Georgia law requires the development and administration of the CRCT in the content areas of Reading,
English/Language Arts, Mathematics, Science, and Social Studies. Each spring students in grades 1
through 8 take the Reading, English/Language Arts, and Mathematics CRCT, while students in grades 3
through 8 also take the Science and Social Studies CRCT. These tests are designed to measure student
achievement of the Georgia Performance Standards (GPS).

Program Purpose:

The CRCT is designed to measure student acquisition and understanding of the knowledge, concepts, and
skills set forth in the GPS. The testing program serves as a measure of the quality of education in the state.
Reports yielding information on academic achievement at the student, class, school, system, and state
levels are produced annually.

Mandated Grades for Science:

Grades 3 through 8 are mandated to participate in the Science CRCT each spring.

CRCT Content Descriptions:

The CRCT Content Descriptions are provided to acquaint Georgia educators with the content coverage of
the CRCT. Only the knowledge, concepts, and skills reflected in the GPS will be assessed on the CRCT.
Committees of Georgia educators reviewed the curriculum and provided guidance for the assessment
program. It is important to note that some curricular standards are better suited for classroom or individual
assessment rather than large-scale, paper-pencil assessment. While those curricular standards designed for
classroom/individual assessment are not included in the Content Descriptions, the knowledge, concepts,
and skills outlined are often required for the mastery of the standards that are assessed. Therefore, the
CRCT Content Descriptions are in no way intended to substitute for the GPS; they are provided to help
educators better understand how the curriculum will be assessed. Further, the CRCT Content
Descriptions, by no means, suggest when concepts and skills should be introduced in the instructional
sequence; rather, its purpose is to communicate when concepts and skills will be assessed on the CRCT.
Georgia law requires educators to teach the standards set forth in the state-adopted curriculum (i.e., the
GPS). The GPS is located at http://www.georgiastandards.org.

Science Content Domains:

To provide reliable measures as well as structure to the assessment program, the curricular standards
provided in the GPS were grouped into content domains. Each domain is comprised of standards with
similar content characteristics. The domains for Science are:
Grade 3–5 - Earth Science, Physical Science, and Life Science

The GPS in science requires that content be taught in conjunction with process skills identified as the
Characteristics of Science. Characteristics of Science refers to the process skills used in the learning and
practice of science, such as testing a hypothesis, record keeping, using correct safety procedures, using
appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and
communicating scientific information. It also refers to understanding how science knowledge grows and
changes and the processes that drive those changes. The concepts and skills inherent in Characteristics of
Science are integrated in items across the three content domains.

Using the Science CRCT Content Descriptions:

The Science CRCT Content Descriptions provide information about the content and skills assessed by the
CRCT. The documents are organized by grade and content domain. The curriculum standards assessed in
each domain are provided as are the related concepts, skills, and abilities assessed. It is important to note
the differences between the GPS and the former curriculum. The GPS is a conceptual curriculum,
requiring instruction be integrated; the concepts, knowledge, skills, and abilities described in this
document should not be viewed as discrete or taught in isolation. Deep understanding by students,
resulting in higher achievement, is best achieved when the full curriculum is taught in an integrated,
conceptual fashion.

Science - Grade: 3

Domain: Earth Science - Earth Science refers to explaining the differences between rocks and minerals and the physical characteristics of each, comparing and contrasting types of soils, and recognizing how wind and water can change them over time. This domain also refers to describing how fossils are formed and distinguishing
fossils as evidence of organisms that lived long ago.

Standards Associated with Domain
S3E1 S3E2

Associated Concepts, Skills, and Abilities:
• Differentiate between a rock and a mineral
• Recognize the physical attributes of rocks and minerals through investigations, such as: observation (shape, color, and texture), measurement, and simple tests (hardness)
Compare and contrast top soils (clay, loam or potting soil, and sand) by observable properties, such as: texture, particle size, and color
• Determine using observation and research how water and wind can change rocks and soil over time
• Distinguish fossils as evidence of organisms that lived long ago by using investigations, such as: identifying authentic fossils, analyzing models of fossils, and using information resources about fossils
• Describe how a fossil is formed

Domain: Physical Science - Physical Science refers to categorizing ways to produce heat and explaining how heat can be transferred. This domain also refers to recognizing materials that are attracted to magnets and understanding the behavior of magnets.

Standards Associated with Domain
S3P1 S3P2

Associated Concepts, Skills, and Abilities:
• Categorize different ways to produce heat energy, such as: burning, rubbing (friction), and mixing one thing with another
• Determine how insulation affects heating and cooling
• Recognize the transfer of heat energy from the Sun to various materials
• Measure using thermometers the changes in temperature over time of water: samples (hot, warm, and cold)
• Identify common objects that are attracted by magnets
• Recognize that magnets attract and repel each other

Domain: Life Science - Life Science refers to differentiating between habitats of Georgia and the features of plants and animals that live there, and recognizing how changes to habitats affect these organisms. This domain also refers to describing the effects of pollution and ways to protect the environment.

Standards Associated with Domain
S3L1 S3L2

Associated Concepts, Skills, and Abilities:
• Differentiate between the habitats of Georgia (including the organisms that live there), such as: mountains, marsh/swamp, coast, Piedmont, and Atlantic Ocean
• Determine which features of green plants allow them to live and thrive in different regions of Georgia
• Determine which features of animals allow them to live and thrive in different regions of Georgia
• Predict what will happen to an organism if its habitat is changed
• Describe the effects of pollution (such as littering) on the habitats of plants and animals
• Describe ways to protect the environment, such as: conservation of resources and recycling of materials

Characteristics of Science - Characteristics of Science items are integrated across the three content domains.
Characteristics of Science refers to understanding the process skills used in the learning and practice of
science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using
appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and
communicating scientific information. Characteristics of Science also refers to understanding how science
knowledge grows and changes and the processes that drive those changes.

Standards Associated with Characteristics of Science
S3CS1 S3CS2 S3CS3 S3CS4
S3CS5 S3CS7 S3CS8

Associated Concepts, Skills, and Abilities:
• Demonstrate understanding that records of investigations and observations should not be altered
• Offer reasons for findings and consider reasons suggested by others
• Add, subtract, multiply, and divide whole numbers through different means, such as: mentally, on paper, and with a calculator
• Compute scientific calculations using commonly encountered fractions, such as: halves, thirds, and fourths
• Evaluate measurements and computations of quantities and decide if they are reasonable answers to scientific problems by comparing them to typical values in dimensions, such as: length, weight, and time
• Determine appropriate common materials for making simple mechanical constructions and repairing things
• Explain when to use computers, cameras, and recording devices for capturing information
• Implement accepted safety procedures while manipulating science materials and equipment
• Observe and describe how parts influence one another in things with many parts
• Represent features of objects, events, and processes in the real world by constructing representations, such as: geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories
• Contrast ways in which representations do not match their original counterparts
• Construct instructions that others can follow in carrying out a scientific procedure
•  Recognize when to use a sketch to aid in explaining scientific procedures or ideas
• Use numerical data to describe and compare objects and events, and to explore scientific or technological matters
• Evaluate sources of scientific information, such as: reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases
• Explain that similar scientific investigations seldom produce exactly the same results due to circumstances, such as: unexpected differences in what is being investigated, unrecognized differences in the methods or circumstances of the investigation, and observational uncertainties
• Demonstrate understanding that although some scientific knowledge is very old, it is still applicable today
• Determine that scientific investigations may take many different forms, such as: surveying what things are like, observing what is happening, collecting specimens for analysis, and doing experiments
• Justify the reasons why clear and active communication is an essential part of doing science, such as: enabling scientists to inform others about their work,  allowing scientists to expose their ideas to criticism by other scientists, and  helping scientists to stay informed about scientific discoveries around the world
• Describe ways scientists use technology to increase their acuity in such activities as: observing, measuring, and comparing
• Demonstrate understanding that science involves many different kinds of work and engages men and women of all ages and backgrounds

Science - Grade: 4

Domain: Earth Science - Earth Science refers to comparing and contrasting stars, constellations, and planets, identifying the technology used to observe them, and explaining how the motions of Earth, the Moon, and the Sun cause the day/night cycle, the phases of the Moon, and the seasons. This domain also refers to describing how the states of water are related to the water cycle and weather and using tools to measure and predict
weather conditions.

Standards Associated with Domain
S4E1 S4E2 S4E3 S4E4

Associated Concepts, Skills, and Abilities:
• Recognize the physical attributes of stars in the night sky such as number, size, color, and patterns
• Compare and contrast planets and stars in characteristics, such as: appearance, position, and number in the night sky
• Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times
• Identify how technology is used to observe distant objects in the sky
• Explain the day/night cycle of Earth using a model
• Explain the sequence of the phases of the Moon
• Describe the revolution of Earth around the Sun and Earth’s tilt to explain the seasonal changes
• Describe the relative size and order from the Sun of the planets in our Solar System
• Demonstrate how water changes states, such as: solid to liquid, liquid to gas, gas to liquid, and liquid to solid
• Identify the temperatures at which water becomes a solid and at which water becomes a gas
• Explain how clouds are formed
• Differentiate between evaporation, condensation, and precipitation in the water cycle
• Demonstrate understanding of different forms of precipitation and sky conditions, such as: rain, snow, sleet, hail, clouds, and fog
• Identify and explain how to gather weather data by using weather instruments, such as: thermometer, rain gauge, barometer, wind vane, and anemometer
• Analyze data gathered through the use of weather instruments to formulate weather forecasts
• Use a weather map to identify weather data, such as: fronts, temperature, and precipitation
•  Interpret weather conditions using the information gathered in a weather map
• Predict weather patterns throughout the year using observations and records of weather conditions
• Distinguish between weather and climate

Domain: Physical Science - Physical Science refers to describing how tools affect light, and explaining how sound is produced and changed. This domain also refers to explaining how simple machines are used, and describing the relationship between force and motion.

Standards Associated with Domain
S4P1 S4P2 S4P3

Associated Concepts, Skills, and Abilities:
• Determine the nature of light to classify materials, such as: transparent, opaque, and translucent
• Explain the reflection of light using a mirror and a light source
• Distinguish between a convex lens, a concave lens, and a prism by: identifying physical properties, explaining where each is used
•  Investigate how sound is produced
•  Recognize the conditions that cause pitch to vary
• Identify and explain the use of simple machines, such as: levers, pulleys, wedges, inclined planes, screws, wheels and axles
• Observe how force affects the speed and motion of different-size objects
• Explain what happens to the speed or direction of an object when a greater force than the initial one is applied
• Determine the effect of gravitational force on the motion of an object

Domain: Life Science - Life Science refers to differentiating between the roles of organisms, describing the flow of energy in an ecosystem, and predicting how changes to part of the system affect the other parts. This domain also
refers to identifying features that affect the survival of organisms or factors that may cause the extinction
of organisms.

Standards Associated with Domain
S4L1 S4L2

Associated Concepts, Skills, and Abilities:
• Distinguish between the roles of organisms in a community, such as: producers, consumers, decomposers
• Describe the flow of energy through a food web or chain beginning with sunlight and including producers, consumers, and decomposers
• Predict how changes in the environment would affect a community (ecosystem) of organisms
• Predict effects on a population if some of the plants or animals in the community are either scarce or overabundant
• Identify the external features of organisms that allow them to survive or reproduce better than organisms that do not have these features, some examples may include: camouflage, use of hibernation, and protection
• Identify factors that may have led to the extinction of some organisms

Characteristics of Science - Characteristics of Science items are integrated across the three content domains.
Characteristics of Science refers to understanding the process skills used in the learning and practice of
science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using
appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and
communicating scientific information. Characteristics of Science also refers to understanding how science
knowledge grows and changes and the processes that drive those changes.

Standards Associated with Characteristics of Science
S4CS1 S4CS2 S4CS3 S4CS4
S4CS5 S4CS6 S4CS7 S4CS8

Associated Concepts, Skills, and Abilities
• Demonstrate understanding that records of investigations and observations should not be altered
• Distinguish observations from ideas and speculation about those observations
• Offer reasons for findings and consider reasons suggested by others
• Add, subtract, multiply, and divide whole numbers through different means, such as: mentally, on paper, and with a calculator
• Compute scientific calculations using commonly encountered fractions, such as: halves, thirds, fourths, fifths, tenths, and hundredths
• Evaluate measurements and computations of quantities and decide if they are reasonable answers to
scientific problems by comparing them to typical values in dimensions, such as: length, area, volume, weight, time
• Determine appropriate common materials for making simple mechanical constructions and repairing things
• Explain how to measure and mix dry and liquid materials in prescribed amounts while exercising reasonable safety precautions
• Explain when to use computers, cameras, and recording devices for capturing information
• Observe and describe how parts influence one another in things with many parts
• Represent features of objects, events, and processes in the real world by constructing representations, such as: geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories
• Describe patterns of change—such as steady, repetitive, or irregular change—using appropriate forms, such as: records, tables, and graphs of measurements
• Construct instructions that others can follow in carrying out a scientific procedure
• Evaluate sketches used to aid in explaining scientific procedures or ideas
•  Use numerical data to describe and compare objects and events, and to explore scientific or technological matters
• Evaluate sources of scientific information, such as: reference books, back issues of newspapers and magazines, CD-ROMs, and
computer databases
•  Recognize when comparisons might not be fair because some conditions are different
•  Explain that similar scientific investigations seldom produce exactly the same results due to circumstances, such as: unexpected differences in what is being investigated, unrecognized differences in the methods or circumstances of the investigation, or
observational uncertainties
•  Demonstrate understanding that although some scientific knowledge is very old, it is still applicable today
•  Determine that scientific investigations may take many different forms, such as: surveying what things are like, observing what is happening, collecting specimens for analysis, and doing experiments
•  Justify the reasons why clear and active communication is an essential part of doing science, such as: enabling scientists to inform others about their work, allowing scientists to expose their ideas to criticism by other scientists, and helping scientists stay informed about scientific discoveries around the world
• Describe ways scientists use technology to increase their acuity in such activities as: observing, measuring, and comparing
• Demonstrate understanding that science involves many different kinds of work and engages men and women of all ages and backgrounds

Science - Grade: 5

Domain: Earth Science - Earth Science refers to identifying surface features caused by weathering, erosion, deposition, earthquakes, volcanoes, faults, and organisms. This domain also refers to understanding how technology
and human intervention is used to control these processes.

Standards Associated with Domain
S5E1

Associated Concepts, Skills, and Abilities:
• Distinguish between surface features caused by constructive processes, such as: deposition (deltas, sand dunes, etc.), earthquakes,
volcanoes, and faults
• Distinguish between surface features caused by destructive processes, such as: erosion (water and wind), weathering, impact of organisms, earthquakes, and volcanoes
• Determine and evaluate the role of technology and human intervention in the control of constructive
and destructive processes, such as: seismological studies, flood control (dams, levees, storm drain management, etc.), and beach reclamation (Georgia coastal islands)

Domain: Physical Science - Physical Science refers to explaining that objects are made of parts and the mass of an object is the sum of its parts. This domain also refers to comparing and contrasting physical and chemical changes, and
describing the relationship between electricity and magnetism.

Standards Associated with Domain
S5P1 S5P2 S5P3

Associated Concepts, Skills, and Abilities:
• Demonstrate understanding that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts
• Determine that common items have parts that are too small to be seen without magnification
• Identify examples of physical change, such as: separating mixtures and manipulating paper (cutting, tearing, and folding)
• Explain that temperature differences can cause a physical change/change of state in water, such as: water vapor/steam, liquid,
and ice
• Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change
• Describe static electricity
• Determine the necessary components for completing an electric circuit
• Classify common materials as insulators or conductors of electricity
• Compare a bar magnet to an electromagnet

Domain: Life Science - Life Science refers to classifying organisms into groups, comparing and contrasting learned and inherited traits, and explaining how genes transfer traits. This domain also refers to using diagrams to identify
features of cells, comparing and contrasting single- and multi-celled organisms, and identifying beneficial and harmful microorganisms.

Standards Associated with Domain
S5L1 S5L2 S5L3 S5L4

Associated Concepts, Skills, and Abilities:
• Demonstrate how animals are sorted in the following groups: fish, amphibian, reptile, bird, and mammal
• Explain how plants are sorted into groups
•  Compare and contrast the characteristics of learned behaviors and inherited traits
• Describe what a gene is and the role genes play in the transfer of traits
• Explain how magnifiers such as microscopes or hand lenses are used to observe cells and their structure
• Recognize and determine the function of the parts of a plant cell, such as: membrane, wall, cytoplasm, nucleus, and chloroplasts
• Recognize and determine the function of the parts of an animal cell, such as: membrane, cytoplasm, and nucleus
• Distinguish between the structure and function of cells in multi-celled organisms and single-celled organisms
• Identify beneficial microorganisms and explain why they are beneficial
• Identify harmful microorganisms and explain why they are harmful

Characteristics of Science - Characteristics of Science items are integrated across the three content domains.
Characteristics of Science refers to understanding the process skills used in the learning and practice of
science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using
appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and
communicating scientific information. Characteristics of Science also refers to understanding how science
knowledge grows and changes and the processes that drive those changes.

Standards Associated with Characteristics of Science
S5CS1 S5CS2 S5CS3 S5CS4
S5CS5 S5CS6 S5CS7 S5CS8

Associated Concepts, Skills, and Abilities:
• Demonstrate understanding that records of investigations and observations should not be altered
• Distinguish observations from ideas and speculation about those observations
• Offer reasons for findings and consider reasons suggested by others
• Add, subtract, multiply, and divide whole numbers through different means, such as: mentally, on paper, and with a calculator
• Compute scientific calculations using decimals and commonly encountered fractions, such as: halves, thirds, fourths, fifths, tenths,
and hundredths
• Evaluate measurements and computations of quantities and decide if they are reasonable answers to
scientific problems by comparing them to typical values in dimensions, such as: length, area, volume, weight, and time
• Determine appropriate common materials for making simple mechanical constructions and repairing things
• Explain how to measure and mix dry and liquid materials in prescribed amounts while exercising reasonable safety precautions
• Explain when to use computers, cameras, and recording devices for capturing information
• Implement accepted safety procedures while manipulating science materials and equipment
• Observe and describe how parts influence one another in things with many parts
• Represent features of objects, events, and processes in the real world by constructing representations, sketches, number lines, maps, and stories
• Describe patterns of change—such as steady, repetitive, or irregular change—using appropriate forms,
such as: records, tables, and graphs of measurements
• Identify the largest and the smallest possible values of something
• Construct instructions that others can follow in carrying out a scientific procedure
• Evaluate sketches used to aid in explaining scientific procedures or ideas
• Use numerical data to describe and compare objects and events, and to explore scientific or technological matters
• Evaluate sources of scientific information, such as: reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases
• Recognize when comparisons might not be fair because some conditions are different
• Explain that similar scientific investigations seldom produce exactly the same results due to circumstances, such as: unexpected differences in what is being investigated, unrecognized differences in the methods or circumstances of the investigation, and observational uncertainties
• Demonstrate understanding that although some scientific knowledge is very old, it is still applicable today
• Determine that scientific investigations may take many different forms, such as: surveying what things are like, observing what is happening, collecting specimens for analysis, and doing experiments
• Justify the reasons why clear and active communication is an essential part of doing science, such as: enabling scientists to inform others about their work, allowing scientists to expose their ideas to criticism by other scientists, and helping scientists stay informed about scientific discoveries around the world
• Describe ways scientists use technology to increase their acuity in such activities as: observing, measuring, and comparing
• Demonstrate understanding that science involves many different kinds of work and engages men and women of all ages and backgrounds

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last updated September 8, 2009