# Grade 5 Science Standards (Georgia)

> Georgia Standards of Excellence: Science, Grade 5. 8 standards.
> Source: https://georgiahomeroom.org/standards/science/grade-5
> Interactive explorer: https://georgiahomeroom.org/explorer?subject=science&grade=05

## Earth and Space Science

### S5E1: Earth's Surface Features

Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.

- **S5E1.a**: 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.b**: Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.
- **S5E1.c**: Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes.

## Physical Science

### S5P1: Physical vs. Chemical Changes

Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.

- **S5P1.a**: Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.
- **S5P1.b**: 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.c**: 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: Electricity Investigation

Obtain, evaluate, and communicate information to investigate electricity.

- **S5P2.a**: Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity.
- **S5P2.b**: Design a complete, simple electric circuit, and explain all necessary components.
- **S5P2.c**: Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity.

### S5P3: Magnetism and Electricity

Obtain, evaluate, and communicate information about magnetism and its relationship to electricity.

- **S5P3.a**: Construct an argument based on experimental evidence to communicate the differences in function and purpose of an electromagnet and a magnet.
- **S5P3.b**: Plan and carry out an investigation to observe the interaction between a magnetic field and a magnetic object.

## Life Science

### S5L1: Scientific Classification of Organisms

Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.

- **S5L1.a**: 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.b**: Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.

### S5L2: Inherited vs. Acquired Traits

Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.

- **S5L2.a**: Ask questions to compare and contrast instincts and learned behaviors.
- **S5L2.b**: Ask questions to compare and contrast inherited and acquired physical traits.

### S5L3: Plant and Animal Cells

Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.

- **S5L3.a**: 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.b**: 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.c**: Construct an explanation that differentiates between the structure of plant and animal cells.

### S5L4: Microorganisms and Larger Organisms

Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.

- **S5L4.a**: Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial.
- **S5L4.b**: Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.