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SCIENCE OBJECTIVES AND RESOURCES Science Objectives and Resources

 science  


Wordle: TEKS


Elementary Science focuses on four main areas of Science. 

The Nature of Science (or Process Skills) is how to "do" science and science history.  In our TEKS, process skills are found in the Scientific Investigation and Reasoning strands.

Life Science is the study of living things.  In our TEKS, Life Science is found in the Organisms and Environments strands. 

Physical Science is the study of how things are put together and how things move.  In our TEKS, Physical Science is found in the Matter & Energy Strands and the Force, Motion, & Energy Strands.

Earth Science is the study of the planet Earth and it's place in the universe.  In our TEKS, Earth Science is found in the Earth & Space Strands.                     

             

      5th Grade Science TEKS     

The Texas Essential Knowledge and Skills (the TEKS) give us guidance on what 5th graders should be taught.  They are your learning objectives.  The list below are the statements of the science topics you will learn about in 5th grade.  The bulleted items beside each section are links to resources that your teacher might use in class to help you learn about that concept. 

 

(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: 

Vocabulary

 

 

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


Safety in the Science Classroom from NSTA

Science & Safety: It's Elementary from CSSS

Bikini Bottom Safety Practice

Safety Activity

 

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


100 Ways to Conserve Water

Tip Tank Water Conservation Memory Game

Test Your Water Sense Game

Thirstin's Match Fun Facts Game (How Much Water Does It Take?)


 

(2)  Scientific investigation and reasoning.

The student uses scientific methods during laboratory and outdoor investigations. The student is expected to:  

 


 Steps of the Scientific Method Chart

Steps of the Scientific Method Explained from Science Buddies

Scientific Method Word Find

 

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


Can Your Notebook Hold a Cup of Water?  Problem Solving and Direction Following Activity

  

(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;


How Hot is it In Metric? (Chart and Poem)

A Touch of Class: An Observing and Classifying Activity

 

 

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


Observing and Inferencing Activity 

Is There a Gremlin in the Drink Machine?

Natural Records of Change: Working with Indirect Evidence of Past Climates

 

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


 

(F)  communicate valid conclusions in both written and verbal forms; and


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

Create a Graph Online

Pie Chart (Create Online)

Planetary Facts Table (comparing characteristics of objects in space) 

Renewable Energy Resources Comparison Chart

 


 

(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;


How to Understand and Use the Nutrition Facts Label from the FDA

Food Labels Lesson From UTASA

Food Model Activities:  Label It Nutrition Lesson

Nutrition Facts Sample Labels

Ride The Food Label Game and Lesson Plan

Chef Solus Food Label Guide


Plastic, Plastic Everywhere (Exploring the use of Plastic Storage Bags) from NOAA

 

(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


Building an Aquifer Model How to Video

Aquifer in a Tank from UT Austin

 

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


The Faces of Science:  African Americans in the Sciences

History of Energy Famous People

Women in Science from Encyclopedia Britannica


(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


Microscopes

Prism Microscope Parts Labeled

Microscope Parts Quiz

Metric Rulers

The Ruler Game

Units of Measurement Worksheet

Length Lab Worksheet

Celsius Thermometers

Make a Thermometer

Pan Balance

Illuminations - Pan Balance Interactive

Illuminations - Primary Pan Balance with Shapes Interactive

Virtual Pan Balance from TouchSpin

Triple Beam Balances

Triple Beam Tutorial from Ohaus

How to Use and Read a Triple Beam Balance

Triple Beam Balance Scale Reading Exercise

Reading a Triple Beam Balance Interactive

Virtual Triple Beam Balance from TouchSpin

Spring Scales

Virtual Spring Scale from TouchSpin

Graduated Cylinders and Beakers

Volume and Displacement

Measuring Volume Using a Graduated Cylinder

Reading a Graduated Cylinder Worksheet from SuperTeacher Worksheets 

 

 

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



 (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:

 


Testing Properties of Materials Interactive

Matter Matching from Quia

(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;

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


MASS

 

 


MAGNETISM


PHYSICAL STATE

What is Matter: States of Matter Reading

Study Jams: Solids, Liquids, & Gases

Changing State Interactive Activity

States of Matter Reading from Purdue.edu

Matter Sorter Interactive from Space Weather Center


RELATIVE DENSITY & BOUYANCY

Buoyancy Basics from NOVA

Relative Density Experiment and Interactive from Arizonia.edu

Layering Density Investigation from UVA or  Liquid Rainbow from NASA Aquarius

Comparing the Density of Solids, Liquids, and Gases from Teachers' Domain

The Liquid Rainbow Investigation

Buoyancy & Density Quiz Battleship Game

Buoyancy Lab Experiment from PlanetSEED

Mass, Volume, & Density Interactive


CONDUCT OR INSULATE

 

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


Boiling and Melting Interactive Activity from Harcourt

Changing State Interactive from Crickweb

ChangingMatter Interactive


Pod's Mission

 

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


The Mixtures Lab Interactive Activity

Separating Mixtures

 

(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.




(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;


Mechanical Energy

 

Light Energy

 

Thermal Energy

 

Electrical Energy

 

Sound Energy

 

(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;


 

(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


Reflected Light

 

Refracted Light

Jello Optics Investigation

 

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

Force and Motion Flashcards

(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;

 

 

 

 

 

 

 

 


SEDIMENTARY ROCK

Exploring Earth: Sedimentary Rock Formation Visualization

Rock Hounds How Sedimentary Rock Formed

 


FOSSIL FUELS

Energy Kids: Non-Renewable Resources

Energy Kids: Petroleum

Energy Kids: Natural Gas

Energy Kids: Coal

 

(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;



 

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


Wind

Solar

Solar Energy Investigation

Hydorelectric

Geothermal

Biofuels

 

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

 


Paleontology Portal:  Explore fossils found in Texas

Paleontology Portal:  Home site

Stories from the Fossil Record:  Learn what fossils can teach us

Fossils for Kids: 

Fossil Image Gallery:  Actual images of discovered fossils organized by type, location found, and geologic time

Dinosaur Gallery:  Pictures and information about dinosaurs based on fossils


(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;


Geography World: Weather and Climate Resources

NASA:  What is the difference between weather and climate?

NSIDC: What is the difference between weather and climate?

NCAR:  Weather and Climate Basics

 

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


 

(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 


Skytellers: About day and night

Skytellers:  Observe the Cycle of Light activity

 

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


Earth, Moon, and Sun-An Interactive

Comparing Physical Characteristics

Sun

Earth

ABC FACTS SHEET: Comparing Earth to It's Moon

Moon


(9)  Organisms and environments.

The student knows that there are relationships, systems, and cycles within environments. The student is expected to:


Texas Wildlife Fact Sheets from TDPW

Young Naturalist from TDPW

 

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


Color In Nature Powerpoint

Animal Look Alikes article from Kansas DWP

Hanging Out on a Short Grass Prairie Mobile Activity from Texas Parks and Wildlife

Typical Freshwater Habitat from Texas Parks and Wildlife

Plants and Life on Earth from mbgnet

 

(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;


What is the difference between a Food Chain and a Food Web? from Science Bob

Fun With Food Webs Interactive from Harcourt

Food Webs Interactive from Gould League

Web Weaver from USA-Ag

Decomposers:  The Adventures of Herman (the Worm) from University of Illinois

 

(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


Beavers

 

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


NATURE'S CYCLES from Real Trees 4 Kids

ILLUMINATING PHOTOSYNTHESIS from NOVA

THE CARBON DIOXIDE GAME from Windows 2 Universe


 (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:


Young Naturalist from Texas DPW

 

(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;


Texas Tracks: Do You Know Them?  from Texas Parks and Wildlife

Amazing Animal Senses from Neuroscience For Kids

Biology of Plants: Plant Aaptations (In different Biomes) from mbgnet

 

(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


Inherited Traits

 

Learned Behaviors

 

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


Complete Metamorphosis

VIDEO:  LIFE CYCLES OF INSECTS - METAMORPHOSIS OF HONEY BEES

Incomplete Metamorphosis

 

Comparing the two

READING:  THE DIFFERENCE BETWEEN COMPLETE AND INCOMPLETE METAMORPHOSIS from Pacific Science Center

COMPLETE AND INCOMPLETE METAMORPHOSIS INTERFACE from Harcourt

LIFE CYCE DIAGRAMS OF SEVERAL INSECTS

 

                   

 


 

 

 

 

 

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