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These are the 18 fifth grade benchmark groupings that are annually assessed on the SSA test, plus the 7 assessed benchmark groupings that are not taught in 5th grade.
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.
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.
|My Position on Science and Religion||video, free|
|What is Science?: Objective||video|
|Is Your Project Scientifically Testable?||text page, free|
|Is Your Project Scientifically Testable? Part 2||text page, free|
|Review Scientific Process-3||practice|
|Review Scientific Process-4||practice|
|Review Scientific Process-8||practice|
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.
|Cloud Formation, part 2||video|
|Making a Solar Still||video|
|A Watched Pot||video|
|The Water Cycle||video|
|A Model of the Water Cycle||video, ClosedCaptions|
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.
|A Bouncing Water Balloon||video|
|Experimenting with Dry Ice||video|
|Wax and Wood, part 1||video|
|Wax and Wood, part 2||video|
|Ice Cream Science||video|
|Raw Egg or Boiled?||video|
|Air has Weight||text page|
|Teach It Right the First Time.||text page, free|
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.
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.
|Measuring Kinetic and Potential Energy||video|
|Why Things Go Bang||video|
|Sunglass Science: Birefringence||video|
|Making a Screamer||video|
|The Singing Glass||video|
|The Science of Pizza||video|
|Measuring Calories||video, ClosedCaptions|
|Calories: Measuring the Energy||text page, free|
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.
Also assesses SC.3.E.6.1, SC.4.P.11.1, SC.4.P.11.2, SC.5.P.10.3, SC.5.P.11.1, and SC.5.P.11.2
SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.
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.
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.
|A Walk in the Park||video|
|Calling a Woodpecker||video|
|Seed Search||video, ClosedCaptions|
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.
|Heartless Plants||video, ClosedCaptions|
|Pumpkin Guts||video, ClosedCaptions|
|Seed Search||video, ClosedCaptions|
|Orange Slices||video, ClosedCaptions|
|Testing a Leaf for Starch||video, ClosedCaptions|
|Smell the Flowers||text page|
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.
|What is a Mineral?||video, free|
|Identifying Minerals||video, learnalong|
|Definition of a Mineral||video|
|Minerals Around You||text page, learnalong|
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.
|Scavengers and Decomposers||video, ClosedCaptions|
|Secondary Consumers||video, ClosedCaptions|
|Primary Consumers||video, ClosedCaptions|
|Food Web Tag||text page|
|What is a Food Web?||text page|
|Review Food Web-8||practice|
|Review Food Web-9||practice|
|Review Food Web-10||practice|
|Review Food Web-2||practice|
|Review Food Web-1||practice|
|Review Food Web-3||practice|
|Review Food Web-4||practice|
|Review Food Web-5||practice|
|Review Food Web-6||practice|
|Review Food Web-7||practice|
Also assesses SC.3.L.17.2; SC.4.L.17.2
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