount of matter is conserved

I can conduct an investigation to determine whether the mixing of 2 or more substances results in a new substance

Models:

- Students create a model to show the different phases of matter

- Students use a simulator to show the particles moving

Matter:

-Students measure and graph quantities to show that matter doesn’t change by performing experiments (ex. Alka seltzer investigation). They will chart and graph their results.

Mixtures:

-Students will conduct experiments creating mixtures to see if a new substance is created (ex. Create salt water, sugar water, etc). Students will chart and graph their results. Students will create testable questions before each experiment.

-Conservation of mass

-Evidence

-Gas

-Liquid

-Mass

-Material

-Matter

-Mixture

-Particle

-Property

-Scientific inquiry process

-Solid

-Substance

-Volume

-Atom

Models:

- Students create a model to show the different phases of matter

- Students use a simulator to show the particles moving

Matter:

-Students measure and graph quantities to show that matter doesn’t change by performing experiments (ex. Alka seltzer investigation). They will chart and graph their results.

Mixtures:

PLTW - PLTW Planning page

Kessler Science

Nearpod

Brain Pop

Mystery Science

Flocabulary

Study Jams

Generation Genius

IXL

https://drive.google.com/file/d/1oZIRywSCYKCpHIEcoO2eQBUuy-7aQSs_/view?usp=drive_link

Activity 1 Conclusion Questions Google Form

Activity 2 Conclusion Questions Google Form

Activity 3 Conclusion Questions Google Form

December/January

(1)	S.5.ESS.2.1	Students who demonstrate understanding can develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
(1)	S.5.ESS.2.2	Students who demonstrate understanding can describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
(1)	S.5.ESS.3.1	Students who demonstrate understanding can obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

I can describe and demonstrate how the biosphere, hydrosphere and atmosphere interact.

I can describe and graph the amounts of salt water and fresh water in various reservoirs

I can research and create ways to protect Earth’s resources and environment

Spheres:

-Students will use an Earth's Systems Interactive Site to demonstrate the spheres interacting. They can then use their findings to develop a model of this concept.

- Students will be able to decide which spheres interact in specific scenarios. Earth's Systems Scenarios

Water Cycle:

- Students will use The Water Cycle Interactive Experience to explore and observe the different parts of the water cycle.

Fresh water vs. Salt water:

- Students will use maps and charts to describe the amount of salt vs fresh water on Earth.

Earth’s Resources:

Students will need to brainstorm ways we can protect Earth’s Resources and create a plan

Atmosphere

Biosphere

Geosphere

Hydrosphere

Earth’s System

Condensation

Evaporation

Groundwater

Precipitation

Runoff

System

Terrarium

Fresh water

Salt water

Spheres:

-Students will use an Earth's Systems Interactive Site to demonstrate the spheres interacting. They can then use their findings to develop a model of this concept.

- Students will be able to decide which spheres interact in specific scenarios. Earth's Systems Scenarios

Water Cycle:

- Students will use The Water Cycle Interactive Experience to explore and observe the different parts of the water cycle.

Fresh water vs. Salt water:

- Students will use maps and charts to describe the amount of salt vs fresh water on Earth.

Earth’s Resources:

Students will need to brainstorm ways we can protect Earth’s Resources and create a plan

PLTW PLTW Planning Page

Kessler Science

Brain Pop

Mystery Science

Flocabulary

Study Jams

Generation Genius

IXL

Earth's Systems Test PDF IXL

Activity 1 Conclusion Questions Google Form

Activity 2 Conclusion Questions

Activity 3 Conclusion Questions

February/March

Space Systems

(1)	S.5.ESS.1.1	Students who demonstrate understanding can support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.
(1)	S.5.ESS.1.2	Students who demonstrate understanding can represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

I can support an argument that the gravitational force is exerted by Earth on objects is directed down

I can argue the differences in apparent brightness of the Sun compared to other stars is due to their relative distance from Earth

I can graph data to show the patterns of daily length, day/night, seasonal changes and changes in shadows

Gravity -

Students can demonstrate an experiment to show that the gravitational force pulls down

Apparent Brightness:

Students will use an interactive simulator to show the apparent brightness of stars. Students will chart their findings of a star’s apparent brightness compared to their relative distance to Earth

Earth’s Daily Patterns:

Students will be able to describe daily changes in length and shadow directions

Students will be able to demonstrate day/night and explain seasonal appearances of some stars in the night sky

-Absolute magnitude

-apparent magnitude

-evidence

-orbit (noun)

-orbit (verb)

-star

-solar system

-sun

-cardinal directions

-observe

-pattern

-rotation

-scientific inquiry process

-shadow

Gravity -

Students can demonstrate an experiment to show that the gravitational force pulls down

Apparent Brightness:

Students will use an interactive simulator to show the apparent brightness of stars. Students will chart their findings of a star’s apparent brightness compared to their relative distance to Earth

Earth’s Daily Patterns:

Students will be able to describe daily changes in length and shadow directions

Students will be able to demonstrate day/night and explain seasonal appearances of some stars in the night sky

PLTW

PLTW Planning Page

Kessler Science

Brain Pop

Mystery Science

Flocabulary

Study Jams

Generation Genius

IXL