These are the 18 fifth grade benchmark groupings that are annually assessed on FCAT 2.0 Science, plus the 7 assessed benchmark groupings that are not taught in 5th grade.
When you see a benchmark code that is blue ( SC.5.N.1.3), that is a link to a dedicated page focused that benchmark.
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
|Video - Science Fair Panic, part 3||Video - Water in a Glass, Part 2|
|Video - Science Fair Panic, part 2||Text - Cone of Sound|
|Video - Going Through a Card||Video - Water in a Glass, Part 3|
|Video - Floating Cups||Text - Three Holes|
|Video - Bottle Tones, Part 2||Video - Building a Rain Gauge|
|Video - Bottle Tones, part 1||Video - Building a Rain Gauge, part 2|
|Video - The Right Answer||Video - The Knuckle Trick|
|Video - Water in a Glass, part 1|
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
Also assesses SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, and SC.5.N.1.6
SC.5.N.2.2: Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
Also assesses SC.3.N.1.2, SC.3.N.1.5, SC.4.N.1.2, SC.4.N.1.5, and SC.5.N.1.3
SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.
Also assesses SC.3.E.5.1, SC.3.E.5.2, and SC.3.E.5.3
SC.5.E.5.3 Distinguish among the following objects of the Solar System – Sun, planets, moons, asteroids, comets – and identify Earth’s position in it.
Also assesses SC.5.E.5.2
SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.
Also assesses SC.5.E.7.2
SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.
Also assesses SC.5.E.7.4, SC.5.E.7.5, and SC.5.E.7.6
SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.
|Video - Crushed Can||Video - Mass and Weight|
|Video - Floating Bubbles||Video - Cartesian Diver|
|Video - Ice Cream Science||Video - Mirage|
|Text - States of Matter||Video - The Science of Pizza|
|Video - Density Column||Video - Half a Water Balloon|
|Video - Egg States||Video - Water in a Glass, Part 2|
|Video - A Watched Pot||Text - Butter Science|
|Video - Dry Ice||Study Unit - What is Mass?|
|Video - Light as Air||FCAT - SC.5.P.8.1-1|
|Video - Matter|
Also assesses SC.3.P.8.1, SC.3.P.8.2, SC.3.P.8.3, and SC.4.P.8.1
SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.
|Video - Sorting Salt and Pepper||Text - Panning for Iron|
|Text - Sorting Salt and Pepper, How Many Ways?||Video - Bendable Bones - Updated|
|Video - Iron Cereal||Blog - Science Photo of the Day #720|
|Video - Density Column||FCAT - SC.5.P.8.3-1|
|Text - Quick, Easy Crystals||FCAT - SC.5.P.8.3-2|
|Video - Making Butter|
Also assesses SC.5.P.8.2
SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature.
Also assesses SC.3.P.9.1 and SC.4.P.9.1
SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
|Video - High Bounce||Video - About Microwaves|
|Video - Simple Circuit||Video - Looking for Rainbows|
|Video - Solar Power||Video - Why Things Go Bang|
|Video - Taking a Marshmallow Apart||Video - Measuring Lightning|
|Video - Light Speed Chocolate||Video - Noisy String|
|Video - Microwave Chocolate||Video - Bottle Tones, Part 2|
|Text - Why Paper Burns||Video - Bottle Tones, part 1|
|Video - Radioactive||Video - Orange Flash|
|Video - Matter||Study Unit - Taking a Marshmallow Apart|
|Video - Mirage||Video - How Heat Moves|
|Text - Quick, Easy Crystals||FCAT - SC.5.P.10.1-1|
|Video - The Singing Glass||FCAT - SC.5.P.10.1-2|
|Video - Grass Whistle||FCAT - SC.5.P.10.1-3|
Also assesses SC.3.P.10.1, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1, SC.3.P.11.2, SC.4.P.10.1, and SC.4.P.10.3
SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create change.
Also assesses SC.3.P.10.2, SC.4.P.10.2, and SC.4.P.10.4
SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
- Video - Simple Circuit
- Video - Introduction to Light Emitting Diodes
- Video - Microwave Chocolate
- Video - The Leyden Jar
- Video - Grass Whistle
- Video - About Microwaves
- Video - Measuring Lightning
- Video - Orange Flash
- Text - Lighting a Light With Static Electricity
- Video - Lighting a Bulb With a Balloon
- FCAT - SC.5.P.10.4
SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.
|Video - The Old Tablecloth Trick||Video - Water in a Glass, Part 2|
|Video - High Bounce||Video - Water in a Glass, Part 3|
|Video - The Science of Balance||Text - Three Holes|
|Video - Strange Flame, part 1||Text - Three Holes, part 2|
|Video - Floating Cups||Text - Rock Stacking|
|Video - Hanging a Hammer||FCAT - SC.5.P.13.1-1|
|Video - Planets and Pennies|
Also assesses SC.3.E.5.4 and SC.4.P.8.4
SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.
Also assesses SC.4.P.12.1, SC.4.P.12.2, SC.5.P.13.3, and SC.5.P.13.4
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.
|Text - The Science of Spit||Video - Reading a Skeleton|
|Text - Tummy Rumbles||Video - Bendable Bones - Updated|
|Video - Fingerprints||FCAT - SC.5.L.14.1-1|
|Video - Why We Sweat||FCAT - SC.5.L.14.1-2|
|Video - Foot Circles||FCAT - SC.5.L.14.1-3|
|Video - Measuring in Feet||FCAT - SC.5.L.14.1-4|
|Video - Reaction Time||FCAT - SC.5.L.14.1-5|
|Text - Have a Heart||Text - Heart Watching|
|Video - Bird Bones|
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support — some with internal skeletons others with exoskeletons — while some plants have stems for support.
Also assesses SC.3.L.15.1 and SC.3.L.15.2
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
|Video - Hunting With an Umbrella||Study Unit - Primary Consumers|
|Video - Nature Watching||Study Unit - Secondary Consumers|
|Video - Seed Search||Study Unit - Scavengers and Decomposers|
|Video - Heartless Plants||Video - Calling a Woodpecker|
|Video - Selective Smelling||Text - Bird Behavior|
|Video - Foodchain: Secondary Consumers||FCAT - SC.5.L.17.1-1|
|Study Unit - Producers|
Also assesses SC.3.L.17.1, SC.4.L.16.2, SC.4.L.16.3, SC.4.L.17.1, SC.4.L.17.4, and SC.5.L.15.1
Although NOT in grade 5 science standards, these benchmark concepts from grade 3 and 4 will be assessed on FCAT 2.0 Science.
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
Also assesses SC.3.L.14.2; SC.4.L.16.1
SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.
Also assesses SC.4.E.5.1; SC.4.E.5.2; SC.4.E.5.3
SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
Also assesses SC.4.E.6.1
SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
Also assesses SC.4.E.6.6
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seedbearing
SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
|Video - Taking a Marshmallow Apart||Study Unit - What is a Food Web?|
|Video - Producers||Study Unit - Taking a Marshmallow Apart|
|Video - Foodchain: Primary Consumers||Study Unit - Calories: Measuring the Energy|
|Video - Foodchain: Secondary Consumers||Study Unit - Scavengers and Decomposers|
|Study Unit - Producers||FCAT - SC.4.L.17.3-1|
|Study Unit - Primary Consumers||FCAT - SC.4.L.17.3-2|
|Study Unit - Secondary Consumers|
Also assesses SC.3.L.17.2; SC.4.L.17.2
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