Grades 3-5 Science, Social Studies & Digital Literacy IEP goals
48 science, social studies & digital literacy templates list grades 3 to 5 among their grade bands, across 3 skills: science skills, social studies skills, digital literacy & online safety. Each opens in the builder with a matching data sheet.
48 templates · 3 skills · 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.
Social Studies Skills Science, Social Studies & Digital Literacy
Match community helpers to their jobs
Community roles
By the annual IEP review date, given 8 photos of community workers (such as a firefighter, mail carrier, nurse, bus driver) and 8 photos of the work they do, the student will match each worker to the photo of the work they do independently with at least 88% accuracy on community worker matches, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Find a room using a school map
Maps and globes
By the annual IEP review date, when given a simple school map with picture symbols and asked to lead the adult to a named room, the student will find the named room on the map, point to the route, and walk to the room while holding the map independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Log out and put the device away
Device routines
By the annual IEP review date, at the end of a tablet or laptop work session when the adult gives the clean-up signal, the student will finish the end-of-session device routine before leaving the station, performing at least 5 of 6 steps independently, across 5 consecutive device sessions, as measured by a task-analysis checklist collected daily, summarized weekly.
Tell an adult about a strange pop-up
Online safety: telling an adult
By the annual IEP review date, during a planned practice on a school device when a staged pop-up, chat request or scary image appears, the student will stop, take hands off the device or turn it face down, and tell or signal an adult about what appeared independently in 5 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Grades 3 to 5 science, social studies & digital literacy 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 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 27 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 6 goals here
Frequently asked questions
What changes in science, social studies & digital literacy 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.
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