What does fifth grade science cover this year?

Students study four big areas: what matter is made of and how it changes, how plants and animals get the energy and materials they need, how Earth's water, air, land, and living things interact, and how the sun, stars, and gravity shape what we see in the sky.

How can I help my child at home if science feels hard?

Cook together and ask what happens when sugar dissolves or water boils. Step outside at the same time each week and notice where shadows fall. Small noticing habits at home build the kind of thinking fifth grade science asks for.

Does my child need to memorize a lot of facts?

Less than parents often expect. Most of the year is about building and explaining models, such as why a plant gains weight as it grows or why the sun looks bigger than other stars. Understanding the reason matters more than reciting a definition.

What should I do if my child gets stuck on a science question?

Ask them to draw what they think is happening and label the parts. Drawing forces the thinking out into the open and shows where the gap is. From there, a short conversation usually moves them forward faster than looking up an answer.

How should I sequence the units across the year?

Matter first gives students the particle idea they will reuse everywhere else. Then move into plants, animals, and ecosystems, which build on matter and energy. Earth systems and space work well at the end, since students can pull in everything they have already learned.

Which ideas usually need the most reteaching?

Two stick out. Students struggle to accept that plants build their mass mostly from air and water, not soil. They also resist the idea that weight is conserved when something dissolves or burns. Plan for repeated investigations, not a single lesson, on both.

How much of the year should be hands-on investigation?

Aim for a hands-on or data task in most weeks. Fifth grade standards ask students to measure, graph, and argue from evidence, and that only sticks if they have done it with real materials. Short investigations beat occasional big projects.

What does mastery look like by the end of the year?

A student who is ready for sixth grade can explain that matter is made of tiny particles, trace energy from the sun through a food chain, read a graph of Earth's water, and use evidence to argue a claim about shadows, gravity, or star brightness.

How do I make the Great Lakes standards feel local instead of like extra content?

Use the Great Lakes as the example for the broader standard rather than a separate unit. A lesson on Earth's fresh water becomes a lesson on why the Great Lakes hold so much of it. Local data makes the global picture click.

What does a student learn in ?

This is the year science zooms out to whole systems. Students learn that everything around them is made of tiny particles too small to see, and that weight stays the same even when stuff melts, mixes, or cools. They trace energy from the sun into plants and then into animals, and they look at how air, water, land, and living things shape places like the Great Lakes. By spring, they can explain why plants grow mostly from air and water, not soil.

Particles of matter
Mixing substances
Food and energy
Plant growth
Water on Earth
Great Lakes
Sun and stars

Source: Michigan Michigan K-12 Standards

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
What matter is made of
Students learn that everything around them is built from particles too small to see. They weigh and measure stuff before and after heating, cooling, or mixing it to show the total weight stays the same.
2
Identifying and mixing materials
Students test materials by their properties, like how they bend, dissolve, or float. They also mix substances together to see when something brand new forms and when it does not.
3
How plants and animals get energy
Students trace the food on their plate back to the sun. They build models showing how plants grow mostly from air and water, and how matter moves from plants to animals to decomposers and back to the soil.
4
Earth's water, land, air, and life
Students look at how the land, water, air, and living things shape each other, with a close look at Michigan and the Great Lakes. They graph how much of Earth's water is fresh and how communities protect it.
5
Gravity, the sun, and the sky
Students argue that Earth's gravity pulls objects down toward the ground. They track shadows, day and night, and which stars show up in different seasons, and learn why the sun looks so much brighter than other stars.

Mastery Learning Standards

The required skills a student should display by the end of Grade 5.

Structure and Properties of Matter

Develop a model to describe that matter is made of particles too small to be…

5-PS1-1

Matter is made of tiny particles too small to see, even under most microscopes. Students build models, like diagrams or physical representations, to show how those invisible particles make up everyday objects like water, air, and rocks.
Measure and graph quantities to provide evidence that regardless of the type of…

5-PS1-2

Students measure and weigh substances before and after heating, cooling, or mixing them to show that the total weight stays the same no matter what changes happen.
Make observations and measurements to identify materials based on their…

5-PS1-3

Students sort and identify everyday materials by observing and measuring properties like color, hardness, flexibility, and whether something sinks or floats. The measurements are what make the identification reliable.
Conduct an investigation to determine whether the mixing of two or more…

5-PS1-4

Students mix materials together and observe whether the result is something new or just the original substances combined. This helps them tell the difference between a physical mix and a chemical change.

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 models, like diagrams or physical representations, to show how those invisible particles make up everyday objects like water, air, and rocks.	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 weight stays the same no matter what changes happen.	5-PS1-2
Make observations and measurements to identify materials based on their…	Students sort and identify everyday materials by observing and measuring properties like color, hardness, flexibility, and whether something sinks or floats. The measurements are what make the identification reliable.	5-PS1-3
Conduct an investigation to determine whether the mixing of two or more…	Students mix materials together and observe whether the result is something new or just the original substances combined. This helps them tell the difference between a physical mix and a chemical change.	5-PS1-4

Structure and Properties of Matter

Develop a model to describe that matter is made of particles too small to be…

5-PS1-1

Matter is made of tiny particles too small to see, even under most microscopes. Students build models, like diagrams or physical representations, to show how those invisible particles make up everyday objects like water, air, and rocks.
Measure and graph quantities to provide evidence that regardless of the type of…

5-PS1-2

Students measure and weigh substances before and after heating, cooling, or mixing them to show that the total weight stays the same no matter what changes happen.
Make observations and measurements to identify materials based on their…

5-PS1-3

Students sort and identify everyday materials by observing and measuring properties like color, hardness, flexibility, and whether something sinks or floats. The measurements are what make the identification reliable.
Conduct an investigation to determine whether the mixing of two or more…

5-PS1-4

Students mix materials together and observe whether the result is something new or just the original substances combined. This helps them tell the difference between a physical mix and a chemical change.

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 models, like diagrams or physical representations, to show how those invisible particles make up everyday objects like water, air, and rocks.	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 weight stays the same no matter what changes happen.	5-PS1-2
Make observations and measurements to identify materials based on their…	Students sort and identify everyday materials by observing and measuring properties like color, hardness, flexibility, and whether something sinks or floats. The measurements are what make the identification reliable.	5-PS1-3
Conduct an investigation to determine whether the mixing of two or more…	Students mix materials together and observe whether the result is something new or just the original substances combined. This helps them tell the difference between a physical mix and a chemical change.	5-PS1-4

Matter and Energy in Organisms and Ecosystems

Use models to describe that energy in animals' food

5-PS3-1

Food energy traces back to the sun. Students use diagrams or models to show how energy moves from sunlight to plants to animals, explaining how animals use that energy to grow, move, heal, and stay warm.
Support an argument that plants get the materials they need for growth chiefly…

5-LS1-1

Plants don't grow mainly from soil. Students learn that plants pull carbon dioxide from the air and water from the ground to build their own food, then back that claim with evidence.
Develop a model to describe the movement of matter among plants, animals…

5-LS2-1

Students map how matter moves through a food web, showing what plants absorb, what animals eat, and what decomposers break down and return to the soil.

Standard	Definition	Code
Use models to describe that energy in animals' food	Food energy traces back to the sun. Students use diagrams or models to show how energy moves from sunlight to plants to animals, explaining how animals use that energy to grow, move, heal, and stay warm.	5-PS3-1
Support an argument that plants get the materials they need for growth chiefly…	Plants don't grow mainly from soil. Students learn that plants pull carbon dioxide from the air and water from the ground to build their own food, then back that claim with evidence.	5-LS1-1
Develop a model to describe the movement of matter among plants, animals…	Students map how matter moves through a food web, showing what plants absorb, what animals eat, and what decomposers break down and return to the soil.	5-LS2-1

Matter and Energy in Organisms and Ecosystems

Use models to describe that energy in animals' food

5-PS3-1

Food energy traces back to the sun. Students use diagrams or models to show how energy moves from sunlight to plants to animals, explaining how animals use that energy to grow, move, heal, and stay warm.
Support an argument that plants get the materials they need for growth chiefly…

5-LS1-1

Plants don't grow mainly from soil. Students learn that plants pull carbon dioxide from the air and water from the ground to build their own food, then back that claim with evidence.
Develop a model to describe the movement of matter among plants, animals…

5-LS2-1

Students map how matter moves through a food web, showing what plants absorb, what animals eat, and what decomposers break down and return to the soil.

Standard	Definition	Code
Use models to describe that energy in animals' food	Food energy traces back to the sun. Students use diagrams or models to show how energy moves from sunlight to plants to animals, explaining how animals use that energy to grow, move, heal, and stay warm.	5-PS3-1
Support an argument that plants get the materials they need for growth chiefly…	Plants don't grow mainly from soil. Students learn that plants pull carbon dioxide from the air and water from the ground to build their own food, then back that claim with evidence.	5-LS1-1
Develop a model to describe the movement of matter among plants, animals…	Students map how matter moves through a food web, showing what plants absorb, what animals eat, and what decomposers break down and return to the soil.	5-LS2-1

Earth's Systems

Develop a model using an example to describe ways the geosphere, biosphere…

5-ESS2-1

Students draw or diagram how parts of Earth connect, such as how rain fills a river, roots hold soil in place, or wind carries seeds. The model shows how land, water, air, and living things affect each other.
Develop a model using an example to describe ways the geosphere, biosphere…

5-ESS2-1MI

Students draw or diagram how Michigan's land, water, living things, and air work together. For example, they might show how rain fills the Great Lakes, which supports fish, which feed birds living on shore.
Describe and graph the amounts and percentages of water and fresh water in…

5-ESS2-2

Students look up how much of Earth's water is saltwater versus fresh water, then put those numbers into a graph. Most of Earth's water is in the ocean, and only a small fraction is the drinkable kind found in rivers, lakes, and ice.
Describe and graph the amounts and percentages of water and fresh water in the…

5-ESS2-2MI

Students map out where Earth's water actually sits by studying the Great Lakes. They compare how much of that water is fresh versus salt water, then put the numbers into a graph to show why fresh water is harder to find than most people expect.
Obtain and combine information about ways individual communities use science…

5-ESS3-1

Students research how real communities use science to protect local land, water, and air. They pull information from multiple sources and explain what those communities are actually doing.

Standard	Definition	Code
Develop a model using an example to describe ways the geosphere, biosphere…	Students draw or diagram how parts of Earth connect, such as how rain fills a river, roots hold soil in place, or wind carries seeds. The model shows how land, water, air, and living things affect each other.	5-ESS2-1
Develop a model using an example to describe ways the geosphere, biosphere…	Students draw or diagram how Michigan's land, water, living things, and air work together. For example, they might show how rain fills the Great Lakes, which supports fish, which feed birds living on shore.	5-ESS2-1MI
Describe and graph the amounts and percentages of water and fresh water in…	Students look up how much of Earth's water is saltwater versus fresh water, then put those numbers into a graph. Most of Earth's water is in the ocean, and only a small fraction is the drinkable kind found in rivers, lakes, and ice.	5-ESS2-2
Describe and graph the amounts and percentages of water and fresh water in the…	Students map out where Earth's water actually sits by studying the Great Lakes. They compare how much of that water is fresh versus salt water, then put the numbers into a graph to show why fresh water is harder to find than most people expect.	5-ESS2-2MI
Obtain and combine information about ways individual communities use science…	Students research how real communities use science to protect local land, water, and air. They pull information from multiple sources and explain what those communities are actually doing.	5-ESS3-1

Earth's Systems

Develop a model using an example to describe ways the geosphere, biosphere…

5-ESS2-1

Students draw or diagram how parts of Earth connect, such as how rain fills a river, roots hold soil in place, or wind carries seeds. The model shows how land, water, air, and living things affect each other.
Develop a model using an example to describe ways the geosphere, biosphere…

5-ESS2-1MI

Students draw or diagram how Michigan's land, water, living things, and air work together. For example, they might show how rain fills the Great Lakes, which supports fish, which feed birds living on shore.
Describe and graph the amounts and percentages of water and fresh water in…

5-ESS2-2

Students look up how much of Earth's water is saltwater versus fresh water, then put those numbers into a graph. Most of Earth's water is in the ocean, and only a small fraction is the drinkable kind found in rivers, lakes, and ice.
Describe and graph the amounts and percentages of water and fresh water in the…

5-ESS2-2MI

Students map out where Earth's water actually sits by studying the Great Lakes. They compare how much of that water is fresh versus salt water, then put the numbers into a graph to show why fresh water is harder to find than most people expect.
Obtain and combine information about ways individual communities use science…

5-ESS3-1

Students research how real communities use science to protect local land, water, and air. They pull information from multiple sources and explain what those communities are actually doing.

Standard	Definition	Code
Develop a model using an example to describe ways the geosphere, biosphere…	Students draw or diagram how parts of Earth connect, such as how rain fills a river, roots hold soil in place, or wind carries seeds. The model shows how land, water, air, and living things affect each other.	5-ESS2-1
Develop a model using an example to describe ways the geosphere, biosphere…	Students draw or diagram how Michigan's land, water, living things, and air work together. For example, they might show how rain fills the Great Lakes, which supports fish, which feed birds living on shore.	5-ESS2-1MI
Describe and graph the amounts and percentages of water and fresh water in…	Students look up how much of Earth's water is saltwater versus fresh water, then put those numbers into a graph. Most of Earth's water is in the ocean, and only a small fraction is the drinkable kind found in rivers, lakes, and ice.	5-ESS2-2
Describe and graph the amounts and percentages of water and fresh water in the…	Students map out where Earth's water actually sits by studying the Great Lakes. They compare how much of that water is fresh versus salt water, then put the numbers into a graph to show why fresh water is harder to find than most people expect.	5-ESS2-2MI
Obtain and combine information about ways individual communities use science…	Students research how real communities use science to protect local land, water, and air. They pull information from multiple sources and explain what those communities are actually doing.	5-ESS3-1

Space Systems: Stars and the Solar System

Support an argument that the gravitational force exerted by Earth on objects is…

5-PS2-1

Students gather evidence to show that gravity always pulls things straight down toward Earth, no matter where an object is dropped or released.
Support an argument that differences in the apparent brightness of the sun…

5-ESS1-1

Students explain why the sun looks so much brighter than other stars: it's not bigger or stronger, it's just far closer to Earth. They use evidence to back up that argument.
Represent data in graphical displays to reveal patterns of daily changes in…

5-ESS1-2

Students graph data about shadows, day and night cycles, and seasonal star patterns to find what repeats and why. The goal is spotting the pattern, not just recording the numbers.

Standard	Definition	Code
Support an argument that the gravitational force exerted by Earth on objects is…	Students gather evidence to show that gravity always pulls things straight down toward Earth, no matter where an object is dropped or released.	5-PS2-1
Support an argument that differences in the apparent brightness of the sun…	Students explain why the sun looks so much brighter than other stars: it's not bigger or stronger, it's just far closer to Earth. They use evidence to back up that argument.	5-ESS1-1
Represent data in graphical displays to reveal patterns of daily changes in…	Students graph data about shadows, day and night cycles, and seasonal star patterns to find what repeats and why. The goal is spotting the pattern, not just recording the numbers.	5-ESS1-2

Space Systems: Stars and the Solar System

Support an argument that the gravitational force exerted by Earth on objects is…

5-PS2-1

Students gather evidence to show that gravity always pulls things straight down toward Earth, no matter where an object is dropped or released.
Support an argument that differences in the apparent brightness of the sun…

5-ESS1-1

Students explain why the sun looks so much brighter than other stars: it's not bigger or stronger, it's just far closer to Earth. They use evidence to back up that argument.
Represent data in graphical displays to reveal patterns of daily changes in…

5-ESS1-2

Students graph data about shadows, day and night cycles, and seasonal star patterns to find what repeats and why. The goal is spotting the pattern, not just recording the numbers.

Standard	Definition	Code
Support an argument that the gravitational force exerted by Earth on objects is…	Students gather evidence to show that gravity always pulls things straight down toward Earth, no matter where an object is dropped or released.	5-PS2-1
Support an argument that differences in the apparent brightness of the sun…	Students explain why the sun looks so much brighter than other stars: it's not bigger or stronger, it's just far closer to Earth. They use evidence to back up that argument.	5-ESS1-1
Represent data in graphical displays to reveal patterns of daily changes in…	Students graph data about shadows, day and night cycles, and seasonal star patterns to find what repeats and why. The goal is spotting the pattern, not just recording the numbers.	5-ESS1-2

Common Questions

What does fifth grade science cover this year?
Students study four big areas: what matter is made of and how it changes, how plants and animals get the energy and materials they need, how Earth's water, air, land, and living things interact, and how the sun, stars, and gravity shape what we see in the sky.
How can I help my child at home if science feels hard?
Cook together and ask what happens when sugar dissolves or water boils. Step outside at the same time each week and notice where shadows fall. Small noticing habits at home build the kind of thinking fifth grade science asks for.
Does my child need to memorize a lot of facts?
Less than parents often expect. Most of the year is about building and explaining models, such as why a plant gains weight as it grows or why the sun looks bigger than other stars. Understanding the reason matters more than reciting a definition.
What should I do if my child gets stuck on a science question?
Ask them to draw what they think is happening and label the parts. Drawing forces the thinking out into the open and shows where the gap is. From there, a short conversation usually moves them forward faster than looking up an answer.
How should I sequence the units across the year?
Matter first gives students the particle idea they will reuse everywhere else. Then move into plants, animals, and ecosystems, which build on matter and energy. Earth systems and space work well at the end, since students can pull in everything they have already learned.
Which ideas usually need the most reteaching?
Two stick out. Students struggle to accept that plants build their mass mostly from air and water, not soil. They also resist the idea that weight is conserved when something dissolves or burns. Plan for repeated investigations, not a single lesson, on both.
How much of the year should be hands-on investigation?
Aim for a hands-on or data task in most weeks. Fifth grade standards ask students to measure, graph, and argue from evidence, and that only sticks if they have done it with real materials. Short investigations beat occasional big projects.
What does mastery look like by the end of the year?
A student who is ready for sixth grade can explain that matter is made of tiny particles, trace energy from the sun through a food chain, read a graph of Earth's water, and use evidence to argue a claim about shadows, gravity, or star brightness.
How do I make the Great Lakes standards feel local instead of like extra content?
Use the Great Lakes as the example for the broader standard rather than a separate unit. A lesson on Earth's fresh water becomes a lesson on why the Great Lakes hold so much of it. Local data makes the global picture click.