Texas Assessment of Knowledge and Skills Objective 1

Curriculum/TAKS Alignment:

Correlation of Texas Assessment of Knowledge and Skills and the Texas Essential Knowledge and Skills to the BISD Elementary Science Program

Document Contains Alignment of:

TAKS Objectives

Texas Essential Knowledge and Skills

FOSS lessons

Critical comments and analysis

Prepared by

Michael Baldwin

Elementary Science Specialist

Curriculum/TAKS Alignment:

Correlation of Texas Assessment of Knowledge and Skills and the Texas Essential Knowledge and Skills to the BISD Elementary Science Program

Document Contains Alignment of:

TAKS Objectives

Texas Essential Knowledge and Skills

FOSS lessons

Critical comments and analysis

Yellow tab indicates objective where over 30% of BISD students missed a question

Blue tab indicates an objective where FOSS materials could be supplemented

Green tab indicates an objective that is developed in the Landforms kit

Prepared by

Michael Baldwin

Elementary Science Specialist

2003 - 2006 Science TAKS Objectives Assessed

Fifth Grade

Objectives and Student Expectations / Year
2003 / 2004 / 2006
Grade 5 Science Objective 1: Students will demonstrate an understanding of the nature of science.
(3.1, 4.1, 5.1) 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. / 1 / 25 / 5, 14, 35
(5.2) The student uses scientific methods during field and laboratoryinvestigations. The student is expected to
(A) Plan and implement descriptive and simple experimental investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology; / 14, 25, 37 / 4 / 32
(B) Collect information by observing and measuring; / 7, 39 / 7, 49
(C) Analyze and interpret information to construct reasonable explanations from direct and indirect evidence; / 17, 20 / 15, 37 / 18, 20
(D) Communicate valid conclusions; and / 33 / 3, 24 / 36
(E) Construct simple graphs, tables, maps, and charts using tools [including computers] to organize, examine, and evaluate information. / 29
(3.3, 4.3, 5.3) The student uses critical thinking and scientific problem solving tomake 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; / 10
(B) Draw inferences based on information [related to promotional materials] for products and services; and / 5 / 13, 38 / 3, 40
(C) Represent the natural world using models and identify their limitations. / 2 / 31
(5.4) The student knows how to use a variety of tools and methods to conductscience 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. / 4, 9 / 9, 33 / 33, 38
Grade 5 Science Objective 2:Students will demonstrate an understanding of the life sciences.
(5.10) The student knows that likenesses between offspring and parents can beinherited or learned. The student is expected to
(A) Identify traits that are inherited from parent to offspring in plants and animals; and / 4, 15
(B) Give examples of learned characteristics that result from the influence of the environment. / 23 / 17
(5.9) The student knows that adaptations may increase the survival of members ofa species. The student is expected to
(A) Compare the adaptive characteristics of species that improve their ability to survive and reproduce in an ecosystem; / 10, 28 / 16
(B) Analyze and describe adaptive characteristics that result in an organism's unique niche in an ecosystem; and / 6 / 11
(C) Predict some adaptive characteristics required for survival and reproduction by an organism in an ecosystem. / 32 / 36
(5.6) The student knows that some change occurs in cycles. The student isexpected to
(C) Describe and compare life cycles of plants and animals. / 1
(3.8) The student knows that living organisms need food, water, light, air, a way todispose of waste, and an environment in which to live. The student is expected to
(A) Observe and describe the habitats of organisms within an ecosystem; / 30 / 11
(B) Observe and identify organisms with similar needs that compete with one another for resources such as oxygen, water, food, or space; / 11
(C) Describe environmental changes in which some organisms would thrive, become ill, or perish; and / 18 / 1
(D) Describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or humans building a home. / 5
(2.9) The student knows that living organisms have basic needs. The student isexpected to
(A) Ddentify the external characteristics of different kinds of plants and animals that allow their needs to be met; and / 26 / 39
(B) Compare and give examples of the ways living organisms depend on each other and on their environments. / 15 / 8
(5.5) 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; and / 31 / 37
(B) Describe some interactions that occur in a simple system. / 35 / 8
(4.6) The student knows that change can create recognizable patterns. Thestudent is expected to
(A) Identify patterns of change such as in weather, metamorphosis, and objects in the sky. / 6
Grade 5 Science Objective 3:Students will demonstrate an understanding of the physical sciences.
(5.8) The student knows that energy occurs in many forms. The student isexpected to
(A) Differentiate among forms of energy including light, heat, electrical, and solar energy; / 2
(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; / 16 / 13
(C) Demonstrate that electricity can flow in a circuit and can produce heat, light, sound, and magnetic effects; and / 2 / 19
(D) Verify that vibrating an object can produce sound. / 36 / 16 / 17
(5.7) The student knows that matter has physical properties. The student isexpected to
(A) Classify matter based on its physical properties including magnetism, physical state, and the ability to conduct or insulate heat, electricity, and sound; / 34, 38 / 6 / 27
(B) Demonstrate that some mixtures maintain the physical properties of their ingredients; / 21 / 22 / 7
(C) Identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving sugar in water; and / 31, 34
(D) Observe and measure characteristic properties of substances that remain constant such as boiling points and melting points. / 40 / 32 / 9
(3.6) The student knows that forces cause change. The student is expected to
(A) Measure and record changes in the position and direction of the motion of an object to whicha force such as a push or pull has been applied. / 27 / 20
(5.5) 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; and / 18
(B) Describe some interactions that occur in a simple system. / 8 / 39 / 26, 29
(4.6) The student knows that change can create recognizable patterns. Thestudent is expected to
(A) Identify patterns of change such as in weather, metamorphosis, and objects in the sky.
Grade 5 Science Objective 4:Students will demonstrate an understanding of the earth sciences.
(5.12) 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; and / 12 / 34
(C) Identify the physical characteristics of the Earth and compare them to the physical characteristics of the moon. / 29
(5.11). 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; / 24
(B) Draw conclusions about "what happened before" using data such as from tree-growth rings and sedimentary rock sequences; and / 24
(C) Identify past events that led to the formation of the Earth's renewable, non-renewable, and inexhaustible resources. / 23
(5.6) The student knows that some change occurs in cycles. The student isexpected to
(A) Identify events and describe changes that occur on a regular basis such as in daily, weekly, lunar, and seasonal cycles; and / 25
(B) Identify the significance of the water, carbon, and nitrogen cycles. / 19
(4.11) The student knows that the natural world includes earth materials and objects in the sky. The student is expected to
(A) Test properties of soils including texture, capacity to retain water, and ability to support life; / 3 / 27
(B) summarize the effects of the oceans on land; and
(C) Identify the Sun as the major source of energy for the Earth and understand its role in the growth of plants, in the creation of winds, and in the water cycle. / 12, 19 / 28
(3.11) The student knows that the natural world includes earth materials andobjects in the sky. The student is expected to
(A) Identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources; / 28 / 12
(C) Identify the planets in our solar system and their position in relation to the Sun; and / 13, 26
(D) Describe the characteristics of the Sun. / 22, 30 / 14
(3.6) The student knows that forces cause change. The student is expected to
(B) Identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers. / 21, 30
(5.5) 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; and / 23
(B) Describe some interactions that occur in a simple system. / 22
(4.6) The student knows that change can create recognizable patterns. Thestudent is expected to
(A) Identify patterns of change such as in weather, metamorphosis, and objects in the sky. / 35 / 10, 21

Document Key

This page contains an explanation of each part of the document that follows. Information on TAKS questions, TEKS, % of students picking each answer, and FOSS correlations are provided.

Objective 1: Students will demonstrate an understanding of the nature of science.

Student expectation:

(3.1, 4.1, 5.1) The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.

(A) Student expectation: demonstrate safe practices during field and laboratory investigations

TAKS Test Items:

Study Guide/TAKS Information Booklet:

Students are doing an experiment in science class. Which piece of equipment will best protect the

students’ eyes during the experiment?

FOSS Modules:

Texas Assessment of Knowledge and Skills

Objective 1: Students will demonstrate an understanding of the nature of science.

Student expectation:

(3.1, 4.1, 5.1) The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.

(A) Student expectation: demonstrate safe practices during field and laboratory investigations

2003 / 2004
1. Which of the following would be safe to do during a lab activity?
A Running in the classroom 0%
B Leaving a water spill on the floor 0%
C Touching hot surfaces 0%
D* Following lab rules 99% / 25 Which of the senses must be protected when
doing an activity concerning a solar eclipse?
A Touch 12%
B Taste 8%
C* Sight 75%
D Smell 5%
2006 TAKS
Science Activity
Students mixed a spoonful of vinegar with a small amount of baking soda in a bowl. They wrote a description of what they observed.
5 Which of these should the students avoid while doing this activity?
A Using a metal teaspoon 3%
B Using a plastic bowl 4%
C Stirring the vinegar 7%
D*Tasting the mixture 86% / 14 Students placed some frogs in a tank to study their behavior. What should the students do for safety reasons after feeding the frogs?
F Wash the floor with soap and water 0%
G*Wash their hands with soap and water 93%
H Rinse the frog tank with cool water 4%
J Rinse the frogs with cool water 2%
/ 35 This laboratory symbol shows that when performing an experiment, students need to —
A avoid electricity 0%
B*protect clothing 93%
C keep away from food 4%
D protect equipment 2%

Study Guide/TAKS Information Booklet:

Students are doing an experiment in science class. Which piece of equipment will best protect the

students’ eyes during the experiment?

When entering the classroom, a student sees a lab setup. What should the student do next?

A Turn on the water faucet

B Cut the leaves into small pieces to prepare for the experiment

C Organize the lab equipment so everything is ready to begin

D* Wait for the teacher to give instructions

(A) Student expectation: demonstrate safe practices during field and laboratory investigations(continued)

FOSS Modules:

FOSS Module / FOSS Investigation/part / FOSS Assessment
Solar Energy (Grade 5)- Overview / Overview(pg 17): Safety in the Classroom
Mixtures and Solutions (Grade 5) / Overview (pg. 17)
Investigation 1/ Part 1
Investigation 2/Part 4
Investigation 4/Part 1
Investigation 4/Part 3
Environments (Grade 5) / Overview (pg. 17)
Investigation 4/Part 2
Models and Designs (Grade 5) / Overview (pg. 17)
Investigation 2/Part 1
Investigation 3/Part 2
Investigation 4/Part 1

**Program needs supplemental assessments for Science Safety.

5.2 The student uses the scientific methods during field and laboratory investigations.

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

TAKS Test Items:

2003 / 2004

14 Which of these questions can be answered from the results of this experiment?
F Do beans need light in order to grow? 9%
G Can beans grow faster in groups of eight? 2%
H* Does seawater affect bean growth? 72%
J How much water is needed for beans to grow?16%
25 Which of these would be the best way to find whether a softball will roll down a hill faster than a basketball?
A Determining which of the balls has the greater mass 16%
B* Observing the balls rolling down the same section of a hill at the same time 61%
C Throwing the balls into the air at the same time to see which goes higher 4%
D Dropping the balls from the same height and observing which hits the ground first 21%

37 This experiment was probably set up to answer which of the following questions?
A What is the mass of the ants? 1%
B* Will ants go to a dark or a light area? 97%
C How many kinds of ants are there? 1%
D Where do ants get food? 1% / 4 On a warm day water was accidentally spilled onto a metal tabletop. Later in the day, the water was gone. The most likely explanation is that someone wiped the water up or that —
F germs drank the water 0%
G the table absorbed the water 7%
H all the water spilled onto the floor 3%
J* the water evaporated into the air 90%

Study Guide/TAKS Information Booklet:

Kimchi is a Korean food made from cabbage, garlic, pepper, and salt. Some students made kimchi as part of a social studies lesson. They layered the ingredients in a two-liter jar until it was full. Then the students sealed the jar. After a few hours the jar began to fill with liquid. The students guessed that the liquid was coming from the cabbage. In their science class the students decided that they would conduct an investigation to find out what caused the liquid to leave the cabbage.

Which change in the investigation would have best helped the students find out what caused the liquid to leave the cabbage?

A Using jars of different sizes

B Using different amounts of cabbage

C Leaving out one ingredient at a time

D Replacing the cabbage with other vegetables

(Continued)

5.2 The student uses the scientific methods during field and laboratory investigations.

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

FOSS Modules:

FOSS Module / FOSS Investigation/Part / FOSS Assessment
Solar Energy (Grade 5) / Investigation 3/ Part 1
Investigation 4/Part 3
Investigation 4/ Part 4 / Investigation 3/Part 1, Observation or Journal
Investigation 4/ Part 3, Observation or Journal
Investigation 4/ Part 4 SS # 25
Mixtures and Solutions (Grade 5) / Investigation 2/ Part 3
Investigation 3/Part 3
Investigation 4/ Part 4 / Investigation 2/Part 3 Journal
Investigation 3/ Part 3 Journal
Investigation 4/Part 4 SS # 14
End of Module Performance Assessment SS #’s 7 & 8
End of Module Assessment #’s 11, 14
Environments (Grade 5) / Investigation 2/ Part 1, 2, and 3
Investigation 3/Part 1, 2, and 3
Investigation 4/ Part 1, 2, and 3
Investigation 5/ Part 1, 2, and 3
Investigation 6/ Part 1, 2, and 3 / Investigation 2/Part 4, SS # 7
Investigation 5/Part 3, Journal
Investigation 5/Part 3, SS #18
Investigation 6/ Part 3, SS #21
End-of-Module Assessment #’s 17, 19, 23
Portfolio (see FOSS rubric)
Models and Designs (Grade 5) / Investigation 3/ Part 1, 2 and 3
Investigation 4/Part 1, 2 and 3 / Investigation 2/Part 2, rubric Investigation 3/Part 2,SS # 11
Investigation 4/ Part 1, SS # 12
Investigation 4/Part 2, SS # 14
Investigation 4: No. 16
Investigation 4: Presentation rubric
End-of-Module Assessment #’s 5,6, 17

5.2 The student uses the scientific methods during field and laboratory investigations.

(B) collect information by observing and measuring

TAKS Test Items:

2003 / 2004

7 What is the approximate diameter of this coin?
A 2 millimeters 12%
B* 2 centimeters 84%
C 2 meters 3%
D 2 kilometers 1%

39 What is the mass of these rocks?
A 10 grams 28%
B* 17 grams 14%
C 19 grams 28%
D 22 grams 29%
/ 7 Making imprints of objects in clay is most
useful for learning about —
A weathering 4%
B* fossils 74%
C renewable resources 14%
D the rock cycle 8%

40 The graph shows how many individuals were found in a beetle colony. How many more beetles thanmealworms were found in this colony?
F 5 3%
G* 8 91%
H 14 2%
J 32 4%
Study Guide
/ Using the centimeter ruler, measure the
length of this leaf from Point A to Point B to
the nearest centimeter. Record and bubble in
your answer on the answer document.

(continued)