Science Skills IEP goals for grades 3 to 5
20 of the science skills templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
20 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Science Skills Science, Social Studies & Digital Literacy
Draw and label a science journal observation
Recording observations
By the annual IEP review date, after observing a plant, insect or object during a science lesson, given a science journal page, the student will draw what they observed with at least two true details and write or dictate a label for each detail independently, earning a score of at least 7 out of 9 on a 3-row science journal rubric scored 0 to 3 per row, on 3 of 4 consecutive scored journal entries, as measured by a defined scoring rubric collected every two weeks.
Record today's weather and choose matching gear
Everyday science: weather
By the annual IEP review date, during the morning meeting weather routine after looking out the window, the student will place the matching weather symbol on the class chart and choose one piece of clothing or gear that fits the weather independently in at least 8 of 10 opportunities, across 2 consecutive 2-week data summaries, as measured by opportunity-by-opportunity data collected daily during the weather routine, summarized every two weeks.
Point to and name parts of a plant
Science vocabulary
By the annual IEP review date, given an unlabeled photo or diagram of a plant and a set of 6 part names (root, stem, leaf, flower, seed, fruit), the student will point to each plant part the adult names independently with at least 83% accuracy on plant part items, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Follow a picture procedure for a simple investigation
Following a lab procedure
By the annual IEP review date, during a hands-on science investigation with a picture procedure card and a materials tray, the student will complete the investigation by following the picture procedure card from start to clean-up, performing at least 6 of 7 steps independently, across 3 consecutive science investigations, as measured by a task-analysis checklist collected at each hands-on investigation.
Put life cycle stages in order
Sequencing a life cycle
By the annual IEP review date, given 4 picture cards of one life cycle (such as seed, sprout, plant, flower) in random order, the student will put the cards in order from the first stage to the last independently with at least 80% accuracy on life cycle sequences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Complete sentences with unit science words
Science vocabulary
By the annual IEP review date, given 10 cloze sentences about the current science unit and a word bank of 12 unit words, the student will write or select the unit word that completes each sentence independently with at least 80% accuracy on cloze sentences, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Grades 3 to 5 science skills goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 11 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
Frequently asked questions
What changes in science skills goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.