Texas Essential Knowledge and Skills, Grade Five

(1) The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.

The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations
Video: Dry Ice
Video: Strange Flame, part 1
Video: Heating a Balloon

(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.
Video: Recycle
Experiment: Saving Water

(2) The student uses scientific methods during field and laboratory investigations.

The student is expected to:

Video: Science Fair Panic, part 1
Video: Science Fair Panic, part 2
Video: Science Fair Panic, part 3
Video:. Science Fair Panic, part 4
Video: Candles in a Jar and Video: Candles in a Jar, Part 2
Video: Bottle Tones and Video: Bottle Tones, Part 2

(A) plan and implement descriptive and simple experimental investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology

Video: Science Fair Panic, part 2
Video: Science Fair Panic, part 3
Video: Candles in a Jar and Video: Candles in a Jar, Part 2
Video: Bottle Tones and Video: Bottle Tones, Part 2
Experiment: Hypothesis
Video: Floating Cups

(B) collect information by observing and measuring

Video: Observation
Video: Light as Air
Video: Measuring in Feet
Video: Nature Watching
Video: ReactionTime
Experiment: Square in the Grass

(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence

Video: Floating Cups
Video: Candles in a Jar and Video: Candles in a Jar, Part 2
Video: Bottle Tones and Video: Bottle Tones, Part 2

(D) communicate valid conclusions

Video:. Science Fair Panic, part 4

(E) construct simple graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate information.

Video:. Science Fair Panic, part 4

(3) The student uses critical thinking and scientific problem solving to make informed decisions.

The student is expected to:

(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information

Video: Science Fair Panic, part 1
Video: Science Fair Panic, part 2
Video: Science Fair Panic, part 3
Experiment: Hypothesis
Video: Floating Cups

(B) draw inferences based on information related to promotional materials for products and services

Video: Just a Suggestion

(C) represent the natural world using models and identify their limitations

Experiment: Sweet Geology
Experiment: A Scale Model of the Solar System
Experiment: Drawing Life Sized Dinosaurs

(D) evaluate the impact of research on scientific thought, society, and the environment

(E) connect Grade 5 science concepts with the history of science and contributions of scientists.

(4) The student knows how to use a variety of tools and methods to conduct science inquiry.

The student is expected to:

(A) collect and analyze information using tools including calculators, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses, balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety goggles.

Video: Iron Cereal
Video: Microwave Chocolate - electromagnetic waves
Video: Light Speed Chocolate - electromagnetic waves, speed of light, math
Video: Light as Air - gases, density, math, volume
Video: Reaction Time - nervous system, science fair projects
Experiment: A Square in the Grass
Experiment: Insect Hunting
Experiment: Cool Change
Experiment: Cooling Fans
Experiment: Rubber Magnets
Experiment: Weird Magnets
Experiment: Which Magnet
Experiment: Which Magnet, part 2
Experiment: Making a Magnet
Experiment: Drawing Life Sized Dinosaurs

(B) demonstrate that repeated investigations may increase the reliability of results.

Video: Science Fair Panic, part 2
Video: Floating Cups

(5) The student knows that a system is a collection of cycles, structures, and processes that interact.

The student is expected to:

(A) describe some cycles, structures, and processes that are found in a simple system.

Video: Water Cycle
Video: Erosion
Video: Osmosis
Experiment: Old Water

(B) describe some interactions that occur in a simple system.

Video: Erosion

(6) Science concepts. The student knows that some change occurs in cycles.

The student is expected to:

(A) identify events and describe changes that occur on a regular basis such as in daily, weekly, lunar, and seasonal cycles.

Video: Global Science

(B) identify the significance of the water, carbon, and nitrogen cycles.

Video: Water Cycle

(C) describe and compare life cycles of plants and animals.

(7) The student knows that matter has physical properties.

The student is expected to:

(A) classify matter based on its physical properties including magnetism, physical state, and the ability to conduct or insulate heat, electricity, and sound.

Video: Simple Circuit
Experiment: How Heat Moves

(B) demonstrate that some mixtures maintain the physical properties of their ingredients.

(C) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving sugar in water.

Video: Hydrothermal Quartz

(D) observe and measure characteristic properties of substances that remain constant such as boiling points and melting points.

(8) Science concepts. The student knows that energy occurs in many forms.

The student is expected to:

(A) differentiate among forms of energy including light, heat, electrical, and solar energy.
Video: Solar Power

(B) identify and demonstrate everyday examples of how light is reflected, such as from tinted windows, and refracted, such as in cameras, telescopes, and eyeglasses.

Video: Solar Power
Experiment: Two Way Mirrors
Video: Mirage
Video: A Color You Can't See
Video: Changing the Speed of Light

(C) demonstrate that electricity can flow in a circuit and can produce heat, light, sound, and magnetic effects.
Video: Simple Circuit
Video: Introduction to LEDs

(D) verify that vibrating an object can produce sound.
Video: The Singing Glass
Video: Bottle Tones and Video: Bottle Tones, Part 2
Video: Noisy String
Video: The Bull Roarer
Video: Grass Whistle
Video: Spoon Bells
Experiment: Feeling Sound
Video: Hear the Ocean
Experiment: The Screamer
Experiment: Thunder Rumbles
Experiment: One Glass Musical
Experiment: Hearing Directions
Experiment: Comb Kazoo

(9) The student knows that adaptations may increase the survival of members of a species.

The student is expected to:

(A) compare the adaptive characteristics of species that improve their ability to survive and reproduce in an ecosystem.

Video: Seed Search
Video: Nature Watching
Video: A Walk in the Park

(B) analyze and describe adaptive characteristics that result in an organism's unique niche in an ecosystem.

Video: Seed Search
Video: Nature Watching
Video: A Walk in the Park

(C) predict some adaptive characteristics required for survival and reproduction by an organism in an ecosystem.

(10) The student knows that likenesses between offspring and parents can be inherited or learned.

The student is expected to:

(A) identify traits that are inherited from parent to offspring in plants and animals.

Experiment: Ear Genes

(B) give examples of learned characteristics that result from the influence of the environment.

(11) The student knows that certain past events affect present and future events.

The student is expected to:

(A) identify and observe actions that require time for changes to be measurable, including growth, erosion, dissolving, weathering, and flow.

Video: Continuous Change
Video: Fast and Slow Change
Video: Erosion
Experiment: Thoughts on Trees
Experiment: Weathering the Ages

(B) draw conclusions about "what happened before" using data such as from tree-growth rings and sedimentary rock sequences.

(C) identify past events that led to the formation of the Earth's renewable, non-renewable, and inexhaustible resources.

(12) The student knows that the natural world includes earth materials and objects in the sky.

The student is expected to:

(A) interpret how land forms are the result of a combination of constructive and destructive forces such as deposition of sediment and weathering.

Video: Continuous Change
Video: Fast and Slow Change
Video: Erosion

(B) describe processes responsible for the formation of coal, oil, gas, and minerals.

(C) identify the physical characteristics of the Earth and compare them to the physical characteristics of the moon.

(D) identify gravity as the force that keeps planets in orbit around the Sun and the moon in orbit around the Earth.
Video: Planets and Pennies