What's New: Science Worksheets and Study Guides

Fishes, Amphibians, and Reptiles Sixth Grade Science
Work, Power & Simple Machines Sixth Grade Science
Electricity and magnetism Fourth Grade Science
Six Kingdoms of Life Sixth Grade Science
Flowers and seeds Fifth Grade Science
Earth - Inside and Out Fourth Grade Science
Organ systems Fourth Grade Science

Next Generation Science Standards for Fifth Grade Science


3-5-ETS1. Engineering Design - Students who demonstrate understanding can:

3-5-ETS1.CC. Crosscutting Concepts
3-5-ETS1.CC.1. Influence of Science, Engineering, and Technology on Society and the Natural World
3-5-ETS1.CC.1.2. Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.


5-ESS1. Earth’s Place in the Universe - Students who demonstrate understanding can:

5-ESS1.DCI. Disciplinary Core Ideas
ESS1.A: The Universe and its Stars
ESS1.A:1. The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)
ESS1.B: Earth and the Solar System
ESS1.B:2. The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

5-ESS2. Earth’s Systems - Students who demonstrate understanding can:

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2.CC. Crosscutting Concepts
5-ESS2.CC.2. Systems and System Models
5-ESS2.CC.2.1. A system can be described in terms of its components and their interactions.
5-ESS2.DCI. Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems
ESS2.A:1. Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)

5-ESS3. Earth and Human Activity - Students who demonstrate understanding can:

5-ESS3.CC. Crosscutting Concepts
5-ESS3.CC.1. Systems and System Models
5-ESS3.CC.1.1. A system can be described in terms of its components and their interactions.
5-ESS3.DCI. Disciplinary Core Ideas
ESS3.C: Human Impacts on Earth Systems
ESS3.C:1. Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)


5-LS1. From Molecules to Organisms: Structures and Processes - Students who demonstrate understanding can:

5-LS1.CC. Crosscutting Concepts
5-LS1.CC.1. Energy and Matter
5-LS1.CC.1.1. Matter is transported into, out of, and within systems.

5-LS2. Ecosystems: Interactions, Energy, and Dynamics - Students who demonstrate understanding can:

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-LS2.CC. Crosscutting Concepts
5-LS2.CC.1. Systems and System Models
5-LS2.CC.1.1. A system can be described in terms of its components and their interactions.
5-LS2.DCI. Disciplinary Core Ideas
LS2.A: Interdependent Relationships in Ecosystems
LS2.A:1. The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2.B:1. Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)


5-PS1. Matter and Its Interactions - Students who demonstrate understanding can:

5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
5-PS1-3. Make observations and measurements to identify materials based on their properties.
5-PS1.CC. Crosscutting Concepts
5-PS1.CC.2. Scale, Proportion, and Quantity
5-PS1.CC.2.1. Natural objects exist from the very small to the immensely large.
5-PS1.CNS. Connections to Nature of Science
5-PS1.CNS.1. Scientific Knowledge Assumes an Order and Consistency in Natural Systems
5-PS1.CNS.1.1. Science assumes consistent patterns in natural systems.
5-PS1.DCI. Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
PS1.A:1. Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. (5-PS1-1)
PS1.B: Chemical Reactions
PS1.B:1. When two or more different substances are mixed, a new substance with different properties may be formed. (5-PS1-4)
5-PS1.SEP. Science and Engineering Practices
5-PS1.SEP.1. Developing and Using Models - Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
5-PS1.SEP.1.1. Develop a model to describe phenomena.
5-PS1.SEP.2. Planning and Carrying Out Investigations - Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.
5-PS1.SEP.2.1. Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. 5-PS1.SEP.2.2. Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.

5-PS2. Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:

5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.

5-PS3. Energy - Students who demonstrate understanding can:

5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
5-PS3.DCI. Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in Organisms
LS1.C:1. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)
PS3.D: Energy in Chemical Processes and Everyday Life
PS3.D:1. The energy released food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)