Matter and its properties
Students learn that everything around them is made of tiny particles too small to see. They sort and identify materials by testing properties like weight, hardness, and how they react to magnets or water.
What does a student learn in
This is the year science gets invisible. Students start to picture matter as tiny particles too small to see, and they track how that matter moves through plants, animals, and the air around them. They use models and graphs to explain why shadows shift, why the sun looks brighter than other stars, and how Earth's water is split between oceans and freshwater. By spring, they can sketch a model showing how energy from the sun ends up in the food on their plate.
- Particles of matter
- Energy from the sun
- Food webs
- Earth's water
- Shadows and stars
- Gravity
- Protecting resources
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
- 2
Mixing, heating, and cooling
Students measure what happens when substances are combined, melted, or frozen. They learn that the total amount of stuff stays the same, even when a mix looks like something brand new.
- 3
Earth, sun, and gravity
Students track shadows across the day, watch which stars show up in different seasons, and figure out why the sun looks so much brighter than other stars. They also explain why dropped objects always fall down.
- 4
Food, plants, and energy from the sun
Students follow energy from sunlight into plants, then into the animals that eat them. They ask questions about what plants need to grow and map how matter moves between living things and the soil.
- 5
Water and Earth's systems
Students graph how much of Earth's water is in oceans, ice, lakes, and the air. They look at how land, water, air, and living things shape each other, like a river carving a bank or trees holding soil in place.
- 6
Protecting local resources
Students compare ways a community can keep its land, water, and air clean. They weigh real options like recycling programs, cleaner energy, or protecting wetlands, and explain which choices make the biggest difference.
Mastery Learning Standards
The required skills a student should display by the end of Grade 5.
Physical Science
Physical Science
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Develop a model to describe that matter is made of particles too small to be…
5-PS1-1Matter is made of tiny particles too small to see, even under most microscopes. Students build a model, like a drawing or diagram, to show how those invisible particles make up everyday objects like water, air, and salt.
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Measure and graph quantities to provide evidence that regardless of the type of…
5-PS1-2Students measure and weigh substances before and after heating, cooling, or mixing them to show that the total amount of matter stays the same, even when something looks or feels different.
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Make observations and measurements to identify materials based on their…
5-PS1-3Students examine materials up close, measuring things like weight, flexibility, and whether something sinks or floats, to figure out what the material is made of or how it behaves.
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Conduct an investigation to determine whether the mixing of two or more…
5-PS1-4Students mix everyday materials together, like baking soda and vinegar, to see if something new forms. The point is learning to tell the difference between a mixture you can separate and a reaction that makes something brand new.
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Support an argument that the gravitational force exerted by the Earth is…
5-PS2-1Students practice arguing, with evidence, that gravity always pulls things straight down toward Earth. They learn why dropped objects fall the same way every time, no matter where they stand.
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Use models to describe that energy in animals' food
5-PS3-1Food energy in animals traces back to the sun. Students explain how the energy a dog uses to run, grow, and stay warm originally came from sunlight, moving through plants and food before reaching the animal.
| Standard | Definition | Code |
|---|---|---|
| Develop a model to describe that matter is made of particles too small to be… | Matter is made of tiny particles too small to see, even under most microscopes. Students build a model, like a drawing or diagram, to show how those invisible particles make up everyday objects like water, air, and salt. | 5-PS1-1 |
| Measure and graph quantities to provide evidence that regardless of the type of… | Students measure and weigh substances before and after heating, cooling, or mixing them to show that the total amount of matter stays the same, even when something looks or feels different. | 5-PS1-2 |
| Make observations and measurements to identify materials based on their… | Students examine materials up close, measuring things like weight, flexibility, and whether something sinks or floats, to figure out what the material is made of or how it behaves. | 5-PS1-3 |
| Conduct an investigation to determine whether the mixing of two or more… | Students mix everyday materials together, like baking soda and vinegar, to see if something new forms. The point is learning to tell the difference between a mixture you can separate and a reaction that makes something brand new. | 5-PS1-4 |
| Support an argument that the gravitational force exerted by the Earth is… | Students practice arguing, with evidence, that gravity always pulls things straight down toward Earth. They learn why dropped objects fall the same way every time, no matter where they stand. | 5-PS2-1 |
| Use models to describe that energy in animals' food | Food energy in animals traces back to the sun. Students explain how the energy a dog uses to run, grow, and stay warm originally came from sunlight, moving through plants and food before reaching the animal. | 5-PS3-1 |
Life Science
Life Science
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Ask questions about how air and water affect the growth of plants
5-LS1-1Students ask questions about what plants need to grow, then test how changing the amount of air or water affects the results.
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Develop a model to describe the movement of matter among plants, animals…
5-LS2-1Students build a diagram or food web showing how matter (like water, carbon, and nutrients) moves from plants to animals to decomposers and back into the soil and air. Nothing disappears; it just keeps cycling.
| Standard | Definition | Code |
|---|---|---|
| Ask questions about how air and water affect the growth of plants | Students ask questions about what plants need to grow, then test how changing the amount of air or water affects the results. | 5-LS1-1 |
| Develop a model to describe the movement of matter among plants, animals… | Students build a diagram or food web showing how matter (like water, carbon, and nutrients) moves from plants to animals to decomposers and back into the soil and air. Nothing disappears; it just keeps cycling. | 5-LS2-1 |
Earth and Space Science
Earth and Space Science
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Support an argument that differences in the apparent brightness of the sun…
5-ESS1-1Students argue, using evidence, that the sun looks brighter than other stars because it is much closer to Earth, not because it is actually bigger or brighter than all of them.
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Represent data in graphical displays to reveal patterns of daily changes in…
5-ESS1-2Students graph measurements of shadows and track when stars appear in the night sky to find patterns that explain how Earth moves relative to the sun.
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Develop a model using an example to describe ways the geosphere, biosphere…
5-ESS2-1Students build a diagram or drawing that shows how land, living things, water, and air affect each other. For example, rain fills a river, plants drink from it, and roots hold the soil in place.
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Describe and graph the amounts and percentages of water and fresh water in…
5-ESS2-2Students sort and graph where Earth's water actually sits: oceans, glaciers, groundwater, and rivers. The big takeaway is how little of it is fresh water people can use.
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Generate and compare multiple solutions about ways individual communities can…
5-ESS3-1Students look at real problems like water waste or soil loss, then compare different ways a community could solve them. The goal is weighing which solution does the most to protect local land, water, or air.
| Standard | Definition | Code |
|---|---|---|
| Support an argument that differences in the apparent brightness of the sun… | Students argue, using evidence, that the sun looks brighter than other stars because it is much closer to Earth, not because it is actually bigger or brighter than all of them. | 5-ESS1-1 |
| Represent data in graphical displays to reveal patterns of daily changes in… | Students graph measurements of shadows and track when stars appear in the night sky to find patterns that explain how Earth moves relative to the sun. | 5-ESS1-2 |
| Develop a model using an example to describe ways the geosphere, biosphere… | Students build a diagram or drawing that shows how land, living things, water, and air affect each other. For example, rain fills a river, plants drink from it, and roots hold the soil in place. | 5-ESS2-1 |
| Describe and graph the amounts and percentages of water and fresh water in… | Students sort and graph where Earth's water actually sits: oceans, glaciers, groundwater, and rivers. The big takeaway is how little of it is fresh water people can use. | 5-ESS2-2 |
| Generate and compare multiple solutions about ways individual communities can… | Students look at real problems like water waste or soil loss, then compare different ways a community could solve them. The goal is weighing which solution does the most to protect local land, water, or air. | 5-ESS3-1 |
Common Questions
What science will students learn this year?
Students study matter and how it changes, energy from the sun moving through food chains, gravity, the water on Earth, and why stars and the sun look different in the sky. They also look at how people can protect land, water, and air.
How can families help with science at home?
Cook together and talk about what changes when something melts, dissolves, or burns. Step outside at the same time each week and notice where the sun sits, how long shadows are, and which stars show up. Short, regular conversations matter more than big projects.
What does mastery look like by the end of the year?
Students can explain that matter is made of tiny particles, that the amount of matter stays the same when things mix or change form, and that energy in food traces back to the sun. They can also read a simple graph and use it as evidence.
How should the year be sequenced?
A common path is properties of matter first, then mixing and conservation, then energy and food webs, then Earth systems and water, and finally sun, stars, shadows, and human impact. Earlier units on measurement and graphing pay off in every later unit.
Which skills usually need the most reteaching?
Conservation of matter trips up most students, especially when a substance dissolves or a gas is produced. Graph reading is the other sticking point. Plan to revisit both across several units instead of teaching them once.
My child says the sun is bigger than other stars. Is that the idea?
The sun looks brighter because it is much closer, not because it is the biggest star. Other stars are far, far away. A flashlight up close versus down the street is a quick way to show this at home.
How much hands-on work should students be doing?
Most units should include something students can measure, mix, observe, or model with simple materials. Hands-on time is where the standards live. Reading and video work best as follow-up, not as a replacement.
What home activities support the Earth and water unit?
Talk about where tap water comes from and where it goes after the drain. Compare a glass of fresh water to a much larger container of salt water to show how little fresh water Earth has. Picking up litter on a walk fits the human impact ideas.
How do I know students are ready for middle school science?
They should be able to ask a testable question, plan a simple investigation, record measurements, and use a graph or model as evidence for a claim. Comfort with those habits matters more than memorising vocabulary.