Life Science Cut and Sort

Life Science Cut and Sort
Life Science Cut and Sort
Life Science Cut and Sort
Life Science Cut and Sort
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  1. Looking for an easy, no prep way for your student to practice their 5th grade science knowledge? Well look no further! This is a fun cut and sort activity for students! Students will cut out each description and glue it beside the term it matches. Aligned with Georgia Standards of Excellence for 5
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Product Description
Looking for an easy, no prep way for your student to practice their Life Science knowledge? Well look no further!

This is a fun cut and sort activity for students! Students will cut out each description and glue it beside the term it matches!

Aligned with Georgia Standards of Excellence for 5th Grade
NOTE: With the introduction of the new Georgia Standards of Excellence, this activity focuses strictly on the content needed to apply the science standards.

S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
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.
b. Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.

S5L2. Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.
a. Ask questions to compare and contrast instincts and learned behaviors.
b. Ask questions to compare and contrast inherited and acquired physical traits.

S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.
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.
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).
c. Construct an explanation that differentiates between the structure of plant and animal cells.

S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.
a. Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial.
b. Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.

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Physical Science Cut and Sort
Earth Science Cut and Sort
Science Cut and Sort BUNDLE
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Total Pages
6 pages
Answer Key
Included
Teaching Duration
30 minutes
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