Fifth Grade

Fifth Grade Science Curriculum Content Timeline (Public Access)

School Year 2018 - 2019

Teacher Access is provided through the Learning Maps

Some weeks will include two different topics depending on number of days assigned. This template is to be used as a rough gauge for pacing. 

The intention of the Learning Map is to provide a consistent scope and sequence for the course across the district.  While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the benchmarks in each unit.  While benchmarks are discretely displayed, it is expected that overlap will occur. 



Big Idea/Topic



Week 1

August 13-17 (5) 


Big Idea 1

Practice of Science


Setting up Science

Interactive Notebooks

Lab Safety Rules



Week 2

August 20-24 (5)





Week 3

August 27 - 31 (5) 



Authentic Scientific Investigation

Week 4

September 4-7 (4)




Week 5

September 10-14 (4)


Big Idea 8

Properties of Matter



Classifying Matter


Week 6

September 18-21 (4)





Week 7

September 24-28 (5)





Week 8

October 1–5 (5)



Atomic Theory


Week 9

October 8–12 (5)


Big Idea 9

Changes in Matter



Chemical and Physical Changes


Week 10

October 16-19 (4)



Chemical and Physical Changes


Week 11

October 22-26 (5)

Big Idea 10

Forms of Energy




Forms and Uses of Energy


Week 12

October 29 – Nov. 2 (5)



Forms and Uses of Energy


Week 13

November 5-9 (5)



Electric Charges


Week 14

November 13-16 (4)



Transformation of

 Electric Energy



Thanksgiving Break

November 19-23






Week 15

November 26 -30 (5)



Big Idea 11

Energy Transfer and Transformations



Electric Circuits


Week 16

December 3-7 (5)



Electric Circuits


Week 17

December 10-14 (5)




Big Idea 13

Forces and Changes in Motion







Week 18

December 17-21 (5)



Experimenting with Forces


Christmas Break

December 24 – Jan. 3

Teacher Work Day

Jan. 4








Week 19

January 7-11 (5)




Big Idea 13

Forces and Changes in Motion




Experimenting with Forces


Week 20

January 14-18 (5)



Experimenting with Forces


Week 21

January 22-25 (4)












Big Idea 7

Earth Systems and Patterns













The Sun and Water Cycle


Week 22

January 28-Feb. 1 (5)





Week 23

February 4-8 (5)





Week 24

February 11-14 (4)



Weather in Specific Environments



Week 25

February 19-22 (4)



Weather in Specific Environments



Week 26

Feb. 25-March 1 (5)



Weather in Specific Environments


Week 27

March 4-8 (5)







Big Idea 5

Earth in Space and Time




Characteristics of

the Solar System



Week 28

March 11-15 (5)



Characteristics of

the Solar System



Week 29

March 18-22 (5)



Characteristics of

the Solar System



Spring Break

March 25-29








Week 30

April 1-5 (5)




Big Idea 14

Organization and Development

 of Living Organisms




Human Organs


Week 31

April 8-12 (5)



Functional Structures

of Organisms


Week 32

April 15-18 (4)


Big Idea 15

Diversity and Evolution of Living Organisms




Environmental Changes


Week 33

April 22-26 (5)


Big Idea 17



SC.5.L.17.1 Adaptations


Week 34

April 29-May 3 (5)



Review for State Assessment


Week 35

May 6-10 (5) 



















Week 36

May 13-17 (5)




Week 37

May 20-24 (5)



Week 38

May 28-30 (3)


Revised June 5, 2018

Interdisciplinary Connections

In addition to the science content benchmarks listed, English Language Development, Literacy, and Mathematics standards are to be purposefully integrated and assessed continually throughout the progression of the course.  These standards reinforce the skills that our students require for the constructive acquisition of science content in the classroom as well as the successful navigation of science issues in society. Collaborative discussion, integration of multiple sources of media, and support of claims with evidence are but a few skills emphasized by the standards.


English Language Development Standards: Please see the Florida ELD Performance Definitions and Descriptors for Science for remarks and clarifications (


English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.


English language learners communicate for social and instructional purposes within the school setting.

Literacy Standards


Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.


By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  4. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.


Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.


Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
  2. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).


Mathematics Standards


Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).


Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.






Last modified: Thursday, 6 September 2018, 10:11 AM