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Fifth Grade Science Resources
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Source: Georgia Aquarium
Resource Type: Lesson Plan
Students will learn what a watershed is and how rivers are connected to the ocean.
Skill: 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. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
Georgia Standard: S5E1
Source: Georgia Aquarium
Resource Type: Lesson Plan
Students will investigate the concept that water is a limited resource.
Skill: 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. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
Georgia Standard: S5E1
Source: Georgia Aquarium
Resource Type: Lesson Plan
Students will differentiate between sand, soil and other small particles and understand that sand is the result of weathering and erosion.
Skill: 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. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
Georgia Standard: S5E1
Erosion and Deposition along Rivers and Seashores, Part 1: Modeling in the Classroom
Source: Georgia Aquarium
Resource Type: Lesson Plan
Students will understand the causes and effects of erosion, deposition and weathering.
Skill: 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. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
Georgia Standard: S5E1
Erosion and Deposition along Rivers and Seashores, Part 2: Hunting from Space
Source: Georgia Aquarium
Resource Type: Lesson Plan
Students will understand the causes and effects of erosion, deposition and weathering.
Skill: 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. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
Georgia Standard: S5E1
WGBH: Substance and Chemical Reactions
Source: PBS Learning Media
Resource Type: Lesson Plan
Students gain experience in distinguishing between solids, liquids, and gases and how you know when a chemical change has occurred.
Skill: Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
Georgia Standard: S5P1
Source: PBS Learning Media: Science-U
Resource Type: Activity
Are you ready for a blast? Try the Mentos and cola soda geyser experiment! What is the secret behind the reaction between carbonated cola and these little mint candies that makes such an explosion? Try it yourself with step by step instructions and guided scientific questions available in the downloadable handout, or at the Science U website.
Skill: Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
Georgia Standard: S5P1
Source: PBS Learning Media
Resource Type: Activity
Shake things up with this "Fetch!" activity, and turn a liquid into a solid. If you succeed, you'll have a tasty treat to enjoy at the end! Yummm.
Skill: Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
Georgia Standard: S5P1
Design Squad Nation: Hack a Greeting card
Source: PBS Learning Media
Resource Type: Activity
Surprise your friends with this sound system that you can hide or wear. Experiment with the design process in this activity from Design Squad Nation.
Skill: Obtain, evaluate, and communicate information to investigate electricity.
Georgia Standard: S5P2
Source: PBS Learning Media
Resource Type: Lesson Plan
Students model, build, and draw diagrams of electric circuits and test the conductivity of a variety of materials.
Skill: Obtain, evaluate, and communicate information to investigate electricity.
Georgia Standard: S5P2
Testing for Static Electricity
Source: PBS Learning Media
Resource Type: Video
In this video segment adapted from ZOOM, cast members test for the presence of static electricity using a device called an electroscope. Viewers learn that rubbing certain materials together causes electrical charges to build up on the surface of one of the objects and that charge moves easily through conductors but not through insulators.
Skill: Obtain, evaluate, and communicate information to investigate electricity.
Georgia Standard: S5P2
Designing Electric Circuits: Steadiness Tester
Source: PBS Learning Media
Resource Type: Video
Electric circuits have been used in an unfathomable number of creative inventions, some more useful than others. They use a variety of materials that make good conductors, including aluminum foil and a coat hanger, and find out how difficult it can be to keep from completing an electric circuit.
Skill: Obtain, evaluate, and communicate information to investigate electricity.
Georgia Standard: S5P2
Design Squad Nation: Glow Sticks
Source: PBS Learning Media
Resource Type: Activity
Make a string of glowing lights that you can dance with, read by, or wear. Experiment with the design process and circuits in this activity from Design Squad Nation.
Skill: Obtain, evaluate, and communicate information to investigate electricity.
Georgia Standard: S5P2
Design Squad Nation: Motorized Car
Source: PBS Learning Media
Resource Type: Activity
Make a car that uses a battery-operated motor to go at least ten feet, in this activity from Design Squad Nation: The Need for Speed.
Skill: Obtain, evaluate, and communicate information to investigate electricity.
Georgia Standard: S5P2
Design Squad Nation: Electric Highway
Source: PBS Learning Media
Resource Type: Activity
Design and build a circuit that connects a battery and buzzer at least three feet apart using four types of materials, in this activity from Design Squad Nation. The materials are known as conductors. Determine which materials conduct electricity best. All parts of the circuit will be connected, making it a closed circuit.
Skill: Obtain, evaluate, and communicate information to investigate electricity.
Georgia Standard: S5P2
Design Squad Nation: Hidden Alarm Challenge
Source: PBS Learning Media
Resource Type: Activity
Design an alarm that you can turn on and off and that is small enough to hide, in this activity from Design Squad Nation.
Skill: Obtain, evaluate, and communicate information to investigate electricity.
Georgia Standard: S5P2
Source: 3M Young Scientist Lab
Resource Type: Activity
Students come in contact with and use magnets every day. They often don’t consider that there are different types of magnets and that they are made for different purposes. In this class activity students explore magnetic strength and how combining magnets can increase it. Students measure this strength using a stack of index cards, graph the data, and look for a pattern is their data. They then go home to find out what types of magnets they have at home and test their strength and attraction at a distance.
Skill: Obtain, evaluate, and communicate information about magnetism and its relationship to electricity.
Georgia Standard: S5P3
Kingdoms of Life Explained, Sort Of
Source: PBS Learning Media
Resource Type: Video (with Support Material)
Scientists have a system to group all the living things so they can study them. One of the ways of grouping or classifying them is called the Kingdoms of Life. But exactly how many Kingdoms of Life there are is not an easy question to answer. Find out why.
Skill: Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
Georgia Standard: S5L1
Source: PBS Learning Media
Resource Type: Video
Watch this video to learn about the distinction between vertebrates and invertebrates. The Kratt brothers discuss how invertebrates make up ninety-percent of animals on earth! Invertebrates are defined by their spineless bodies and include mostly insects and many sea creatures.
Skill: Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
Georgia Standard: S5L1
Source: PBS Learning Media (Must be logged into "Teacher View")
Resource Type: Activity
Students will learn about plants by creating their own classification systems and dichotomous keys; going on a plant scavenger hunt to identify plant structures and external parts (each becoming expert on one local plant); creating a wanted poster describing its characteristics; roleplaying plants sorting themselves through a giant classification system; and planting a botanical garden or making a schoolyard field guide. These concepts are explained with this learning resource from Captain Planet's Learning Gardens Program.
Skill: Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
Georgia Standard: S5L1
How Do Hungry Caterpillars Find Food?
Source: PBS Learning Media
Resource Type: Video (with support materials)
How does a caterpillar find its food? What do they eat and what senses do they use to find it? Science-U campers encounter the Manduca or Tomato Hornworm caterpillar and test its food-finding abilities. Try it yourself with our step-by-step instructions and guided scientific questions available in the downloadable support materials, or on the Science-U.org website.
Skill: Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.
Georgia Standard: S5L2
Source: PBS Learning Media
Resource Type: Video (with support materials)
The passing down of traits from parent to child is called heredity and the study of how those traits go from generation to generation is called genetics. We start by learning about DNA and genes, and how they make us who we are.
Skill: Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.
Georgia Standard: S5L2
The Herding Dogs of the United Kingdom
Source: PBS Learning Media
Resource Type: Video (with support materials)
In this Nature video, Joe Ralf uses his Border collie herding dogs in the Lake District of the United Kingdom to herd his flock of sheep. The dogs can follow the shepherd's command to herd in sheep from over a half mile away. Because they spend so much time together, shepherds and dogs form a close social bond. Part of the herding dogs skill is innate (under genetic control or instinctive) and part is learned behavior (what you teach the dog to do). People have used herding dogs for over 9,000 years.
Skill: Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.
Georgia Standard: S5L2
Source: PBS Learning Media
Resource Type: Interactive
It’s all about families in this happy lesson full of illustrations, charts, diagrams and photographs. Learn how inherited and acquired traits make families special. Meet some PURRfectly adorable cat families…and practice using math fact families.
Skill: Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.
Georgia Standard: S5L2
Source: GPB Forestry
Resource Type: Interactive
Take your students on an interactive journey through the working forests of Georgia to learn about forest ecosystems, food webs, and life cycles, as well as forestry management processes, career opportunities, and much more.
Skill: Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.
Georgia Standard: S5L3
Source: PBS Learning Media
Resource Type: Video
Cheese makers can also create other varieties by adding fungus, mites, and maggots to the mix. Many other foods, such as bread, wine, yogurt, and pickles, are created in similar ways. They are made by letting other organisms, like yeast and bacteria, digest parts of the food before humans do.
Skill: Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.
Georgia Standard: S5L3