What science will students learn this year?

Students study four big areas: what matter is made of, how energy and food move through living things, how Earth's water, land, air, and ice work together, and how the sun, moon, and stars move in the sky. Most lessons involve building a model, running a test, or graphing what students notice.

How can families help with science at home?

Cook together and talk about what changes when something melts, dissolves, or bakes. Step outside at the same time each evening for a week and notice where the moon is and how long shadows are. Five minutes of wondering out loud is enough.

My child says plants eat dirt. Is that right?

This is a common idea, and the year aims to correct it. Plants get almost everything they need from air and water, not soil. A simple test at home: weigh a small potted plant, water it for a few weeks, and weigh the dry soil again. The soil barely changes.

What does mastery look like by the end of the year?

Students can explain that matter is made of tiny particles even when nothing looks different, show that weight stays the same when things are mixed or melted, and trace food energy back to the sun. They can also explain why the sun looks bigger than other stars.

How should the year be sequenced?

Matter early works well because later units lean on it. Move from matter into food chains and plant growth, then into Earth's systems and water, and close with space patterns once students have logged shadow and moon data across several months. Start that sky data collection in the first month.

Which ideas usually need the most reteaching?

Conservation of weight during mixing and dissolving is the hardest. Students often think sugar disappears in water or that a melted ice cube weighs less. Plan for repeated weigh-and-graph tasks with different materials before moving on.

How much math is in fifth grade science?

Quite a bit. Students measure weight, length, and volume, then graph what they find to look for patterns. Practicing reading a scale, using a ruler in centimeters, and making a simple bar graph at home all support the science work.

How do I know students are ready for sixth grade?

They should be able to plan a fair test, record measurements in a table, graph the results, and write a short argument using what the data shows. Comfort with models, drawings or diagrams that explain something unseen, matters as much as content recall.

What is a science model and why do students keep drawing them?

A model is a drawing or diagram that shows something students cannot see directly, like particles in the air or energy moving from the sun to a deer. Drawing and revising models is how students show what they understand and where their thinking is still fuzzy.

What does a student learn in ?

This is the year science zooms out from single plants and animals to whole systems that move matter and energy. Students learn that everything is made of tiny particles too small to see, and that weight stays the same even when things melt, mix, or dissolve. They trace how sunlight becomes food in plants and then fuels animals. By spring, students can explain why a shadow shifts during the day and point to where most of Earth's water actually sits.

Particles and matter
Conservation of weight
Food and energy
Earth's water
Day and shadows
Gravity
Stars and brightness

Source: Alaska Alaska Standards

Year at a glance

How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.

1
What matter is made of
Students explore the idea that everything around them is built from tiny particles too small to see. They weigh and measure substances before and after heating, cooling, or mixing to show the total weight stays the same.
2
Identifying and mixing substances
Students sort materials by properties like hardness, color, and how they react in water. They mix substances to figure out when something new has formed and when it has not.
3
Plants, animals, and energy from the sun
Students trace the food on their plate back to sunlight. They build a case that plants grow mostly from air and water, and they map how matter moves between plants, animals, and decomposers.
4
Earth's water, land, and air
Students look at how land, water, ice, air, and living things interact in places like a river or a forest. They graph how much of Earth's water is fresh versus salty and study ways communities protect local resources.
5
Gravity, the sun, and the night sky
Students argue why dropped objects fall toward the ground and why the sun looks brighter than other stars. They graph shadows across a day and track how the moon and stars change through the year.

Mastery Learning Standards

The required skills a student should display by the end of Grade 5.

Structure and Properties of Matter

Develop and use a model to describe that matter is made of particles too small…

5-PS1-1

Matter is made of tiny particles too small to see, even under most microscopes. Students build or draw models to show how those invisible particles make up everyday things like water, air, and soil.
Measure and graph quantities to provide evidence that regardless of the type of…

5-PS1-2

Students measure and weigh materials before and after heating, cooling, or mixing them to show that the total weight stays the same no matter what changes happen.
Make observations and measurements to identify materials based on their…

5-PS1-3

Students test everyday materials by measuring properties like mass, volume, or how well they conduct heat. Based on those measurements, they figure out what a material is made of or how it might behave.
Conduct an investigation to determine whether the mixing of two or more…

5-PS1-4

Students mix everyday materials together, like vinegar and baking soda, and observe whether something new forms or the original substances stay the same.

Standard	Definition	Code
Develop and use a model to describe that matter is made of particles too small…	Matter is made of tiny particles too small to see, even under most microscopes. Students build or draw models to show how those invisible particles make up everyday things like water, air, and soil.	5-PS1-1
Measure and graph quantities to provide evidence that regardless of the type of…	Students measure and weigh materials before and after heating, cooling, or mixing them to show that the total weight stays the same no matter what changes happen.	5-PS1-2
Make observations and measurements to identify materials based on their…	Students test everyday materials by measuring properties like mass, volume, or how well they conduct heat. Based on those measurements, they figure out what a material is made of or how it might behave.	5-PS1-3
Conduct an investigation to determine whether the mixing of two or more…	Students mix everyday materials together, like vinegar and baking soda, and observe whether something new forms or the original substances stay the same.	5-PS1-4

Structure and Properties of Matter

Develop and use a model to describe that matter is made of particles too small…

5-PS1-1

Matter is made of tiny particles too small to see, even under most microscopes. Students build or draw models to show how those invisible particles make up everyday things like water, air, and soil.
Measure and graph quantities to provide evidence that regardless of the type of…

5-PS1-2

Students measure and weigh materials before and after heating, cooling, or mixing them to show that the total weight stays the same no matter what changes happen.
Make observations and measurements to identify materials based on their…

5-PS1-3

Students test everyday materials by measuring properties like mass, volume, or how well they conduct heat. Based on those measurements, they figure out what a material is made of or how it might behave.
Conduct an investigation to determine whether the mixing of two or more…

5-PS1-4

Students mix everyday materials together, like vinegar and baking soda, and observe whether something new forms or the original substances stay the same.

Standard	Definition	Code
Develop and use a model to describe that matter is made of particles too small…	Matter is made of tiny particles too small to see, even under most microscopes. Students build or draw models to show how those invisible particles make up everyday things like water, air, and soil.	5-PS1-1
Measure and graph quantities to provide evidence that regardless of the type of…	Students measure and weigh materials before and after heating, cooling, or mixing them to show that the total weight stays the same no matter what changes happen.	5-PS1-2
Make observations and measurements to identify materials based on their…	Students test everyday materials by measuring properties like mass, volume, or how well they conduct heat. Based on those measurements, they figure out what a material is made of or how it might behave.	5-PS1-3
Conduct an investigation to determine whether the mixing of two or more…	Students mix everyday materials together, like vinegar and baking soda, and observe whether something new forms or the original substances stay the same.	5-PS1-4

Matter and Energy in Organisms and Ecosystems

Use models to describe that energy in animals' food

5-PS3-1

Food energy traces back to the sun. Students explain how the energy stored in what animals eat, whether used for moving, growing, or staying warm, originally came from sunlight captured by plants.
Support an argument that plants get the materials they need for growth chiefly…

5-LS1-1

Plants build their leaves, stems, and roots mostly from air and water, not from soil. Students gather evidence to back up that claim.
Develop and describe a model that describes the movement of matter among…

5-LS2-1

Students map how matter moves through a food web, showing what plants absorb, what animals eat, and what decomposers break down and return to the soil.

Standard	Definition	Code
Use models to describe that energy in animals' food	Food energy traces back to the sun. Students explain how the energy stored in what animals eat, whether used for moving, growing, or staying warm, originally came from sunlight captured by plants.	5-PS3-1
Support an argument that plants get the materials they need for growth chiefly…	Plants build their leaves, stems, and roots mostly from air and water, not from soil. Students gather evidence to back up that claim.	5-LS1-1
Develop and describe a model that describes the movement of matter among…	Students map how matter moves through a food web, showing what plants absorb, what animals eat, and what decomposers break down and return to the soil.	5-LS2-1

Matter and Energy in Organisms and Ecosystems

Use models to describe that energy in animals' food

5-PS3-1

Food energy traces back to the sun. Students explain how the energy stored in what animals eat, whether used for moving, growing, or staying warm, originally came from sunlight captured by plants.
Support an argument that plants get the materials they need for growth chiefly…

5-LS1-1

Plants build their leaves, stems, and roots mostly from air and water, not from soil. Students gather evidence to back up that claim.
Develop and describe a model that describes the movement of matter among…

5-LS2-1

Students map how matter moves through a food web, showing what plants absorb, what animals eat, and what decomposers break down and return to the soil.

Standard	Definition	Code
Use models to describe that energy in animals' food	Food energy traces back to the sun. Students explain how the energy stored in what animals eat, whether used for moving, growing, or staying warm, originally came from sunlight captured by plants.	5-PS3-1
Support an argument that plants get the materials they need for growth chiefly…	Plants build their leaves, stems, and roots mostly from air and water, not from soil. Students gather evidence to back up that claim.	5-LS1-1
Develop and describe a model that describes the movement of matter among…	Students map how matter moves through a food web, showing what plants absorb, what animals eat, and what decomposers break down and return to the soil.	5-LS2-1

Earth's Systems

Develop a model using an example to describe ways the geosphere, biosphere…

5-ESS2-1

Students draw a diagram or build a model showing how Earth's parts connect. They might show how rain fills a river, plants hold soil in place, or melting ice changes sea levels.
Describe and graph the amounts of salt water and fresh water in various…

5-ESS2-2

Students sort Earth's water into categories (oceans, glaciers, rivers, groundwater) and make a graph showing how much of each exists. The big takeaway: nearly all of Earth's water is salty, and very little is fresh water people can use.
Obtain and combine information about ways individual communities use science…

5-ESS3-1

Students research how real communities use science to protect local water, land, and air. They pull facts from multiple sources and put the ideas together to explain what people actually do to take care of their environment.

Standard	Definition	Code
Develop a model using an example to describe ways the geosphere, biosphere…	Students draw a diagram or build a model showing how Earth's parts connect. They might show how rain fills a river, plants hold soil in place, or melting ice changes sea levels.	5-ESS2-1
Describe and graph the amounts of salt water and fresh water in various…	Students sort Earth's water into categories (oceans, glaciers, rivers, groundwater) and make a graph showing how much of each exists. The big takeaway: nearly all of Earth's water is salty, and very little is fresh water people can use.	5-ESS2-2
Obtain and combine information about ways individual communities use science…	Students research how real communities use science to protect local water, land, and air. They pull facts from multiple sources and put the ideas together to explain what people actually do to take care of their environment.	5-ESS3-1

Earth's Systems

Develop a model using an example to describe ways the geosphere, biosphere…

5-ESS2-1

Students draw a diagram or build a model showing how Earth's parts connect. They might show how rain fills a river, plants hold soil in place, or melting ice changes sea levels.
Describe and graph the amounts of salt water and fresh water in various…

5-ESS2-2

Students sort Earth's water into categories (oceans, glaciers, rivers, groundwater) and make a graph showing how much of each exists. The big takeaway: nearly all of Earth's water is salty, and very little is fresh water people can use.
Obtain and combine information about ways individual communities use science…

5-ESS3-1

Students research how real communities use science to protect local water, land, and air. They pull facts from multiple sources and put the ideas together to explain what people actually do to take care of their environment.

Standard	Definition	Code
Develop a model using an example to describe ways the geosphere, biosphere…	Students draw a diagram or build a model showing how Earth's parts connect. They might show how rain fills a river, plants hold soil in place, or melting ice changes sea levels.	5-ESS2-1
Describe and graph the amounts of salt water and fresh water in various…	Students sort Earth's water into categories (oceans, glaciers, rivers, groundwater) and make a graph showing how much of each exists. The big takeaway: nearly all of Earth's water is salty, and very little is fresh water people can use.	5-ESS2-2
Obtain and combine information about ways individual communities use science…	Students research how real communities use science to protect local water, land, and air. They pull facts from multiple sources and put the ideas together to explain what people actually do to take care of their environment.	5-ESS3-1

Space Systems: Stars and the Solar System

Support an argument that the gravitational force exerted by Earth on objects is…

5-PS2-1

Students build an argument for why things fall straight down toward Earth's center, not sideways or up. They use examples like dropped objects to show that Earth's gravity pulls everything toward one point.
Support an argument that differences in the apparent brightness of the sun…

5-ESS1-1

Students explain why the sun looks so much brighter than other stars: it's far closer to Earth. They use evidence to argue that a star's brightness in the sky depends on distance, not on how big or hot the star actually is.
Represent data in graphical displays to reveal patterns of daily changes in…

5-ESS1-2

Students graph shadow lengths, track when the moon appears, and notice which stars show up in different seasons. The goal is spotting patterns that explain how Earth's movement shapes what we see in the sky each day and year.

Standard	Definition	Code
Support an argument that the gravitational force exerted by Earth on objects is…	Students build an argument for why things fall straight down toward Earth's center, not sideways or up. They use examples like dropped objects to show that Earth's gravity pulls everything toward one point.	5-PS2-1
Support an argument that differences in the apparent brightness of the sun…	Students explain why the sun looks so much brighter than other stars: it's far closer to Earth. They use evidence to argue that a star's brightness in the sky depends on distance, not on how big or hot the star actually is.	5-ESS1-1
Represent data in graphical displays to reveal patterns of daily changes in…	Students graph shadow lengths, track when the moon appears, and notice which stars show up in different seasons. The goal is spotting patterns that explain how Earth's movement shapes what we see in the sky each day and year.	5-ESS1-2

Space Systems: Stars and the Solar System

Support an argument that the gravitational force exerted by Earth on objects is…

5-PS2-1

Students build an argument for why things fall straight down toward Earth's center, not sideways or up. They use examples like dropped objects to show that Earth's gravity pulls everything toward one point.
Support an argument that differences in the apparent brightness of the sun…

5-ESS1-1

Students explain why the sun looks so much brighter than other stars: it's far closer to Earth. They use evidence to argue that a star's brightness in the sky depends on distance, not on how big or hot the star actually is.
Represent data in graphical displays to reveal patterns of daily changes in…

5-ESS1-2

Students graph shadow lengths, track when the moon appears, and notice which stars show up in different seasons. The goal is spotting patterns that explain how Earth's movement shapes what we see in the sky each day and year.

Standard	Definition	Code
Support an argument that the gravitational force exerted by Earth on objects is…	Students build an argument for why things fall straight down toward Earth's center, not sideways or up. They use examples like dropped objects to show that Earth's gravity pulls everything toward one point.	5-PS2-1
Support an argument that differences in the apparent brightness of the sun…	Students explain why the sun looks so much brighter than other stars: it's far closer to Earth. They use evidence to argue that a star's brightness in the sky depends on distance, not on how big or hot the star actually is.	5-ESS1-1
Represent data in graphical displays to reveal patterns of daily changes in…	Students graph shadow lengths, track when the moon appears, and notice which stars show up in different seasons. The goal is spotting patterns that explain how Earth's movement shapes what we see in the sky each day and year.	5-ESS1-2

Common Questions

What science will students learn this year?
Students study four big areas: what matter is made of, how energy and food move through living things, how Earth's water, land, air, and ice work together, and how the sun, moon, and stars move in the sky. Most lessons involve building a model, running a test, or graphing what students notice.
How can families help with science at home?
Cook together and talk about what changes when something melts, dissolves, or bakes. Step outside at the same time each evening for a week and notice where the moon is and how long shadows are. Five minutes of wondering out loud is enough.
My child says plants eat dirt. Is that right?
This is a common idea, and the year aims to correct it. Plants get almost everything they need from air and water, not soil. A simple test at home: weigh a small potted plant, water it for a few weeks, and weigh the dry soil again. The soil barely changes.
What does mastery look like by the end of the year?
Students can explain that matter is made of tiny particles even when nothing looks different, show that weight stays the same when things are mixed or melted, and trace food energy back to the sun. They can also explain why the sun looks bigger than other stars.
How should the year be sequenced?
Matter early works well because later units lean on it. Move from matter into food chains and plant growth, then into Earth's systems and water, and close with space patterns once students have logged shadow and moon data across several months. Start that sky data collection in the first month.
Which ideas usually need the most reteaching?
Conservation of weight during mixing and dissolving is the hardest. Students often think sugar disappears in water or that a melted ice cube weighs less. Plan for repeated weigh-and-graph tasks with different materials before moving on.
How much math is in fifth grade science?
Quite a bit. Students measure weight, length, and volume, then graph what they find to look for patterns. Practicing reading a scale, using a ruler in centimeters, and making a simple bar graph at home all support the science work.
How do I know students are ready for sixth grade?
They should be able to plan a fair test, record measurements in a table, graph the results, and write a short argument using what the data shows. Comfort with models, drawings or diagrams that explain something unseen, matters as much as content recall.
What is a science model and why do students keep drawing them?
A model is a drawing or diagram that shows something students cannot see directly, like particles in the air or energy moving from the sun to a deer. Drawing and revising models is how students show what they understand and where their thinking is still fuzzy.