Georgia Grade 5 science standards

S5E1 Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes. 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). b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes. c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes.

Lessons: Restless Earth: Fossils, Soils, Volcanoes and Plates (What do moving plates do, and can a building survive?) (partly) · Rocks and Erosion: How Land Changes Shape (Can water carve a canyon?, What protects a hillside from washing away?) (partly) · Living with Water: Salt, Rice and the Mekong (How do rice terraces stop a mountain washing away?) (partly)

Practice: Rocks and Erosion: How Land Changes Shape workbook · Living with Water: Salt, Rice and the Mekong workbook

S5L1 Obtain, evaluate, and communicate information to group organisms using scientific classification procedures. 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. b. Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.

Lessons: Who Lives Here? (Is a spider an insect?) (partly)

S5P1 Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change. a. Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials. 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. 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).

Lessons: Earth and Sky at Home (How do crystals grow?) (partly) · Kitchen Chemistry for Families (Is oobleck a solid or a liquid?, What makes a volcano erupt?, How do spies write secret messages?) (partly) · Clean Water Challenge: Mixtures, Dissolving and Separating (Where does the salt go when it disappears in water?, Can a filter make muddy water safe to drink?) (partly) · Solids, Liquids and Gases (Where does a puddle go?, Why does ice float?) (partly) · Living with Water: Salt, Rice and the Mekong (How do salt farmers turn the sea into salt?) (partly)

Practice: Earth and Sky at Home workbook · Kitchen Chemistry for Families workbook · Solids, Liquids and Gases workbook · Living with Water: Salt, Rice and the Mekong workbook · Winter Science at Home workbook

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

Lessons: Simple Circuits: Make It Light Up (partly)

Practice: Simple Circuits: Make It Light Up workbook · Keep It Cool: Ice, Insulation and Staying Comfortable workbook · Winter Science: Ice, Snow and Staying Warm workbook · Steppe Science: Staying Warm on the Kazakh Steppe workbook