Course Description:  Fifth grade science students are actively engaged in a comprehensive science program as they build an understanding to make sense of the natural world through phenomenon-based instruction. Students will be interacting with content from different topics to include Earth and Space Science (ES), Life Science (LS), Physical Science (PS) and Engineering Design (ETS) Disciplinary Core Ideas (DCIs) from the Next Generation Science Standards (NGSS). Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. 


The Crosscutting Concepts (CCCs) of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and systems and systems models are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency with Science and Engineering Practices (SEPs) by asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students will conduct inquiry-based investigations through hands-on, digital and virtual laboratory experiences. Students will be introduced to various STEM careers while in grades K-12. 

The new upcoming Maryland Integrated Science Assessment (MISA) will be administered in fifth grade. Content from this course will prepare students for the assessment.


PGCPS Elementary Science Policy: Grades 2-5

Overview:  The goal of grading and reporting is to provide the students with feedback that reflects their progress toward the mastery of the indicators and objectives found in the Science curriculum document.

Please note: For grades 3-5, the STEM fair process is designed for students to receive more than a single grade for the entire project. As such, various components of the STEM fair process can be used as classwork, homework and/or assessments.


Quarter Three

Content To Be Taught:

  • Developing a Model to Describe Ways the Geosphere Biosphere, Hydrosphere and Atmosphere Interact (5ESS2-1)

Graphing the Amounts and Percentages of Water and Fresh Water Distributed on Earth (5ESS2-2)


Driving Questions:

  • What is Science?
  • How can we develop an understanding of science as one whole thing- the wondering, investigating, questioning, data collecting and analyzing all together?
  • How can we make use of models to support our theories or claims?
  • How can we use what we learn from making observations, hypotheses and inferences to use them appropriately?
  • How do scientist avoid dangers in the lab?
  • What is appropriate science lab behavior?
  • How do scientists view the world?
  • What is the purpose of using science tools?
  • How can scientist explore without using science tools?