Georgia

S5E Earth and Space Science

• S5E1 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).

    • Changes to Earth's surface: erosion (4-S.1)

  • 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.

S5P Physical Science

• S5P1 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.

    • Change-of-state diagrams: melting, freezing, vaporizing, and condensing (5-C.1)
    • Change-of-state diagrams: melting, freezing, vaporizing, condensing, and sublimating (5-C.2)
    • Heating, cooling, and changes of state (5-C.3)

  • 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).

    • Compare physical and chemical changes (5-D.1)
    • Identify reactants and products (5-D.2)

• S5P2 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.

    • Introduction to static electricity and charged objects (4-H.1)

  • 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 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.

    • Identify magnets that attract or repel (5-H.1)
    • Label magnets that attract or repel (5-H.2)
    • Compare magnitudes of magnetic forces (5-H.3)

S5L Life Science

• S5L1 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.

    • Identify mammals, birds, fish, reptiles, and amphibians (5-I.1)
    • Identify vertebrates and invertebrates (5-I.2)
    • Use evidence to classify mammals, birds, fish, reptiles, and amphibians (5-I.3)
    • Use evidence to classify animals (5-I.4)

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

    • Flowering plant and conifer life cycles (5-L.5)
    • Moss and fern life cycles (5-L.6)

• S5L2 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.

    • Identify inherited and acquired traits (5-N.2)
    • Inherited and acquired traits: use evidence to support a statement (5-N.3)

• S5L3 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).

    • Animal and plant cell diagrams: identify parts (5-O.3)
    • Plant cell diagrams: label parts (5-O.4)
    • Animal cell diagrams: label parts (5-O.5)

  • S5L3.c Construct an explanation that differentiates between the structure of plant and animal cells.

    • Compare cells and cell parts (5-O.6)

• S5L4 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.