Bibb County Pacing Guide - Science – Grade 5
The Habits of Mind Standards are taught throughout the year during laboratory experiments.
Website for Georgia Frameworks: http://www.georgiastandards.org/scienceframework.aspx
Month
Aug –
Sept.
7
weeks
Standards & Elements
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.
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.
c. Investigate the properties of a substance
before, during, and after a chemical reaction to
find evidence of change.
Oct. Nov
7
weeks
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
Fifth Grade – Science
Content
• Demonstrate understanding that
the mass of an object is equal to
the sum of its parts by
manipulating
and measuring different objects
made of various parts
• Determine that common items
have parts that are too small to be
seen without magnification
• Identify examples of physical
change, such as:
○ separating mixtures
○ manipulating paper (cutting,
tearing, and folding)
• Explain that temperature
differences can cause a physical
change/change of state in water,
such as:
○ water vapor/steam
○ liquid
○ ice
• Investigate the properties of a
substance before, during, and
after a chemical reaction to find
evidence
of change
Vocabulary
~ physical properties
~ mass
~ weight
~ microscope
~ magnification
~ hand lens
~ synthetic
~ natural
~ mixture
~ solution
~ solubility
~ solid(s)
~liquid(s)
~ gas(es)
~ evaporation
~ condensation
~ temperature
~ physical change
~ chemical change
~ reactivity
~ combustibility
~ matter
~ atom
~ states of matter
~ physical changes
~ chemical changes
Labs & Demos
~Penny Experiment
~PuffNs
~Lego activity
w/ scales
~Magnifying activity
~Sketches
Describe static electricity
• Determine the necessary
components for completing an
electric circuit
• Classify common materials as
insulators or conductors of
electricity
~ proton; neutron;
electron
~nucleus; atom;
positive charge
~negative charge;
attract
~repel; electricity;
~Path Finders activity
Use AIMS Electricity
Connections book
~Battery experiments
~Insulator/conductor
experiments
Use United Streaming
~Paper folding/cutting
activity
~Mixtures activity
~Water activity
~Steel wool activity
~Creative writing/ changes
of matter
~Alka Seltzer activity
~Identifying physical/
chemical change in an
object through stations
~Baking Soda & Vinegar
activity
Page 1
Nov. –
Dec.
6
weeks
Jan. –
Feb.
6
weeks
if they are insulators or conductors of
electricity.
d. Compare a bar magnet to an
electromagnet.
• Compare a bar magnet to an
electromagnet
S5L3. Students will diagram and label parts
of various cells (plant, animal, singlecelled, 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.
plant cells
~animal cells
~multi/single celled organisms
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.
S5L1. Students will classify organisms into
groups and relate how they determined the
groups with how and why scientists use
classification.
Fifth Grade – Science
current
~insulator; conductor
~magnetism; bar
magnet
~electromagnet
~!magnetic field
~poles; battery; series
~parallel; open/closed
~static electricity
~circuits
~insulators/conductors
~bar magnet/
electromagnet
~membrane
~ cell wall
~ cytoplasm
~ nucleus
~ chloroplasts
~ cell
~organelles
~ mitochondria
~ cell membrane
~ chromosomes
~ vacuoles
~ microscope
~Tic-Tac-Toe activity
~Mostly Magnets
Cell activities
~Magnificent Microworld
Adventures AIMS book
~Build a model of cells
~Blue Cheese microscope
activity
~Compare/ contrast
~Compost activity
~Magnificent Microworld
Adventures AIMS book
~organism
~microorganism
~bacteria
~virus
• Demonstrate how animals are
sorted in the following groups:
○ fish
○ amphibian
~classification;
kingdom; vertebrate
~invertebrate;
moneran; protist
Grouping activities
~United Streaming
~Animal Poster project
~Kinky Creatures
Page 2
Feb. –
March.
3
weeks
a. Demonstrate how animals are sorted into
groups (vertebrate and invertebrate) and how
vertebrates are sorted into groups (fish,
amphibian, reptile, bird, and mammal).
b. Demonstrate how plants are sorted into
groups.
○ reptile
○ bird
○ mammal
• Explain how plants are sorted
into groups
•
• Explain how magnifiers such as
microscopes or hand lenses are
used to observe cells and their
structure
• Recognize and determine the
function of the parts of a plant cell,
such as:
○ membrane
○ wall
○ cytoplasm
○ nucleus
○ chloroplasts
• Recognize and determine the
function of the parts of an animal
cell, such as:
○ membrane
○ cytoplasm
○ nucleus
• Distinguish between the
structure and function of cells in
multi-celled organisms and singlecelled
organisms
• Identify beneficial
microorganisms and explain why
they are beneficial
• Identify harmful microorganisms
and explain why they are harmful
~fungi; genus; species
~animal; mammal
~reptile
~amphibian
~fish
~birds
~plants
~vascular
~nonvascular
~spore
~gymnosperm
~pollen
~vertebrate
~invertebrate
~classification
~microorganisms
S5L2. Students will recognize that
offspring can resemble parents in inherited
traits and learned behaviors.
a. Compare and contrast the characteristics of
Compare and contrast the
characteristics of learned
behaviors and inherited traits
• Describe what a gene is and the
~heredity
~learned behavior
~traits
~offspring
Fifth Grade – Science
~Kidspiration
~Cinquain Poems
~Graphing activity
Page 3
March
– May
7
weeks
learned behaviors and of inherited traits.
b. Discuss what a gene is and the role genes
play in the transfer of traits.
Teacher note: Be sensitive to this topic since
biological parents may be unavailable.
role genes play in the transfer of
traits
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
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)
• Distinguish between surface
features caused by constructive
processes, such as:
○ deposition (deltas, sand dunes,
etc.)
○ earthquakes
○ volcanoes
○ faults
• Distinguish between surface
features caused by destructive
processes, such as:
○ erosion (water and wind)
○ weathering
○ impact of organisms
○ earthquakes
○ volcanoes
• Determine and evaluate the role
of technology and human
intervention in the control of
constructive
and destructive processes, such
as:
○ seismological studies
○ flood control (dams, levees,
storm drain management, etc.)
○ beach reclamation (Georgia
coastal islands)
Fifth Grade – Science
~genetics
~ hybrid
~genes
~chromosomes
~traits
~dominant
~recessive
fault
~volcano
~deposition
~erosion
~delta
~earthquake
~eruption
~lava
~magma
~weathering
~seismograph
~levees
~constructive force
~destructive force
~technology
~Punnet Square activity
~United Streaming activity
~Writing activities
United Streaming
~Build models
~Read Out of the Dust
w/ writing activity
~Read Call it Courage
w/writing activity
~www.coreknowledge.com
~www.beaconlearning.com
~Cause & Effects activity
See attached
~Research technology
items on internet
~Creating landform map
Page 4