Unpacking the 5th Grade STAAR
Science Release Items
Eligible Texas Essential Knowledge
and Skills
Texas Education Agency Student Assessment Division Fall 2010
Webb Article
Foldable
Level 1
Level 2
Level 3
Level 4
Same Verb Used at Depth of Knowledge Levels
3.7 (B) Investigate rapid changes in the Earth’s surface such as volcanic eruptions, earthquakes, and landslides.
4.7(B) Observe and identify slow changes to the Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.
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.
3.2E & 5.2E (4.2E the verb demonstrate changes to perform) Demonstrate that repeated investigations may increase the reliability of results.
Verb
Identify
Level 1
Level 2
Level 3
Level 4
Identify 3 slow changes
to the earth’s surfaces.
Identify at least 3
different ways weather
can be constructive and
destructive.
Identify research
questions and design
investigations for
weathering, erosion and
deposition at different
locations around the
world, or other planets
or moons.
Identify the design steps
you would take to
investigate a process
that would measure the
amount of weathering,
erosion and deposition
in terrestrial
environment. Provide
evidence from your
investigation to support
your conclusions.
What are slow changes
to the earth’s surface
cause by?
How does water cause
weathering, erosion,
and deposition?
What are ways weather
can be constructive/
destructive?
Can erosion be
considered constructive
as well as destructive?
Explain your answer.
How does weathering,
erosion and deposition
on earth compare to
that of our moon ?
Demonstrate your
thinking in a graphic
representation and
explain your graphic
representation in a
written essay.
How you would design
and construct a machine
or machines that will
measure the amount of
deposition, erosion and
weathering in any
environment on the
planet? Explain the
design in detail and its
uses and value to the
larger scientific
community.
Let’s complete a “quick” analysis of the test design
Examining STAAR
Implications for Teaching
Number of
Non-linguistic
Representation
Number of 3rd Grade
Aligned SEs
Number of 4th Grade
Aligned SEs
Comments:
DOK Levels
Total
1
2
3
4
Let’s complete a “quick” analysis of the test design
Examining STAAR
Implications for Teaching
Number of
Non-linguistic
Representation
10
Need to include non-linguistic
representations (charts, tables,
pictures, photos, diagrams, etc.) in
75% or more of your science
instruction/learning tasks.
Number of 3rd Grade
Aligned SEs
13
Students in 3rd grade must receive
meaningful effective science
instruction to be successful. Teachers
need to think in terms of bands.
Number of 4th Grade
Aligned SEs
13
Students in 4th grade must receive
meaningful effective science
instruction to be successful. Teachers
need to think in terms of bands.
Comments: Some 5th Grade TEKS are introduced for the 1st time in 5th
grade. Teachers will not have time to teach kinder, 1st, 2nd , and 3rd grade
science TEKS for the first time. The 5th Grade STAAR Science Assessment
should be renamed to Elementary STAAR Assessment.
DOK Levels
Total
1
2
3
4
In order for a 5th grade student to be able to master
this question what does the student need to know?
2011 5th Grade Science Release Items
In order for a 5th grade student to be able to master this
question what does our teachers promise to teach?
Let’s look at Vertical Alignment
2011 5th Grade STARR Science Released Item~Question 1
3.5, 4.5, 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:
3.5 (A) Measure, test, and record
physical properties of matter,
including temperature, mass,
magnetism, and the ability to sink
or float.
4.5 (A) Measure, compare, and
contrast physical properties of
matter, including size, mass,
volume, states (solid, liquid, and
gas), temperature, magnetism, and
the ability to sink or float.
Tested SE
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.
4.2 (D) analyze data and
interpret patterns to construct
reasonable explanations from
data that can be observed and
measured
5.2. (D) analyze and interpret
information to construct reasonable
explanations from direct
(observable) and indirect (inferred)
evidence
3.5 (B) Describe and classify
samples of matter as solids, liquids,
and gases and demonstrate that
solids have a definite shape and that
liquids and gases take the shape of
their container.
3.2 (D) analyze and interpret
patterns in data to construct
reasonable explanations based
on evidence from investigation.
CSCOPE Performance Indicators
3rd Grade CSCOPE Performance
Indicators
4th Grade CSCOPE Performance
Indicators
5th Grade CSOPE Performance
Indicators
Unit 1 (1st Nine Weeks)
•Designate the state(s) of matter with a
given set of picture cards or objects by
placing each one on a Venn diagram.
Provide reasons to support choices orally, in
writing, and/or with pictures. (3.2F; 3.5B)
Unit 1 (1st Nine Weeks)
•Test five objects to collect data about their
physical properties including: state of
matter, mass, length, magnetism and ability
to sink or float. Create a table or chart to
communicate the data. After the table or
chart is complete, use a provided set of
criteria on the attributes of one of the five
tested objects and identify which object
meets the criteria. Write a short paragraph
to justify the object selected and support
with evidence. (4.2B, 4.2F;4.5A)
Unit 2 (1st Nine Weeks)
You are taking a cooking class and have
been assigned the task of analyzing how the
properties of the items found in a kitchen
determine their use. Create a display to
communicate this information to other
students. (5.2F, 5.2G; 5.5A, 5.5B)
•Create and separate a mixture(s) using
appropriate tools, methods, and the unique
physical properties of the materials. Use a
graphic organizer to record observations,
data, and conclusions. (3.2B, 3.2D; 3.4A;
3.5A, 3.5D)
Unit 3 (1st Nine Weeks)
Use meteorologists’ tools and computers to
collect, record, and compare data related to
day-to-day weather conditions in different
locations. Use the information and data to
write about which location would be the
better place to live. (3.2B, 3.2D, 3.2F; 3.3D;
3.4A; 3.5A; 3.8A)
Steps for Analysis of 2011 STAAR
Released Items
1.
2.
3.
4.
5.
6.
7.
8.
Unpack the SEs by:
 Circling the cognitive demands (verbs)
 Underlining the content (concept)
 Boxing the context
Read the Question
Solve the problem and determine the number of steps it took you to
solve it.
Identify the academic vocabulary either implied or stated that is aligned
to the SEs in the question.
Determine what part of the SE is being tested.
Determine how the question is being tested. (question stem)
Determine the level of thinking (DOK) that is required for the student
to successfully work through the problem.
Determine what the students need to know in order to answer the
question.
Taught in
CSCOPE
5.5 A
1st Nine Weeks, Unit 2
5.2D
1st Nine Weeks, Unit 2
2nd Nine Weeks, Units 6,7
3rd Nine Weeks, Units 8,10,11
4th Nine Weeks, Units 11,12
Readiness
5.5. A (3.5 A, 3.5B, 4.5A)
Processing
5.2.D (3.2D, 4.2D)
classify matter based on
analyze and interpret
physical properties, including
information to construct
mass, magnetism, physical
reasonable explanations
state (solid, liquid, and gas),
from direct (observable)
relative density (sinking and
and indirect (inferred)
floating), solubility in water,
evidence
Number of steps it takes to
solve the problem?
2 to 3 steps
DOK: Level (Evidence)
Level 2 Analyze the
different diagrams and
interpret what will happen
when the 3 different
substances are mixed
together
insulate thermal energy or
Academic Vocabulary
Write (S) it is stated and (I)
if it is implied
electric energy
Matter (I)
and the ability to conduct or
Physical Properties (I)
Relative Density (I)
What part of the SE is
being tested?
Classifying matter
based on physical
properties (relative
density-sinkingfloating-mass-volume)
How is it being tested?
Which diagram shows
what would happen
if…
What do the students need
to know in order to answer
the question correctly?
Students need to know
that the cork has a
relative density less
than oil and oil has a
relative density less
than water.
Taught in
CSCOPE
2.
5.5 B
1st Nine Weeks, Unit 2
Supporting
5.5.B identify the boiling and
Number of steps it takes to solve
the problem? 1 step
DOK: Level (Evidence)
freezing/melting points of water on
the Celsius scale
Recall of knowledge of the
boiling point of water on a
Celsius scale
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
boil (s)
temperature (s)
celsius (s)
What part of the SE is being
tested?
Identifying the
boiling point of water
on a Celsius scale
How is it being tested?
The table below shows…
If …. Boils at …, at what
temperature would… boil?
What do the students need to know
in order to answer the question?
Students need to know that
no matter what the volume
of water is, it will boil once
it reaches 100 ° C
Taught in
CSCOPE
5.5 C
1st Nine Weeks, Unit 2
Supporting
5.5.C (3.5D, 4.5C)
demonstrate that some mixtures
maintain physical properties of their
ingredients such as iron filings and
sand
Number of steps it takes to solve
the problem?
What part of the SE is being
tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
How is it being tested?
What do the students need to
know in order to answer the
question?
Taught in
CSCOPE
5.6 B
1st Nine Weeks, Unit 3
2nd Nine Weeks, Unit 4
5.2D
1st Nine Weeks, Unit 2
2nd Nine Weeks, Units 6,7
3rd Nine Weeks, Units 8,10,11
4th Nine Weeks, Units 11,12
Readiness
Processing
5.6.B (4.6C) 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
5.2.D (3.2D, 4.2D) analyze
and interpret information to
construct reasonable
explanations from direct
(observable) and indirect
(inferred) evidence
Number of steps it takes to
solve the problem?
What part of the SE is
being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students need
to know in order to answer
the question?
Taught in
CSCOPE
5.6 C
1st Nine Weeks, Unit 3
2nd Nine Weeks, Unit 4
Readiness
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
Number of steps it takes
to solve the problem?
What part of the SE is
being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
answer the question?
Taught in
CSCOPE
5.6 D
1st Nine Weeks, Unit 3
5.2 E
4th Nine Weeks, Unit 12
Supporting
5.6.D (3.6C, 4.6C) design
an experiment that tests
the effect of force on an
object
Processing
5.2.E (3.2E, 4.2E)
demonstrate that
repeated investigations
may increase the
reliability of results
Number of steps it takes
to solve the problem?
What part of the SE is
being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
answer the question?
Taught in
CSCOPE
5.7 A
2nd Nine Weeks, Unit 5
Readiness
5.7.A explore the processes
that led to the formation of
sedimentary rocks and
fossil fuels
Number of steps it takes to solve the
problem?
What part of the SE is being
tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
How is it being tested?
What do the students need to
know in order to answer the
question?
Taught in
CSCOPE
th
4.8 C (4 Grade CSCOPE)
3rd Nine Weeks, Unit 6
5.2 C
2nd Nine Weeks, Units 6,7
3rd Nine Weeks, Unit 8
4th Nine Weeks, Unit 12
Supporting
Processing
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
Number of steps it takes to solve
the problem?
5.2.C (3.2C, 4.2C)
collect information by
detailed observations
and accurate measuring
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it
is implied
What part of the SE is
being tested?
How is it being tested?
What do the students need
to know in order to answer
the question?
Taught in
CSCOPE
5.7 B
2nd Nine Weeks, Unit 6
Readiness
5.7.B (3.7B, 4.7B)
recognize how landforms
such as deltas, canyons, and
sand dunes are the result of
changes to Earth’s surface
by wind, water, and ice
Number of steps it takes to solve the
problem?
What part of the SE is being
tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
How is it being tested?
What do the students need to
know in order to answer the
question?
Taught in
CSCOPE
5.9 C
3rd Nine Weeks, Unit 9
5.2D
1st Nine Weeks, Unit 2
2nd Nine Weeks, Units 6,7
3rd Nine Weeks, Units 8,10,11
4th Nine Weeks, Units 11,12
Supporting
Processing
5.9.C (3.9C)
predict the effects of
changes in ecosystems
caused by living
organisms, including
humans, such as the
overpopulation of
grazers or the building
of highways
5.2.D(3.2D, 4.2D)
analyze and interpret
information to construct
reasonable explanations
from direct (observable)
and indirect (inferred)
Number of steps it takes to solve
the problem?
What part of the SE is
being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it
is implied
How is it being tested?
What do the students need
to know in order to answer
the question?
Taught in
CSCOPE
5.9 A
3rd Nine Weeks, Unit 9
Readiness
5.9.A (3.9A)
observe the way organisms
live and survive in their
ecosystem by interacting
with the living and
non‐living elements
Number of steps it takes to solve the
problem?
What part of the SE is being
tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
How is it being tested?
What do the students need to
know in order to answer the
question?
12.
Taught in
CSCOPE
5.9 B
3rd Nine Weeks, Unit 9
5.3 C
2nd Nine Weeks, Units 6,7
3rd Nine Weeks, Unit 9
Supporting
Processing
5.9.B (3.9B, 4.9B)
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
5.3.C (3.3C, 4.3C)
draw or develop a model
that represents how
something works or
looks that cannot be seen
such as how a soda
dispensing machine
works
Number of steps it takes to solve
the problem?
What part of the SE is
being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it
is implied
How is it being tested?
What do the students need
to know in order to answer
the question?