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State StandardsGradePELocal Unit NamePE TextMosa Mack Unit
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Georgia Standards of Excellence4S4E1Earth and Space ScienceObtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets.
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S4E1.a
Ask questions to compare and contrast technological advances that have changed the amount and type of information on distant objects in the sky.
Not currently covered
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S4E1.b
Construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others. (Clarification statement: Differences are limited to distance and size, not age or stage of evolution.)
Earth's Place in the Universe
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S4E1.cConstruct an explanation of the differences between stars and planets.Not currently covered
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S4E1.d
Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun. (Clarification statement: Composition of planets is limited to rocky vs. gaseous.)
Not currently covered
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Georgia Standards of Excellence4S4E2Earth and Space ScienceObtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth.
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S4E2.a
Develop a model to support an explanation of why the length of day and night change throughout the year.
Earth's Place in the Universe
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S4E2.b
Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full).
Not currently covered
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S4E2.cConstruct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes.Earth's Place in the Universe
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Georgia Standards of Excellence4S4E3Earth and Space ScienceObtain, evaluate, and communicate information to demonstrate the water cycle.
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S4E3.a
Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.
Earth's Spheres
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S4E3.b
Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation). (Clarification statement: Students should understand that the water cycle does not follow a single pathway.)
Earth's Spheres
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Georgia Standards of Excellence4S4E4Earth and Space ScienceObtain, evaluate, and communicate information to predict weather events and infer weather patterns using weather charts/maps and collected weather data.
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S4E4.a
Construct an explanation of how weather instruments (thermometer, rain gauge, barometer, wind vane, and anemometer) are used in gathering weather data and making forecasts.
Not currently covered
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S4E4.b
Interpret data from weather maps, including fronts (warm, cold, and stationary), temperature, pressure, and precipitation to make an informed prediction about tomorrow’s weather.
Not currently covered
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S4E4.c
Ask questions and use observations of cloud types (cirrus, stratus, and cumulus) and data of weather conditions to predict weather events.
Not currently covered
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S4E4.d
Construct an explanation based on research to communicate the difference between weather and climate.
Not currently covered
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Georgia Standards of Excellence4S4P1Physical ScienceObtain, evaluate, and communicate information about the nature of light and how light interacts with objects.
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S4P1.a
Plan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent.
Energy Transfer
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S4P1.b
Plan and carry out investigations to describe the path light travels from a light source to a mirror and how it is reflected by the mirror using different angles
Not currently covered
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S4P1.c
Plan and carry out an investigation utilizing everyday materials to explore examples of when light is refracted. (Clarification statement: Everyday materials could include prisms, eyeglasses, and a glass of water.)
Not currently covered
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Georgia Standards of Excellence4S4P2Physical ScienceObtain, evaluate, and communicate information about how sound is produced and changed and how sound and/or light can be used to communicate.
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S4P2.a
Plan and carry out an investigation utilizing everyday objects to produce sound and predict the effects of changing the strength or speed of vibrations.
Energy Transfer
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S4P2.bDesign and construct a device to communicate across a distance using light and/or sound.Energy Transfer
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Georgia Standards of Excellence4S4P3Physical ScienceObtain, evaluate, and communicate information about the relationship between balanced and unbalanced forces.
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S4P3.a
Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results.
Not currently covered
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S4P3.bConstruct an argument to support the claim that gravitational force affects the motion of an object.Gravity
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S4P3.c
Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel and axle, and screw) and how forces are changed when simple machines are used to complete tasks. (Clarification statement: The use of mathematical formulas is not expected.)
Not currently covered
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Georgia Standards of Excellence4S4L1Life ScienceObtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem
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S4L1.a
Develop a model to describe the roles of producers, consumers, and decomposers in a community. (Clarification statement: Students are not expected to identify the different types of consumers – herbivores, carnivores, omnivores and scavengers.)
Food Webs
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S4L1.b
Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
Food Webs
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S4L1.c
Design a scenario to demonstrate the effect of a change on an ecosystem. (Clarification statement: Include living and non-living factors in the scenario.)
Food Webs
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S4L1.d
Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or overabundant.
Food Webs
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Georgia Standards of Excellence5S5E1Earth and Space ScienceObtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.
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S5E1.a
Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).
Earth's Processes & Mapping
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S5E1.b
Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.
Earth's Processes & Mapping
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S5E1.c
Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
Not currently covered
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Georgia Standards of Excellence5S5P1Physical ScienceObtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
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S5P1.a
Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.
Matter and Its Interactions
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S5P1.b
Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.
Not currently covered
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S5P1.c
Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).
Matter and Its Interactions
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Georgia Standards of Excellence5S5P2Physical ScienceObtain, evaluate, and communicate information to investigate electricity.
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S5P2.a
Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity.
Not currently covered
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S5P2.bDesign a complete, simple electric circuit, and explain all necessary components.Energy Transfer
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S5P2.c
Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity.
Energy Transfer
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Georgia Standards of Excellence5S5P3Physical ScienceObtain, evaluate, and communicate information about magnetism and its relationship to electricity.
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S5P3.a
Construct an argument based on experimental evidence to communicate the differences in function and purpose of an electromagnet and a magnet. (Clarification statement: Function is limited to understanding temporary and permanent magnetism.)
Electricity & Magnetism (note: This is a MS unit)
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S5P3.b
Plan and carry out an investigation to observe the interaction between a magnetic field and a magnetic object. (Clarification statement: The interaction should include placing materials of various types (wood, paper, glass, metal, and rocks) and thickness between the magnet and the magnetic object.)
Electricity & Magnetism (note: This is a MS unit)
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Georgia Standards of Excellence5S5L1Life ScienceObtain, evaluate, and communicate information to group organisms using scientific classification procedures.
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S5L1.a
Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.
Not currently covered
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S5L1.b
Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.
Not currently covered
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Georgia Standards of Excellence5S5L2Life ScienceObtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.
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S5L2.aAsk questions to compare and contrast instincts and learned behaviors.Plant & Animal Structure
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S5L2.b
Ask questions to compare and contrast inherited and acquired physical traits. (Clarification statement: Punnett squares and genetics are taught in future grades.)
Plant & Animal Structure
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Georgia Standards of Excellence5S5L3Life ScienceObtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.
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S5L3.a
Gather evidence by utilizing technology tools to support a claim that plants and animals are comprised of cells too small to be seen without magnification
Cells (note: This is a MS unit)
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S5L3.b
Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).
Cells (note: This is a MS unit)
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S5L3.cConstruct an explanation that differentiates between the structure of plant and animal cells.Cells (note: This is a MS unit)
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Georgia Standards of Excellence5S5L4Life ScienceObtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.
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S5L4.a
Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial.
Not currently covered
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S5L4.b
Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.
Not currently covered
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