Assess curr scienceg05

Grade 5 Science

Assessment

Eligible Texas Essential

Knowledge and Skills

Texas Education Agency

Student Assessment Division

Fall 2010

STAAR Grade 5 Science Assessment
Reporting Category 1:
Matter and Energy
The student will demonstrate an understanding of the properties of matter
and energy and their interactions.

Grade 5

(5.5) Matter and energy. The student knows that matter has measurable
physical properties and those properties determine how matter is
classified, changed, and used. The student is expected to

(A) classify matter based on physical properties, including mass,
magnetism, physical state (solid, liquid, and gas), relative density
(sinking and floating), solubility in water, and the ability to conduct
or insulate thermal energy or electric energy;
Readiness Standard

(B) identify the boiling and freezing/melting points of water on the
Celsius scale; Supporting Standard

(C) demonstrate that some mixtures maintain physical properties of
their ingredients such as iron filings and sand; and
Supporting Standard

(D) identify changes that can occur in the physical properties of the
ingredients of solutions such as dissolving salt in water or adding
lemon juice to water. Supporting Standard

Grade 3

(3.5) Matter and energy. The student knows that matter has measurable
physical properties and those properties determine how matter is
classified, changed, and used. The student is expected to

(C) predict, observe, and record changes in the state of matter caused
by heating or cooling. Supporting Standard

STAAR Grade 5 Science Page 2 of 9



Fall 2010

Force, Motion, and Energy
The student will demonstrate an understanding of force, motion, and
energy and their relationships.

Grade 5

(5.6) Force, motion, and energy. The student knows that energy occurs in
many forms and can be observed in cycles, patterns, and systems. The
student is expected to

(A) explore the uses of energy, including mechanical, light, thermal,
electrical, and sound energy; Readiness Standard

(B) demonstrate that the flow of electricity in circuits requires a
complete path through which an electric current can pass and can
produce light, heat, and sound;
Readiness Standard

(C) demonstrate that light travels in a straight line until it strikes an
object or travels through one medium to another and demonstrate
that light can be reflected such as the use of mirrors or other shiny
surfaces and refracted such as the appearance of an object when
observed through water; and Readiness Standard

(D) design an experiment that tests the effect of force on an object.
Supporting Standard

Grade 3

(3.6) Force, motion, and energy. The student knows that forces cause change
and that energy exists in many forms. The student is expected to

(B) demonstrate and observe how position and motion can be changed
by pushing and pulling objects to show work being done such as
swings, balls, pulleys, and wagons. Supporting Standard




Fall 2010

Earth and Space
The student will demonstrate an understanding of components, cycles,
patterns, and natural events of Earth and space systems.

Grade 5

(5.7) Earth and space. The student knows Earth’s surface is constantly
changing and consists of useful resources. The student is expected to

(A) explore the processes that led to the formation of sedimentary
rocks and fossil fuels; Readiness Standard

(B) recognize how landforms such as deltas, canyons, and sand dunes
are the result of changes to Earth’s surface by wind, water, and
ice; Readiness Standard

(C) identify alternative energy resources such as wind, solar,
hydroelectric, geothermal, and biofuels; and
Readiness Standard

(D) identify fossils as evidence of past living organisms and the nature
of the environments at the time using models.
Supporting Standard

(5.8) Earth and space. The student knows that there are recognizable patterns
in the natural world and among the Sun, Earth, and Moon system. The

(A) differentiate between weather and climate;
Supporting Standard

(B) explain how the Sun and the ocean interact in the water cycle;
Supporting Standard

(C) demonstrate that Earth rotates on its axis once approximately
every 24 hours causing the day/night cycle and the apparent
movement of the Sun across the sky; and Readiness Standard

(D) identify and compare the physical characteristics of the Sun, Earth,
and Moon. Supporting Standard




Fall 2010

Grade 4

(4.7) Earth and space. The student knows that Earth consists of useful
resources and its surface is constantly changing. The student is expected
to

(A) examine properties of soils, including color and texture, capacity to
retain water, and ability to support the growth of plants; and
Supporting Standard

(C) identify and classify Earth’s renewable resources, including air,
plants, water, and animals; and nonrenewable resources, including
coal, oil, and natural gas; and the importance of conservation.
Supporting Standard

(4.8) Earth and space. The student knows that there are recognizable patterns
in the natural world and among the Sun, Earth, and Moon system. The

(A) measure and record changes in weather and make predictions
using weather maps, weather symbols, and a map key;
Supporting Standard

(B) describe and illustrate the continuous movement of water above
and on the surface of Earth through the water cycle and explain
the role of the Sun as a major source of energy in this process;
and Supporting Standard

(C) collect and analyze data to identify sequences and predict patterns
of change in shadows, tides, seasons, and the observable
appearance of the Moon over time.
Supporting Standard

Grade 3

(3.7) Earth and space. The student knows that Earth consists of natural
resources and its surface is constantly changing. The student is expected
to

(B) investigate rapid changes in Earth’s surface such as volcanic
eruptions, earthquakes, and landslides.
Supporting Standard

(3.8) Earth and space. The student knows there are recognizable patterns in
the natural world and among objects in the sky. The student is expected
to

(D) identify the planets in Earth’s solar system and their position in
relation to the Sun. Supporting Standard




Fall 2010

Organisms and Environments
The student will demonstrate an understanding of the structures and
functions of living organisms and their interdependence on each other and
on their environment.

Grade 5

(5.9) Organisms and environments. The student knows that there are
relationships, systems, and cycles within environments. The student is
expected to

(A) observe the way organisms live and survive in their ecosystem by
interacting with the living and non-living elements;
Readiness Standard

(B) describe how the flow of energy derived from the Sun, used by
producers to create their own food, is transferred through a food
chain and food web to consumers and decomposers;
Readiness Standard

(C) predict the effects of changes in ecosystems caused by living
organisms, including humans, such as the overpopulation of
grazers or the building of highways; and
Supporting Standard

(D) identify the significance of the carbon dioxide-oxygen cycle to the
survival of plants and animals. Supporting Standard

(5.10) Organisms and environments. The student knows that organisms
undergo similar life processes and have structures that help them survive
within their environments. The student is expected to

(A) compare the structures and functions of different species that help
them live and survive such as hooves on prairie animals or webbed
feet in aquatic animals;
Readiness Standard

(B) differentiate between inherited traits of plants and animals such as
spines on a cactus or shape of a beak and learned behaviors such
as an animal learning tricks or a child riding a bicycle; and
Readiness Standard

(C) describe the differences between complete and incomplete
metamorphosis of insects. Supporting Standard




Fall 2010

Grade 3

(3.9) Organisms and environments. The student knows that organisms have
characteristics that help them survive and can describe patterns, cycles,
systems, and relationships within the environments. The student is
expected to

(A) observe and describe the physical characteristics of environments
and how they support populations and communities within an
ecosystem. Supporting Standard

(3.10) Organisms and environments. The student knows that organisms
undergo similar life processes and have structures that help them survive
within their environments. The student is expected to

(C) investigate and compare how animals and plants undergo a series
of orderly changes in their diverse life cycles such as tomato
plants, frogs, and lady bugs. Supporting Standard




Fall 2010

Scientific Investigation and Reasoning Skills
These skills will not be listed under a separate reporting category.
Instead, they will be incorporated into at least 40% of the test questions
in reporting categories 1–4 and will be identified along with content
standards.

Grade 5

(5.1) Scientific investigation and reasoning. The student conducts
classroom and outdoor investigations following home and school safety
procedures and environmentally appropriate and ethical practices. The

(A) demonstrate safe practices and the use of safety equipment as
described in the Texas Safety Standards during classroom and
outdoor investigations; and

(B) make informed choices in the conservation, disposal, and recycling
of materials.

(5.2) Scientific investigation and reasoning. The student uses scientific
methods during laboratory and outdoor investigations. The student is
expected to

(A) describe, plan, and implement simple experimental investigations
testing one variable;

(B) ask well-defined questions, formulate testable hypotheses, and
select and use appropriate equipment and technology;

(C) collect information by detailed observations and accurate
measuring;

(D) analyze and interpret information to construct reasonable
explanations from direct (observable) and indirect (inferred)
evidence;

(E) demonstrate that repeated investigations may increase the
reliability of results;

(F) communicate valid conclusions in [both] written [and verbal]
form[s]; and

(G) construct appropriate simple graphs, tables, maps, and charts
using technology, including computers, to organize, examine, and
evaluate information.




Fall 2010

(5.3) Scientific investigation and reasoning. The student uses critical
thinking and scientific problem solving to make informed decisions. The

(A) in all fields of science, analyze, evaluate, and critique scientific
explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all
sides of scientific evidence of those scientific explanations, so as to
encourage critical thinking by the student;

(B) evaluate the accuracy of the information related to promotional
materials for products and services such as nutritional labels;

(C) draw or develop a model that represents how something works or
looks that cannot be seen such as how a soda dispensing machine
works; and

(D) connect grade-level appropriate science concepts with the history
of science, science careers, and contributions of scientists.

(5.4) Scientific investigation and reasoning. The student knows how to use
a variety of tools and methods to conduct science inquiry. The student is
expected to

(A) collect, record, and analyze information using tools, including
calculators, microscopes, cameras, computers, hand lenses, metric
rulers, Celsius thermometers, prisms, mirrors, pan balances, triple
beam balances, spring scales, graduated cylinders, beakers, hot
plates, meter sticks, magnets, collecting nets, and notebooks;
timing devices, including clocks and stopwatches; and materials to
support observations of habitats or organisms such as terrariums
and aquariums; and

(B) use safety equipment, including safety goggles and gloves.




Fall 2010

Assess curr scienceg05

More Related Content

What's hot (16)

Viewers also liked (9)

Similar to Assess curr scienceg05 (20)

More from SMK PRASASTI KARANG BERAHI JAMBI (20)

Assess curr scienceg05