A great pack to get your Science Classroom going!
Helpful ideas and printables for setting up your classroom and fun activities to engage your students in learning!!
Aligned with Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and Texas Essential Knowledge and Skills (TEKS) 2013-2014 School Year
* Great to prepare for the 5th grade STAAR test
This Pack includes the following materials to get you started for a year in 5th Grade Science:
This Pack includes the following materials to get your students’ learning started for the school year:
1. Ideas for G/T students
2. Basic facts for 4-8 Science
3. Exit Slips
4. Word Wall Activities
5. Science Words to Know Definition Pages and Crossword Puzzle (7 sets)
Included in the zip file:
6. Interactive Science Notebook (including writing prompts, labs, and diagrams)
7. Vocabulary Sets
8. Behavior Incentive and Warning System
9. Anchor Charts
Information Covered in this pack:
Interactive Notebook Activities include:
Plants- parts, growth- plant and record growth
Plant cells vs animal cells
Ecosystem and Food Chain
Rotation vs. Revolution
Comparing the Earth and the moon
Phases of the Moon
All about the sun
States of Matter
Boiling and Melting Points
Mixtures vs. solutions
Forms of Energy
Potential and kinetic energy
Notebook Standards covered:
(5.6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy; Readiness Standard
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound; Readiness Standard
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and Readiness Standard (D) design an experiment that tests the effect of force on an object. Supporting Standard
5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
5-PS1-3. Make observations and measurements to identify materials based on their properties.
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.
(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:
(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;
(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;
(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and
(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.
(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:
(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;
(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and
(C) describe the differences between complete and incomplete metamorphosis of insects.
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-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
(7) Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to:
(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels;
(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice; Elementary §112.A. August 2010 Update Page 17
(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and
(D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models.
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
(A) differentiate between weather and climate;
(B) explain how the Sun and the ocean interact in the water cycle;
(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and
(D) identify and compare the physical characteristics of the Sun, Earth, and Moon.
5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
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5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
**Colorful and Interesting Science Diagrams!
**Illustrated Word Wall Posters
**Labs, Writing Prompts, Research, Science Stations!
Keep your students active, interested, and learning!!
***Not included:Science and Literacy Lessons
that accompany this Pack
If you want lessons and everything you need for teaching 5th grade science (just add lab supplies), you will want the Everything 5th Grade Science Mega Bundle
. A huge money and time saver!!
Please email me at firstname.lastname@example.org for questions or suggestions for future updates! I would be glad to help you with any special requests :)
Updates are free to buyers!
Need Lessons? Check out my Science and Literacy Lesson Sets here:
Science and Literacy Lesson Sets
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All drawings and clip art are originals made by Elementary Ali!