2017 TEXAS STAAR TEST – GRADE 5 – SCIENCE Total Possible Score: 36 Needed Correct to Pass: 28 Needed Correct to Master: 32 Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Needed Correct to Master" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected]Hard copies of the released tests may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf . When printing questions for math, make sure the print menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above. Provided as a public service by Former State Representative Scott Hochberg . No tax dollars were used for this web site.
Transcript
2017 TEXAS STAAR TEST – GRADE 5 – SCIENCE
Total Possible Score: 36 Needed Correct to Pass: 28
Needed Correct to Master: 32
Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Needed Correct to Master" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected] Hard copies of the released tests may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf .
When printing questions for math, make sure the print menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above.
Provided as a public service by Former State Representative Scott Hochberg.
Read each question carefully. Determine the best answer to the question from the four answer choices provided. Then fill in the answer on your answer document.
1 Monahans Sandhills State Park in Texas has almost 4,000 acres of sand dunes. Some of the dunes are as tall as a six-story building.
The dunes in the park are formed by —
A rainstorms
B tornadoes
C earthquakes
D strong winds
Science
Page 4
2 Fertilizers used on farms near the coast can be carried to the ocean when runoff occurs during rain showers. These fertilizers can decrease the populations of fish and shellfish.
Which other populations most likely decrease as a result?
F Organisms that eat algae
G Organisms that live on farms
H Organisms that eat fish and shellfish
J All of these
3 A student records the following information about a planet.
Characteristics of a Planet
• Its largest moon is named Titan. • It is made up mostly of gases. • It is surrounded by rings. • It is the sixth planet from the sun.
Which planet is the student studying?
A Saturn
B Uranus
C Jupiter
D Mars
Science
Page 5
4 The diagram shows an electric circuit with four bells that a student plans to build.
When the student connects the wires as shown, which of the bells will ring?
F Bell 1 only
G Bells 1 and 4 only
H Bells 3 and 4 only
J Bells 1, 2, 3, and 4
Science
Page 6
− +
Bell 1 Bell 2
Bell 3 Bell 4
5 Many desert animals depend on the prickly pear cactus.
What role does the prickly pear cactus play in a desert food web?
A It obtains energy from producers.
B It returns nutrients to the soil.
C It preys upon other organisms.
D It provides energy to consumers.
Science
Page 7
6 In an investigation hot water is poured into a clear plastic cup. Another clear plastic cup is placed upside down over the cup of hot water.
Hot-Water Investigation
Which of these is likely to occur during the next three minutes?
F The hot water will become hotter because air and heat are trapped in the top cup.
G The water level will rise in the bottom cup because of evaporation.
H Water droplets will form on the inside of the top cup as the water vapor cools.
J Water from the bottom cup will become solid as the hot water cools.
Science
Page 8
7 Which of these best explains why the sun appears to move across the sky each day?
A
Moon
B
Earth
C Sun
Earth
D
Sun Moon Earth
Science
Page 9
8 The table gives information about four types of fish. These fish all have mouth structures that allow them to eat different types of food.
Which of these fish has mouth structures that allow it to eat algae by taking large bites of the hard coral on which the algae grows?
F Parrotfish
G Koi
H Goby
J Seahorse
Science
Page 10
9 Some buildings and homes are heated by energy produced from an alternative to fossil fuels. Which of these is an example of a building or home heated using an alternative energy source?
A A home heated by energy generated by a hydroelectric dam
B A building that has emergency electric generators that run on gasoline
C A home heated by energy produced from a coal power plant in a city
D A building that has furnaces powered by natural gas
10 The two pictures show part of an investigation. A magnet, a book, and a paper clip are on a sheet of lined paper. In Picture 1 a student slides a magnet closer to the book. The student holds the book still in both pictures.
Which statement about this investigation can be supported by the result shown?
F Work was done on the magnet, the book, and the paper clip.
G Work was done on the magnet and the paper clip only.
H Work was done on the magnet and the book only.
J Work was done on the magnet only.
Science
Page 11
123456789101112131415123456789101112131415
Picture 1 Picture 2
11 A student fills two identical beakers with the same volume of water. The student places one beaker in a freezer and the other beaker on a hot plate. After 5 minutes the student observes that the temperature of the water in the freezer is 19°C and the temperature of the water on the hot plate is 42°C.
Which statement best describes the relationship between the two beakers of water and the freezing and boiling points of water?
A The temperature of the water on the hot plate must increase 58°C before it boils, and the temperature of the water in the freezer must decrease 32°C before it freezes.
B The temperature of the water on the hot plate is closer to the boiling point than the temperature of the water in the freezer is to the freezing point.
C The temperature of the water in the freezer must decrease 19°C before it freezes, and the temperature of the water on the hot plate must increase 170°C before it boils.
D The temperature of the water in the freezer is closer to the freezing point than the temperature of the water on the hot plate is to the boiling point.
Science
Page 12
12 Green anole lizards are bright-green reptiles native to the southeastern United States and the Caribbean islands. They can be kept in terrariums to study their behavior and how they interact with their environment.
Rocks
Crickets Live plant
Sand
Water dish Anole
Lamp
Which observation describes this anole lizard interacting with the living elements in its environment?
F The anole rested on one of the rocks and lifted its head toward the light.
G The anole climbed the plant and then ate a cricket off one of the leaves.
H The anole drank some water and then ran across the sand.
J The anole jumped from the rock and scattered sand with its tail.
Science
Page 13
13 The toy oven shown uses a lightbulb to bake small cakes.
What types of energy does the toy oven use to bake the cakes?
A Electrical and thermal
B Mechanical and electrical
C Thermal and mechanical
D Light and sound
14 Which list contains only processes that must occur in order for fossil fuels to form?
F Formation of faults, burial, glacier formation
G Organism growth, burial, volcanic eruptions
H Organism growth, burial, compaction
J Erosion, burial, earthquakes
Science
Page 14
15 A group of students visited a park and collected leaves from many different trees in order to study them. They recorded their observations about the leaves.
Which of these observations does NOT describe an inherited trait?
A The leaves vary in shape and size.
B Some leaves have holes made by insects chewing on them.
C Some leaves are smooth on one side and rough on the other.
D The colors of the leaves range from light green to dark green.
Science
Page 15
Magnification by the instrument Refraction through the instrument Reflection off the instrument Light moving in straight lines
Reasons for Eye’s Appearance
Magnification by the instrument Refraction through the instrument Reflection off the instrument Light moving in straight lines
Reasons for Eye’s Appearance
Magnification by the instrument Refraction through the instrument
Reflection off the instrument Light moving in straight lines
Reasons for Eye’s Appearance
Magnification by the instrument Refraction through the instrument Reflection off the instrument Light moving in straight lines
Reasons for Eye’s Appearance
16 This photograph shows a girl using a lab instrument during an investigation on light. A teacher asks the other students in the class to look carefully at the girl’s eye and give reasons for its appearance.
Which table correctly identifies the reasons for the appearance of the girl’s eye through the lab instrument?
F
G
H
J
Science
Page 16
Black-Tailed Jackrabbit
• Large rabbit with long ears • Lives in areas with short
plants where predators are visible
• Often lives in areas that have been grazed by livestock
Pronghorn
• Large herbivore; about 1 m tall at the shoulder
• Lives in open areas with short plants to graze
• Second-fastest land animal
Pileated Woodpecker
• Large woodpecker; about 42 cm long
• Nests in mature trees in densely forested areas
• Loud and destructive to trees
Burrowing Owl
• Small owl with long legs • Lives in areas with many
species of short plants • Often nests in abandoned
rodent tunnels
17 A student studying East Africa reads these facts about the Serengeti National Park in Tanzania.
Serengeti National Park • The park covers an
area of nearly 15,000 square kilometers.
• The landscape is mostly grasslands crossed by three rivers that may be dry part of the year.
• There are only a few mountain ranges that are not heavily wooded.
• Fires and grazing by herbivores prevent the development of forests.
The student thinks that parts of Texas are probably similar to the Serengeti. Based on the following descriptions, which of these Texas animals would be least likely to live in the Serengeti’s grasslands?
A
B
C
D
Science
Page 17
18 A student is asked to design a sleeve for a cup that will insulate thermal energy and not feel hot to the touch when the cup is filled with hot liquid.
Sleeve
The student has four materials to choose from. Which of these materials is least useful as an insulator?
F Cardboard
G Aluminum
H Rubber
J Plastic
Science
Page 18
19 The diagrams show two trials of an experiment in which a spring scale was used to measure force.
Spring scale 1 kg dictionary
Trial 1
1 kg dictionary
2 kg box of marbles
Spring scale
Trial 2
This experiment can be used to determine —
A how mass affects the force needed to move objects
B how force affects the mass of two objects
C how the force used to pull a dictionary affects the mass of a box of marbles
D how the mass of a box of marbles affects the mass of a dictionary
Science
Page 19
20 The size and shape of a delta can change over time.
River
Delta
Ocean
The size and shape of this delta over time are NOT likely to be changed by —
F the number and height of tides along the shore
G the amount and size of sediments carried by the river and streams
H the amount of hunting and fishing in the delta
J the number and size of waves from the ocean that reach the shore
Science
Page 20
21 Which object requires only mechanical energy to perform its main function?
A
Hammer
C
Thermometer
Science
Page 21
B
Fan
D
Iron
22 Big Bend National Park is located in the part of the Chihuahuan Desert that is in southwestern Texas. The table below lists some of the types of animals that live in Big Bend and what they eat.
Animals in Big Bend
Type of Animal Food Sources
Ornate box turtle Insects, dead animals, cacti Roadrunner Scorpions, lizards, rattlesnakes, mice Rock squirrel Grasses, mesquite beans, juniper berries Turkey vulture Decomposing animals Western rattlesnake Rabbits, mice, rats, birds, rock squirrels
Based on the information in the table, which of the following food chains shows one way energy flows in the Big Bend ecosystem?
F Juniper berries �o ornate box turtles �o roadrunners �o rock squirrels
23 Some ways to separate mixtures are listed below.
Ways to Separate Mixtures
1. Boil the mixture to evaporate the water 2. Pass a magnet over the mixture 3. Pour the mixture through a paper filter 4. Use tweezers
A student is given a beaker containing gravel and water. Which of these ways could the student NOT use to separate the gravel from the water?
A 1
B 2
C 3
D 4
24 Which of these correctly describes the relationship between plants and animals in the carbon dioxide-oxygen cycle?
F Plants produce and release the oxygen that animals need to breathe.
G Plants produce and release the carbon dioxide that animals need to breathe.
H Animals produce and release the oxygen that plants need to make their own food.
J Animals produce and release the oxygen that plants convert to carbon dioxide.
Science
Page 23
Life Cycle of an Apple Tree
25 A student builds a model of the solar system that includes a sphere representing Earth. The sphere turns in a full circle on its axis.
By using a model of Earth that spins on its axis, the student can best demonstrate —
A the cycle of the four seasons
B the aging of a star
C the passing of a year
D the cycle of day and night
26 One stage in the life cycle of an apple tree is the release of seeds.
Which of these animal activities is most like the stage of the life cycle in which seeds are released?
F A snake shedding its skin
G A bird laying an egg
H A swarm of bees leaving a hive
J A tadpole growing into an adult
Science
Page 24
Battery
+
Battery
+
Battery
+
Battery
+
27 In some circuits that are used for decorating, one burned-out lightbulb will prevent all the other lightbulbs from lighting. In other circuits, one burned-out lightbulb will have no effect on the other lightbulbs.
In which of these circuits will the other lightbulbs still light even if one bulb is burned out?
A C
B D
Science
Page 25
Ice
28 Which diagram models the process of compaction leading to the formation of sedimentary rock?
F H
G J
29 Which of these is a behavior that a person learns rather than inherits?
A Swallowing a sweet liquid
B Having a pleasant dream
C Digesting a chocolate-covered strawberry
D Identifying the scent of a rose
Science
Page 26
30 For an investigation a teacher dropped a bolt into a container of maple syrup and asked students to remove it without touching the syrup. The students first tried to use a strong magnet to remove the bolt, but it remained on the bottom of the container. They finally poured the syrup into another container to get the bolt out.
Maple syrup
Bolt
Which of these best describes some of the bolt’s physical properties?
F The bolt is magnetic and has the same density as the maple syrup.
G The bolt is nonmagnetic and more dense than the maple syrup.
H The bolt is nonmagnetic and less dense than the maple syrup.
J The bolt is magnetic and less dense than the maple syrup.
Science
Page 27
31 Newly hatched chicks of many types of birds, such as parrots, are covered in soft, fluffy down feathers. These feathers contain many small spaces where air gets trapped.
In some animal species, such as Arctic foxes, the fur covering the animal’s body consists of hollow strands of hair filled with air.
The primary role of the air trapped in the down feathers and fur is most likely to —
A act as a cushion to prevent injuries from falls
B decrease the amount of energy needed for running or flying
C provide a layer of insulation to help control body temperature
D supply oxygen to be absorbed through the skin for transport to the lungs
32 The picture shows an area of Yosemite National Park.
Which statement about light is supported by this picture?
F Light travels in straight lines until it enters a different material like water in a lake.
G Light can refract in air and in clear water.
H The water in the lake is blue because light forms an image.
J Light is reflected off the smooth surface of the lake.
Science
Page 28
33 Many gardeners use red worms like the ones shown in the photograph to turn vegetable and fruit scraps into topsoil for plants. The gardeners build a worm farm in a large container lined with old newspapers and filled with moist garden soil. The worms eat about half their body weight daily and produce waste that can be used as plant fertilizer.
The container for a worm farm needs to have a lid, but the lid must be left partially open because worms require which of the following in order to survive?
A Oxygen
B Sunlight
C Carbon dioxide
D All of these
Science
Page 29
Using a gasoline-powered mower Driving a diesel truck
Drying laundry in the sun Cooking on a gas stove
34 Which of these shows a person using an alternative energy source to perform a task?
F H
G J
Science
Page 30
35 For an investigation a student put 100 mL of water at room temperature into each of three beakers. Then the student added a coin to Beaker R, 3 g of a powdered drink mix to Beaker S, and 10 mL of lamp oil to Beaker T. The student stirred the contents of the beakers and then left them sitting on a lab table for 5 minutes.
Materials Used in Investigation
20015010050
20015010050
mL50 200
15010050
Beaker R Beaker S Beaker T
Which diagram shows what the student most likely observed in each of the beakers after 5 minutes?
A 20015010050
20015010050
20015010050
Beaker R Beaker S Beaker T
B 20015010050
20015010050
20015010050
Beaker R Beaker S Beaker T
C 20015010050
20015010050
20015010050
Beaker R Beaker S Beaker T
D 20015010050
20015010050
20015010050
Beaker R Beaker S Beaker T
Science
Page 31
36 The model below shows where water can be found during different stages of the water cycle.
CloudsClouds
Model of Water Cycle
Moisture in Moisture inLand the air the air
Evaporation Rivers, Evaporation Oceanslakes
What should be added to the diagram to better explain the water cycle?
F Soil to trap water from runoff
G The sun to provide energy for evaporation
H Rocks to release thermal energy
J Plants to provide oxygen in the atmosphere
BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS Science
Page 32 ON THE ANSWER DOCUMENT. STOP
STAAR GRADE 5 Science
May 2017
801262
STAAR® Grade 5 Science 2017 Release
Answer Key Paper
Item Number
Reporting Category
Readiness or Supporting
Content Student Expectation
Process Student Expectation
Correct Answer
1 3 Readiness 5.7(B) D 2 4 Supporting 5.9(C) H 3 3 Supporting 3.8(D) A 4 2 Readiness 5.6(B) 5.2(D) G 5 4 Readiness 5.9(B) 5.2(D) D 6 1 Supporting 3.5(C) 5.2(C) H 7 3 Readiness 5.8(C) 5.3(C) B 8 4 Readiness 5.10(A) 5.2(D) F 9 3 Readiness 5.7(C) A
10 2 Supporting 3.6(B) 5.2(C) G 11 1 Supporting 5.5(B) 5.4(A) D 12 4 Readiness 5.9(A) 5.4(A) G 13 2 Readiness 5.6(A) 5.2(D) A 14 3 Readiness 5.7(A) H 15 4 Readiness 5.10(B) 5.2(C) B 16 2 Readiness 5.6(C) 5.2(D) G 17 4 Supporting 3.9(A) 5.2(D) C 18 1 Readiness 5.5(A) G 19 2 Supporting 5.6(D) 5.2(B) A 20 3 Readiness 5.7(B) H 21 2 Readiness 5.6(A) A 22 4 Readiness 5.9(B) 5.3(C) H 23 1 Supporting 5.5(C) 5.2(D) B 24 4 Supporting 5.9(D) F 25 3 Readiness 5.8(C) 5.3(C) D 26 4 Supporting 3.10(C) 5.2(D) G 27 2 Readiness 5.6(B) 5.4(A) C 28 3 Readiness 5.7(A) 5.2(D) G 29 4 Readiness 5.10(B) D 30 1 Readiness 5.5(A) G 31 4 Readiness 5.10(A) C 32 2 Readiness 5.6(C) 5.2(D) J 33 4 Readiness 5.9(A) A 34 3 Readiness 5.7(C) G 35 1 Supporting 5.5(D) 5.2(D) C 36 3 Supporting 5.8(B) 5.3(C) G
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
Reporting Category 2: 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
Reporting Category 3: 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 student is expected to
(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
(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 student is expected to
(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
Reporting Category 4: 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
(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
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 student is expected to
(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.
(5.3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to
(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.
