## Standards -Scope and Sequence

TEKS:

(P) = Processing Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

5.1A (P)  Demonstrate safe practices and the use of safety equipment as described in the Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles as appropriate, and gloves, as appropriate.

5.2B (P) Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology.

5.2C (P) Collect and record information using detailed observations and accurate measuring.

5.2F (P) Communicate valid conclusions in both written and verbal forms.

5.2G (P) Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.

5.4A (P) Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, and materials to support observations of habitats or organisms such as terrariums and aquariums.

Students will:

• know how to be safe and utilize materials appropriately.
• learn how to collect, record, and analyze information using various tools and materials to conduct investigations
• plan and implement investigations
• record, and analyze data collected in tables, charts, and graphs.
• communicate conclusions

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

STEM Connections:

• Skype a Scientist!

TEKS:

(P) = Processing Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

5.5A (R) classify matter based on measurable, testable, and observable physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating using water as a reference point), solubility in water, and the ability to conduct or insulate thermal energy or electric energy

5.5B (S) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand and sand and water

5.5C (S) 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

3.5C (S) predict, observe and record changes in the state of matter caused by heating or cooling such as ice becoming liquid water or condensation forming on the outside of a glass of ice water or liquid water being heated to the point of becoming water vapor

Process Standards: 5.4A, 5.2D, 5.2G, 5.2A, 5.3B

Students will:

• classify physical properties of objects
• investigate and determine that some mixtures maintain physical properties of their ingredients
• understand that the physical properties of the ingredients of solutions can change

Vocabulary:

• dense*
• relative density*
• solubility
• soluble*
• ingredient
• physical change

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

• Have various objects and allow students to create their own mixtures. Have them list the items in the mixtures, describe the tools used to separate the mixtures, and which physical property allowed them to separate the mixture.
• Use objects of the same size to see if they float or sink in water and determine relative density

STEM Connections:

• Critical Thinking: Use a Venn Diagram to compare and contrast mixtures and solutions
• Communication: Have partners convince & prove to each other that the ingredients maintained their physical properties

TEKS:

(P) = Processing Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

5.6A (R) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy

5.6B (R) demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound

5.6C (R)demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted

Process Standards: 5.2A, 5.4A, 5.2D, 5.2G, 5.3B

Students will:

• explore how the different forms of energy are used
• understand that electricity produced through closed circuits can produce different types of energy
• understand how light travels and the difference between reflection and refraction

Vocabulary:

• Rube Goldberg*
• electric current*
• fuse
• parallel circuit
• series circuit*
• absorb
• lens*
• medium
• prism*
• reflection*
• refraction*
• transmit

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

• Have students research the different forms of energy and provide a real-world example of each
• Have students draw and label a circuit and explain what types of energy is produced
• Students explore light using flashlights, mirrors, and prisms

STEM Connections:

• Communication: Have students write a short story about walking into a building and the different forms of energy that they may encounter.
• Critical Thinking, Creativity: Engineering design challenge using makerspace materials to build Rube Goldberg machine

TEKS:

(P) = Processing Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

5.6D (S) design a simple experimental investigation that tests the effect of force on an object

3.6B (S) demonstrate and observe how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons

Process Standards: 5.2A, 5.4A, 5.2D, 5.2G, 5.3B

Students will:

• investigate the effects of forces on objects

Vocabulary:

• control
• experimental investigation
• hypothesis
• variable

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

STEM Connections:

• Creativity, Critical Thinking: Students research jobs where knowledge of force and motion would be important

TEKS:

(P) = Processing Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

5.8A (S) differentiate between weather and climate

5.8B (S) explain how the Sun and the ocean interact in the water cycle

4.8A (S) measure, record, and predict changes in weather

4.8B (S) 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

4.8C (S) collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time

3.7B (S) investigate rapid changes in Earth’s surface such as volcanic eruptions, earthquakes, and landslides

3.8D (S) identify the planets in Earth’s solar system and their position in relation to the Sun

Process Standards: 5.2A, 5.4A, 5.2C, 5.2D, 5.2G, 5.3B

Students will:

• understand the difference between weather and climate
• understand how the Sun and the ocean is a part of the water cycle

Vocabulary:

• climate*
• atmosphere
• ocean*

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

• Track the weather in your city and a city in a country in a different climate, then compare and contrast.
• Students investigate freshwater and saltwater and why one evaporates faster than the other

STEM Connections:

• Communication: Choose a city where you want to go on vacation and write a letter to your best friend explaining what the weather and climate is like and how you are going to prepare for the trip (packing, activities, etc.)
• Critical Thinking: Explain what would happen if the sun was taken out of the water cycle.

TEKS:

(P) = Processing Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

5.8C (R) 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

5.8D (S) identify and compare the physical characteristics of the Sun, Earth, and Moon

Process Standards: 5.2A, 5.4A, 5.2D, 5.3B

Students will:

• understand that the rotation of the Earth causes predictable patterns to create a day/night cycle
• understand the difference in the physical characteristics of the Sun, Earth, and Moon

Vocabulary:

• axis*
• equator
• tilt
• crater
• satellite
• weight

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

• Create model of the Earth and Sun to demonstrate day/night
• Measure the shadow of an object outside each hour of the day
• Students research the Sun, Earth, and Moon

STEM Connections:

• Books:
• Sun Up, Sun Down: The Story of Day and Night, Bailey J.
• The Day the Earth Stood Still, Thomas, Isabel
• Critical Thinking: Students can predict and track where the Sun will be shining in several hours from the present. https://www.timeanddate.com/worldclock/sunearth.html

TEKS:

(P) = Processing Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

5.7A (R) explore the processes that led to the formation of sedimentary rocks and fossil fuels

5.7B (R) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, or ice

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

4.7(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

Process Standards:  5.2A, 5.4A, 5.2D, 5.3B

Students will:

• explore how sedimentary rocks were formed
• understand how changes to Earth’s surface result in landforms

Vocabulary:

• cementation*
• compaction*
• sedimentary rock*
• canyon*
• sand dune
• U‐shaped valley*
• valley*
• V‐shaped valley
• biofuels
• pressure
• sedimentary rock*

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

STEM Connections:

• Critical Thinking: Have students research the career of a geologist

TEKS:

(P) = Processing Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

5.9A (R) observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components

5.9B (R) describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers

5.9C (S) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways

5.9D (S) identify fossils as evidence of past living organisms and the nature of the environments at the time using models

3.9A (S) observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem

Process Standards: 5.4A, 5.2D, 5.3B

Students will:

• understand living and nonliving components of an ecosystem and how they help organisms live and survive
• describe how energy flows within a food web
• understand and predict how living organisms affect changes in ecosystems
• understand that fossils are evidence of past living organisms and what the environment was like for them to live in

Vocabulary:

• fossil
• imprint
• interaction
• niche
• overpopulation
• role*
• species

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

• Create a terrarium
• Choose an ecosystem, research the living things and create food web showing the flow of energy
• Oh, Deer! Activity https://www.vanderbilt.edu/cso/Oh_deer.pdf
• Research various locations and determine why they would or would not be a good place to find fossils

STEM Connections:

• Critical Thinking: Take on the role of a Paleontologist or a Geologist to determine how to be successful in their careers based on what they know about ecosystems and organisms.

TEKS:

(P) = Processing Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

5.10A (R) compare the structures and functions of different species that help them live and survive in a specific environment such as hooves on prairie animals or webbed feet in aquatic animals

5.10B (R) 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

3.10B (S) 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 beetles

Process Standards: 5.2A, 5.4A, 5.2D, 5.3B

Students will:

• compare structures and functions of different species and how they help them live and survive
• describe examples of inherited and learned traits of plants and animals

Vocabulary:

• instinct*

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

• Have students choose an animal and research their inherited and learned traits
• Brainstorm songs or rhymes that students have learned

STEM Connections:

• Creativity: Have students create their own new world and animals with adaptations that they would need to survive in that environment.
• Write a short story about getting a new puppy dog and describe its inherited and learned traits.