5th Grade Science. Texas Assessments of Academic Readiness (STAAR) Texas Assessments of Academic Readiness (STAAR)

Texas Assessments of Academic Readiness (STAAR) for Fifth Grade Science

Earth's oceansOceans are a natural resource for salt and the fish and other sea animals we eat. Ocean Currents. Ocean Tides, Trenches, Mid-Ocean Ridges, Seamounts, The Flat Abyssal Plains, The Continental Shelf. Read more...iWorksheets: 3Study Guides: 1Vocabulary Sets: 2

Science Worksheets: Acids and basesAn Acid is a type of sour substance. Examples of acids are lemon juice and vinegar. A base is a type of bitter substance. A base dissolved in water is called a basic solution. Examples of a base substance are soap and baking soda. Scientists use a variety of pH indicators to determine which substances are bases and which are acids. Read more...iWorksheets: 5Study Guides: 1Vocabulary Sets: 2

Science Worksheets: Chemical and physical changes of matterA chemical change is a change in which one kind of substance is changed into a different kind of substance. Chemical changes produce substances that were not there when you started. You can’t reverse or undo a chemical change. The substance or object involved in physical change is the same before and after the change (unlike a chemical change). The change is not permanent and can be undone. Read more...iWorksheets: 3Study Guides: 1Vocabulary Sets: 1

Cells, tissues and organsFreeCells need ENERGY to do all this work. Cellular respiration is the process where cells turn food into usable energy. When similar cells group together and work together for the same purpose, they form tissues. For example, skin tissues protect our bodies from dirt and germs getting inside our bodies. Nerve tissue helps us feel things, such as if something is hot or cold. Read more...iWorksheets: 3Study Guides: 1Vocabulary Sets: 6

Flowers and seedsThe flower is the seed factory of the plant – where the flower produces seeds. A flower’s sepals cover a developing flower bud in order to protect the bud while it grows. The petals of a flower are often bright and colorful. The stamen is the male part of a flower. The pistil of a flower includes the stigma, style, and ovary. The ovary of a flower contains seeds. The ovule is the part of the plant that becomes a fruit. Read more...iWorksheets: 5Study Guides: 1Vocabulary Sets: 2

Plant Responses and AdaptationsA plant can respond to the conditions of its environment. A plant can change its position and grow in a certain direction or manner to meet its survival needs and adapt to a varying environment. Read more...iWorksheets: 4Study Guides: 1Vocabulary Sets: 2

Roots, Stems and LeavesPlants have two different root systems: a Taproot and a Fibrous Root system. Leaves of a plant are made of plant organs and tissues. The top layer of leaf, which protects the leaf, is called its epidermis. Leaves have tiny openings underneath them called the stomata which let air and water in and out of the leaf. Read more...iWorksheets: 5Study Guides: 1Vocabulary Sets: 3

The 6-Kingdoms of lifeScientists classify plants and animals according to the structures and characteristics of each organism. They compare and contrast organisms, and those with similar structures and characteristics are grouped together. Read more...iWorksheets: 5Study Guides: 1Vocabulary Sets: 4

TX.STAAR.5. 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.

(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:

5.5 (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 (STAAR)

MatterMatter is ALL Around Us! Matter is anything that takes up space and has mass. Matter is made up of atoms. Atoms are the basic building blocks of matter and make up all objects. Matter change states from solid, liquid, or gas. Read more...iWorksheets :4Study Guides :1Vocabulary :2

Electricity and magnetismElectricity is the flow of electrical charge. Atoms are made of three different particles, of which some have a positive charge, some have a negative charge, and some have no charge at all. Static Electricity is the imbalance of positive or negative charges between objects. If two objects have opposite charges, they’ll pull toward each other. Read more...iWorksheets :4Study Guides :1Vocabulary :2

Properties of matter and EnergyWhat is matter? Matter is anything that takes up space and has mass. Kinetic energy is energy that is happening now; it is energy in motion. Potential energy is energy that is waiting to happen; it is stored energy. How does heat get transferred: By conduction, by convection and by radiation. Read more...iWorksheets :3Study Guides :1Vocabulary :2

Science worksheets: Solids, liquids and gases.Solid, liquid, and gas are all states of matter. The molecules in solids are tightly packed together. The molecules in liquids are not as close as those in solids; they have a little more room to move around. The molecules in gases are far apart. Gases can fill any size room or any size container. Read more...iWorksheets :3Study Guides :1Vocabulary :1

5.5 (B) Identify the boiling and freezing/melting points of water on the Celsius scale. Supporting Standard (STAAR)

5.5 (C) Demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand. Supporting Standard (STAAR)

Elements, mixtures and compoundsElements are a basic (simple) kind of matter. They can’t be broken down into simpler parts and still keep their properties because they are in the simplest form. A solute is the substance that is dissolved in the solvent. Solubility refers to the ability of one substance to dissolve into another substance. Read more...iWorksheets :4Study Guides :1Vocabulary :2

5.5 (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 (STAAR)

(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:

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

Reporting Category 2: Force, Motion, and Energy - The student will demonstrate an understanding of force, motion, and energy and their relationships.

(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:

5.6 (A) Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. Readiness Standard (STAAR)

Force, motion and energyMotion is the process of an object changing place or position. A force is a push or pull upon an object. Speed refers to the rate an object changes position. To accelerate means to go faster; decelerate means to slow down. Read more...iWorksheets :4Study Guides :1Vocabulary :3

5.6 (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 (STAAR)

5.6 (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. Readiness Standard (STAAR)

Light and SoundLight is a form of energy that travels in waves. A reflection occurs when light rays bounce off a surface, such as when you see your reflection in a mirror. Absorption is when an object takes in light wave. Refraction is when light bends moving from one medium to another. Sound is a type of energy that travels in waves that is caused by vibrations. Vibrations are movements made rapidly back and forth. Read more...iWorksheets :3Study Guides :1Vocabulary :3

Sound and light energySound is a type of energy that travels in waves which are caused by vibrations. Characteristics of Sound. Vibrations: movements made rapidly back and forth. Sound Waves: an invisible transfer of sound energy as it travels away from the energy source. Wavelength: the distance between a point on one sound wave and a similar point on another sound wave. Frequency: The number of vibrations in a period of time is called the frequency of a vibration. Volume: The loudness or quietness of a sound is its volume. Read more...iWorksheets :4Study Guides :1Vocabulary :2

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

Newton's Laws of motionWhat is motion? Motion is the process of an object changing its place or its position. Motion is not speed. Speed is the rate an object changes position. Newton's law of motion. Read more...iWorksheets :4Study Guides :1Vocabulary :2

(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:

3.6 (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 (STAAR)

Reporting Category 3: Earth and Space - The student will demonstrate an understanding of components, cycles, patterns, and natural events of Earth and space systems.

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

5.7 (A) Explore the processes that led to the formation of sedimentary rocks and fossil fuels. Readiness Standard (STAAR)

Rocks and mineralsFreeWhat is in a Rock? Rocks are made up of many tiny pieces of minerals. What are Minerals? Minerals are natural, nonliving crystals. They come in many sizes, shapes, and colors. Types of Rocks: Sedimentary Rocks, Igneous Rocks, Metamorphic Rocks. The Rock Cycle. Read more...iWorksheets :4Study Guides :1Vocabulary :4

Minerals of Earth's crustMinerals are solid elements formed naturally in the Earth’s surface. Every mineral has a unique chemical composition – a mix of the chemicals that formed it. Rocks are made up of minerals, sometimes more than one kind of mineral! Read more...iWorksheets :3Study Guides :1Vocabulary :2

5.7 (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 (STAAR)

Landforms, Rocks and soilLandsforms are features that make up the Earth's surface. They include mountains, plateaus, canyons, deltas, hills, valleys, and more... The Rock cycle, Volcanoes. How do Earthquakes happen? Read more...iWorksheets :4Study Guides :1Vocabulary :4

5.7 (C) Identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels. Readiness Standard (STAAR)

Energy resourcesA renewable resource is a resource that can be naturally restored or at least replenished as it is needed: The power of WIND, the power of WATER, the power of the SUN, Geothermal energy (heat from the earth), the Energy of TRASH. Fossil fuels - Crude Oil, Coal, Natural Gas - are nonrenewable resources. These types of resources take much longer to replace than most societies can wait. Read more...iWorksheets :3Study Guides :1Vocabulary :2

(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:

5.8 (A) Differentiate between weather and climate. Supporting Standard (STAAR)

Weather and ClimateMany factors affect the weather such as the sun, atmosphere, temperature, water, and air pressure. When air moves from an area of high pressure to a place with low pressure, WIND is created. The movement and interaction of air masses cause most weather conditions. Climate: The word climate refers to the typical weather throughout the year in the same area. Read more...iWorksheets :4Study Guides :1Vocabulary :4

Weather, Weather patterns and climateHow do clouds form? Main types of clouds. Precipitation. Air Pressure. What are the Four Most Influential Air Masses that Affect the Weather in North America? What is needed for a thunderstorm to occur? Thunderstorm key ingredients: Moisture, Instability and Uplift. What is a hurricane? What is a tornado? What is climate? Climate Zones: Polar zone, Temperate zone, Tropical zone. The location of the zone determines its climate. Read more...iWorksheets :3Study Guides :1Vocabulary :5

5.8 (B) Explain how the Sun and the ocean interact in the water cycle. Supporting Standard (STAAR)

Earth's WatersDid you know that three quarters (3/4) of Earth is covered by water? Freshwater is water containing only a very little amount of salt. Oceans are made of salt water. Ninety-seven percent (97%) of the Earth’s water is saltwater. Throughout the water cycle, water can be solid, liquid, and a gas. Read more...iWorksheets :3Study Guides :1Vocabulary :2

Earth's freshwater and atmospherePlanet Earth (the planet on which we happen to live) spins on an imaginary line called an axis. One spin around on its axis is called a revolution. As the earth rotates, the areas facing the Sun slowly change, and that means the time of day and the temperatures change.The sun is the main energy supply for the water cycle. Read more...iWorksheets :4Study Guides :1Vocabulary :4

5.8 (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. Readiness Standard (STAAR)

Our Solar system and beyondWhat Can Be Found in the Solar System? A planet is a large body that revolves around the Sun. Asteroids, comets and meteors are made of pieces of rock and ice. Asteroids are small pieces of rock which orbit around the Sun. Comets are made of ice and rock. The “tail” of a comet is made of vaporized gases and dust that flow behind them as they fly through space at a VERY fast pace! Read more...iWorksheets :3Study Guides :1Vocabulary :3

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

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

4.7 (A) Examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants. Supporting Standard (STAAR)

Earth - Inside and OutLet's look at the Earth from the inside out... <br> The Earth is made up three main layers called crust, mantle, and core. Read more...iWorksheets :4Study Guides :1Vocabulary :9

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. Supporting Standard (STAAR)

(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:

4.8 (A) Measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key. Supporting Standard (STAAR)

4.8 (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. Supporting Standard (STAAR)

4.8 (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 (STAAR)

(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:

3.7 (B) Investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides. Supporting Standard (STAAR)

(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:

3.8 (D) Identify the planets in Earth's solar system and their position in relation to the Sun. Supporting Standard (STAAR)

The solar systemAll planets in our solar system rotate and they all revolve around the Sun. Inner planets: Mercury, Venus, Earth. Outer planets: Jupiter, Saturn, Uranus, Neptune. Comets are made of ice and rock. They have four parts: a nucleus which is the solid portion of the comet and is made of dust and ice, a coma which is a cloud of dust and evaporated gases, an ion tail and a dust tail. Read more...iWorksheets :3Study Guides :1Vocabulary :3

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.

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

5.9 (A) Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements. Readiness Standard (STAAR)

Introduction to animalsAnimals have particular body parts and structures to help them survive in their Earth environment. For instance, animals have certain body parts such as legs or wings that help them move, and mouths or trunks or beaks that help them drink water. Read more...iWorksheets :3Study Guides :1Vocabulary :4

Energy and ecosystemsAn ecosystem includes all the living and non-living things in an area. This includes populations and communities of many different animals. Read more...iWorksheets :3Study Guides :1Vocabulary :3

5.9 (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 (STAAR)

Food webs/food chainsWe all need energy. Every living organism on Earth needs energy to live, including plants, animals and us! The main energy source for all living things on Earth is the Sun. Read more...iWorksheets :4Study Guides :1Vocabulary :3

Interactions among living thingsAn important and essential interaction among living things involves the flow of energy within an environment. All living organisms need energy to survive! Energy moves through an environment through food chains and food webs. Read more...iWorksheets :3Study Guides :1Vocabulary :3

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

Cycles of life and BiomesThe Nitrogen Cycle Process: Nitrogen is taken in by plants through their roots, animals eat plants, and the nitrogen is passed along the food chain to animals. Herbivores get nitrogen by eating plants. Carnivores get nitrogen by eating herbivores. Nitrogen is returned to the soil when an organism dies – decomposers break down the dead organisms and change the nitrogen compounds in the dead organism’s body into the kind plants can use. Read more...iWorksheets :4Study Guides :1Vocabulary :2

(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:

5.10 (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 (STAAR)

Animal Diversity and AdaptationsFreeHere are some examples of the systems that animals and humans have in common: Integumentary system, Muscular system, Endocrine system, Nervous system, Circulatory system, Respiratory system, Digestive system, Excretory System, Reproductive system, Immune system, Skeletal System. Read more...iWorksheets :3Study Guides :1Vocabulary :5

5.10 (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. Readiness Standard (STAAR)

5.10 (C) Describe the differences between complete and incomplete metamorphosis of insects. Supporting Standard (STAAR)

Animal Growth and ReproductionA life cycle is the stages of development an organism goes through starting from an egg to growing into an adult. Living organisms each have their own unique way of reproducing, giving birth, growing, and developing. Read more...iWorksheets :4Study Guides :1Vocabulary :5

(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:

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

Ecosystems and changes in ecosystemsWhat is an ecosystem? An ecosystem is the living and nonliving components of an environment and the way they interact with each other and their environment. There are several different ecosystems on the Earth. Read more...iWorksheets :3Study Guides :1Vocabulary :3

(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:

3.10 (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 (STAAR)

Plant growth and reproductionProcess of Reproduction. Fertilization, Seeds. Lesson Checkpoints: What is one reason a plant has nectar? What do mosses and ferns produce instead of seeds? What is the female organ of a flower called? Read more...iWorksheets :3Study Guides :1Vocabulary :2

Plants with and without seedsThere are many plants in the world. Some are plants that you know of and many you have never heard of before! The Fern’s Life Cycle. The Life Cycle of Moss. Monocots vs. Dicots….what are these? Read more...iWorksheets :3Study Guides :1Vocabulary :2

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.

(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:

5.1 (A) Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations. (STAAR)

Hands-on Lab Skills/Science InquiryWhen you conduct an investigation, you may make predictions, interpret your findings, draw conclusions, and justify your conclusions. When you conduct an experiment, you should collect data to help justify your conclusions. During an investigation, you may formulate and justify your predictions based on cause and effect relationships. A cause makes something else happen. An effect is what happens because of the cause. Read more...iWorksheets :3Study Guides :1

The nature of scienceScience process skills include observing, classifying, estimating, measuring, inferring, predicting, creating graphs, and developing models. Identify Dependent and Controlled Variables: A dependent variable is the variable that is being observed during an experiment. A control variable is the part of an experiment that you do not make any changes to which you can use to compare the other parts of your experiment to. Read more...iWorksheets :3Study Guides :1

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

5.2 (D) Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. (STAAR)

Math in ScienceWhether you are measuring, calculating, creating graphs and charts, or using numbers in any way… that’s using your math skills. During many science investigations you may have to measure the length, width, height, or weight of different objects. You also may need to measure the temperature of the air or different liquids when completing a scientific investigation as well. Read more...iWorksheets :3Study Guides :1

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

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

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

5.3 (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. (STAAR)

(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:

5.4 (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. (STAAR)

5.4 (B) Use safety equipment, including safety goggles and gloves. (STAAR)

Standards

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

Texas Assessments of Academic Readiness (STAAR)Alabama Courses of StudyAlaska Content and Performance StandardsArizona's College and Career Ready StandardsArkansas Curriculum FrameworksCalifornia Content StandardsColorado Academic Standards (CAS)Connecticut Core StandardsDelaware Standards and InstructionFlorida StandardsGeorgia Standards of ExcellenceHawaii Content and Performance StandardsIdaho Content StandardsIllinois Learning StandardsIndiana Academic StandardsIowa CoreKansas Academic StandardsKentucky Academic StandardsLouisiana Academic StandardsMaine Learning ResultsMaryland College and Career-Ready StandardsMaryland StandardsMassachusetts Curriculum FrameworksMichigan Academic StandardsMinnesota Academic StandardsMississippi College & Career Readiness StandardsMissouri Learning StandardsMontana Content StandardsNational STEM StandardsNebraska Core Academic Content StandardsNevada Academic Content StandardsNew Hampshire College and Career Ready StandardsNew Jersey Student Learning StandardsNew Mexico Content StandardsNew York State Learning Standards and Core CurriculumNext Generation Science Standards (NGSS Comprehensive)North Carolina Standard Course of StudyNorth Dakota Academic Content StandardsOhio Learning StandardsOklahoma Academic StandardsOregon Academic Content StandardsPennsylvania Core and Academic StandardsRhode Island World-Class StandardsSouth Carolina Standards & LearningSouth Dakota Content StandardsTennessee Academic StandardsTexas Essential Knowledge and Skills (TEKS)U.S. National StandardsUtah Core StandardsVermont Framework of Standards and LearningVirginia Standards of LearningWashington DC Academic StandardsWashington State K–12 Learning Standards and GuidelinesWest Virginia College and Career Readiness StandardsWisconsin Academic StandardsWyoming Content and Performance Standards

Texas Assessments of Academic Readiness (STAAR) 5th Grade Science Activities