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
Up-dated
August 1, 2006
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
2
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
1
25
5, 14,
investigations.
35
(5.2) The student uses scientific methods during field and
laboratory investigations. The student is expected to
(A) Plan and implement descriptive and simple experimental
14, 25,
4
32
investigations including asking well-defined questions, formulating
37
testable hypotheses, and selecting and using equipment and
technology;
(B) Collect information by observing and measuring;
7, 39
7, 49
(C) Analyze and interpret information to construct reasonable
17, 20
15, 37
18, 20
explanations from direct and indirect evidence;
(D) Communicate valid conclusions; and
(E) Construct simple graphs, tables, maps, and charts using tools
[including computers] to organize, examine, and evaluate information.
(3.3, 4.3, 5.3) 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;
(B) Draw inferences based on information [related to promotional
materials] for products and services; and
(C) Represent the natural world using models and identify their
limitations.
(5.4) 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.
33
29
3, 24
36
10
5
4, 9
13, 38
3, 40
2
31
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 be inherited or learned. The student is expected to
(A) Identify traits that are inherited from parent to offspring in plants
and animals; and
(B) Give examples of learned characteristics that result from the
influence of the environment.
(5.9) The student knows that adaptations may increase the
survival of members of a species. The student is expected to
4, 15
23
17
(A) Compare the adaptive characteristics of species that improve their
ability to survive and reproduce in an ecosystem;
10, 28
(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
3
16
(5.6) The student knows that some change occurs in cycles. The
student is expected 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 to dispose of waste, and an environment in which
to live. The student is expected to
(A) Observe and describe the habitats of organisms within an
30
11
ecosystem;
(B) Observe and identify organisms with similar needs that compete
11
with one another for resources such as oxygen, water, food, or space;
(C) Describe environmental changes in which some organisms would
18
1
thrive, become ill, or perish; and
(D) Describe how living organisms modify their physical environment
5
to meet their needs such as beavers building a dam or humans
building a home.
(2.9) The student knows that living organisms have basic needs.
The student is expected to
(A) Ddentify the external characteristics of different kinds of plants and
26
39
animals that allow their needs to be met; and
(B) Compare and give examples of the ways living organisms depend
15
8
on each other and on their environments.
(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
31
37
a simple system; and
(B) Describe some interactions that occur in a simple system.
35
8
(4.6) The student knows that change can create recognizable
patterns. The student is expected to
(A) Identify patterns of change such as in weather, metamorphosis,
6
and objects in the sky.
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 is expected to
(A) Differentiate among forms of energy including light, heat, electrical,
2
and solar energy;
(B) Identify and demonstrate everyday examples of how light is
16
13
reflected, such as from tinted windows, and refracted, such as in
cameras, telescopes, and eyeglasses;
(C) Demonstrate that electricity can flow in a circuit and can produce
2
19
heat, light, sound, and magnetic effects; and
(D) Verify that vibrating an object can produce sound.
(5.7) 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;
36
16
17
34, 38
6
27
(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; and
(D) Observe and measure characteristic properties of substances that
remain constant such as boiling points and melting points.
21
22
7
(3.6) The student knows that forces cause change. The student is
expected to
4
31, 34
40
32
9
(A) Measure and record changes in the position and direction of the
27
20
motion of an object to which a force such as a push or pull has been
applied.
(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
18
a simple system; and
(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. The student 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
(C) Identify the physical characteristics of the Earth and compare
them to the physical characteristics of the moon.
34
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
(C) Identify past events that led to the formation of the Earth's
renewable, non-renewable, and inexhaustible resources.
(5.6) The student knows that some change occurs in cycles. The
student is expected to
24
(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.
(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;
(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.
(3.11) The student knows that the natural world includes earth
materials and objects 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;
(C) Identify the planets in our solar system and their position in relation
to the Sun; and
(D) Describe the characteristics of the Sun.
(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.
5
23
19
3
27
12, 19
28
28
12
13, 26
22, 30
14
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
(B) Describe some interactions that occur in a simple system.
(4.6) The student knows that change can create recognizable
patterns. The student is expected to
(A) Identify patterns of change such as in weather, metamorphosis,
and objects in the sky.
6
23
22
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.
Texas Assessment of
Knowledge and Skills
(TEKS)
Objective 1: Students will demonstrate an understanding of
the nature of science.
TEKS Student
Student expectation:
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.
TAKS Test item
(A) Student expectation: demonstrate safe practices during field and laboratory
from 2003 & 2004
investigations
TAKS Test Items:
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%
% of students in
BISD who picked
each response
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?
TAKS item from
either the TAKS
study guide or
information booklet
FOSS Correlation for
TEKS objective
FOSS Modules:
FOSS Module
Solar Energy (Grade 5)Overview
Mixtures and Solutions
(Grade 5)
FOSS Investigation/part
Overview(pg 17): Safety in the
Classroom
Overview (pg. 17)
Investigation 1/ Part 1
Investigation 2/Part 4
Investigation 4/Part 1
Investigation 4/Part 3
7
FOSS Assessment
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%
% of students in
BISD who picked
each response
2006 TAKS
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%
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%
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?
8
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
Solar Energy (Grade 5)Overview
Mixtures and Solutions
(Grade 5)
Environments (Grade 5)
Models and Designs (Grade
5)
FOSS Investigation/part
Overview(pg 17): Safety in the
Classroom
FOSS Assessment
Overview (pg. 17)
Investigation 1/ Part 1
Investigation 2/Part 4
Investigation 4/Part 1
Investigation 4/Part 3
Overview (pg. 17)
Investigation 4/Part 2
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
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%
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%
9
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%
Students need practice
designing experiments.
(FOSS)
Content covered well in
Insects and Structures of
Life kits.
ants
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%
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
10
(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
Solar Energy (Grade 5)
FOSS Investigation/Part
Investigation 3/ Part 1
Investigation 4/Part 3
Mixtures and Solutions
(Grade 5)
Investigation 4/ Part 4
Investigation 2/ Part 3
Investigation 3/Part 3
Investigation 4/ Part 4
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
Models and Designs
(Grade 5)
Investigation 3/ Part 1, 2 and 3
Investigation 4/Part 1, 2 and 3
11
FOSS Assessment
Investigation 3/Part 1, Observation or
Journal
Investigation 4/ Part 3, Observation or
Journal
Investigation 4/ Part 4 SS # 25
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
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)
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
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%
Students need practice
using balances. (FOSS)
2004
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 than mealworms
were found in this colony?
F5
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)
12
5.2 The student uses the scientific methods during field and laboratory investigations.
(B) collect information by observing and measuring
FOSS Modules:
FOSS Module
Solar Energy (Grade 5)
(temperature)
Mixtures and Solutions
(Grade 5)
(mass, volume)
Environments (Grade 5)
(length, volume)
Models and Designs
(Grade 5)
(length)
FOSS Investigation/Part
Investigation 2/Part 1
Investigation 2/Part 2
Investigation 3/Part 1
Investigation 3/Part 2
Investigation 1/Part 2
Investigation 2/ Part 1
Investigation 3/Part 1
Investigation 4/Part 1
Investigation 1/Math Extension
Investigation 2/Math Extension
Investigation 3/Part 2
Investigation 3/Part 3
Investigation 4/Math Extension
Investigation 3/Part 2
Investigation 3/Part 3
Investigation 3/Math Extension,
SS# 20
13
FOSS Assessment
Investigation 2/Part 1, SS# 7, 8
Investigation 2/Part 2, SS# 10
Investigation 3/Part 1,2, 3, SS# 14,
15, 16
Investigation 4/Part 1 SS#, 21
End-of Module Assessment #’s 1, 11
Investigation 1/Part 2, SS# 4
Investigation 2/Part 1, SS# 8
Investigation 3/Part 2, SS# 12, 13
Investigation 3/Part 2, SS# 10
Investigation 3/Part 3, SS# 12
Investigation 4/Math Extension, SS
26
End-of-Module Assessment, # 12
5.2 The student uses the scientific methods during field and laboratory investigations.
(C) analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
TAKS Test Items:
2003
2004
17 This diagram represents water in a container.
What process is taking place?
A Freezing 7%
B Condensation 17%
C Melting 4%
D* Evaporation 72%
20 This plastic rain gauge is shown before and
after a rainstorm. About how much rain in
centimeters fell in the rain gauge during
the storm? Record and bubble in your answer
on the answer document. (66% correct)
Students need practice measuring
(FOSS, mathematics connections)
15 This table shows the movement of a snail over an 8-hour
period. If the snail traveled at the same pace the entire time, how
far did it travel in 6 hours?
A 130 cm
2%
B* 135 cm
88%
C 140 cm
6%
D 145 cm
5%
37 The table shows the time it took to freeze water in two
different salt solutions with different salt content. According to
the table —
A freezing rates are the same in each trial 3%
B* water with more salt takes longer to freeze 80%
C water loses heat at a rate of 1°C per minute 7%
D salt dissolves more quickly in small amounts of water 10%
2006 TAKS Test
18 This diagram shows some stages in the termite life cycle.
Which of these is supported by the information in the diagram?
F Some nymphs have wings.
1%
G Some larvae lay eggs.
1%
H Eggs develop into three kinds of larvae. 5%
J* The queen produces the eggs.
94%
14
2006 TAKS Test (Objective 5.2 C continued)
20 The graph shows air temperatures taken at
noon each day for a week. What is the difference
between the highest and the lowest temperature?
Record and bubble in your answer to the nearest
degree on the answer document.
(Grid able answer 85% correct)
Paper
Towel�
Brand
Mass of Dry�
Mass of Wet�
Paper Towel�
(g)
Paper Towel�
(g)
2
4
56
X
3
4
62
Y
3
4
70
Z
2
4
38
Number of�
Sheets Used
W�
FOSS Modules:
FOSS Module
Solar Energy
(Grade 5)
FOSS Investigation/Part
Investigation 1: Part 2
Investigation 4/Part 2
Investigation 1/Math Extension
Investigation 2/Math Extension
Mixtures and
Solutions (Grade 5)
Investigation 2/Part 2
Investigation 2/Part 3
Investigation 3/Part 1
Investigation 4/Part 1
Environments
(Grade 5)
Investigation 3/Part 2
Investigation 4/Part 1
Models and
Designs (Grade 5)
Investigation 1/ Part1, 2, 3
Investigation 2/ Part 1, 2, 3
Investigation 3/ Part 1, 2, 3
15
32 Equal masses of paper towel were used to
soak up water from a cup. Which question can be
answered from the information above?
F Which paper towel is the best buy?
9%
G* Which paper towel is most absorbent? 86%
H Which paper towel is the most colorful? 1%
J Which paper towel is safest for the
environment?
4%
FOSS Assessment
Investigation 1/Part 2 SS# 5
Investigation 4/Part 2, SS# 23
Investigation 4/Math Extension, SS# 35
Investigation 2/Math Extension SS# 33
End-of-Module Performance Assessment
End-of-Module Assessment #’s 14, 15,
16,19
Investigation 2/Part 2, SS# 9
Investigation 2/Part 3, SS# 10
Investigation 3/Part 1, SS# 11
Investigation 4/Part 1, SS# 15
Investigation 4/Math Extension SS# 23
End-of-Module Assessment # 11
Investigation 3/Part 2 SS# 11
Investigation 4/Part 1 SS#14
Investigation 3/Math Extension SS# 25
Investigation 4/Math Extension SS#26
Investigation 5/Math Extension SS#27
Investigation 6/Math Extension SS#28
Investigation 3/Home School Connection
SS# 31
End-of-Module Assessment #’s 8, 12,, 16,
17, 20
Investigation 1/Part 2, SS# 4
Investigation 2/Part 1, SS# 8
Investigation 2/Math Extension SS #19
5.2 The student uses the scientific methods during field and laboratory investigations.
(D) communicate valid conclusions; and
TAKS Test Items:
2003
2004
33 What conclusion can be drawn from this graph?
A* A peach contains a lower percent of water than
lettuce. 88%
B Lettuce contains a lower percent of water than
bread. 4%
C A melon contains a higher percent of water than
the other foods. 6%
D Bread contains the highest percent of water.
2%
FOSS kits develop concept very
well at all grade levels.
3 The chart shows data collected when potted plants were
placed in sunlight for different lengths of time.
Which conclusion is best supported by the data?
A The plants that received 4 hours of sunlight a day had the
most leaves. 3%
B The plants given less than 6 hours of sunlight a day had the
thickest stems. 2%
C* The plants that received 8 hours of sunlight a day grew the
most. 84%
D The plants given more than 10 hours of sunlight a day
wilted. 6%
24 In which container will the water evaporate
most quickly?
13%
3%
82%
2%
16
(continued)
5.2 The student uses the scientific methods during field and laboratory investigations.
(D) communicate valid conclusions; and
2006 TAKS Test
36 Which of the following does the information in the picture support?
F Candles cause fire. 5%
G Corks put out fire. 2%
H Fire warms glass.
8%
J* Fire needs air.
86%
Study Guide/TAKS Information Booklet:
What do the graphs suggest about the average yearly rainfall and the average yearly temperature in Waco, Texas?
A Years with lower average rainfall are warmer.
B Years with lower average temperature have more rainfall.
C The average temperature is not related to the average rainfall.
D The average rainfall and the average temperature do not depend on the number of cloudy days.
FOSS kits develop concept very
well at all grade levels.
17
(continued)
5.2 The student uses the scientific methods during field and laboratory investigations.
(D) communicate valid conclusions; and
FOSS Modules:
FOSS Module
Solar Energy (Grade 5)
FOSS Investigation/Part
Investigation 2/Part 2
Investigation 3/Part 2
Investigation 4/Part 4
Mixtures and Solutions
(Grade 5)
Investigation 1/Part 1
Investigation 1/Part 2
Investigation 2/Part 2
Investigation 3/Part 2
Investigation 4/Part 2
Investigation 4/Part 4
Environments (Grade 5)
Investigation 2/ Part 2
Investigation 3/Part 2
Investigation 4/Part 2
Investigation 6/Part 2, 4
Models and Designs
(Grade 5)
Investigation 1/Part 4
Investigation 3/Part 3
Investigation 4/Part 1
Investigation 4/Part 2
Investigation 4/Part 3
FOSS kits develop concept very well at all grade levels.
18
FOSS Assessment
Investigation 2/Part 2, SS# 12
Investigation 3/Part 2, SS# 18
Investigation 4/Part 4, Presentation
Investigation 1/Math Extension, SS# 31
Investigation 2/Math Extension, SS# 33
End-of-Module Assessment/Performance
Assessment
End-of Module Assessment #’s 3, 19
Investigation 1/Part 1, SS# 3
Investigation 1/Part 2, SS# 4 & 5
Investigation 2/Part 2, SS# 9
Investigation 3/Part 2, SS# 13
Investigation 4/Part 2, SS# 16
Investigation 4/Presentation
Investigation 3/Math Extension, SS# 22
Investigation 4/Math Extension, SS# 23
End-of-Module Assessment, #’s 11, 12, 15
Investigation 2/Part 2, SS# 6
Investigation 3/Part 2, SS# 11
Investigation 4/Part 2, SS# 16
Investigation 6/Part 2, SS# 19
Investigation 6/Part 4 Presentation
Investigation1/Math Extension SS# 23
Investigation 2/Math Extension SS# 24
Investigation 3/Math Extension SS# 25
Investigation 6/Math Extension, SS# 28
Home/School Connection SS# 29
Home/School Connection, SS# 31
End-of-Module Assessment #’s 10, 12, 16,
17, 18, 19, 20, 22, 25, 27
Investigation 1/Part 4, SS# 4
Investigation 4/Part 1, SS#12
Investigation 4/Part 2, SS# 14
Investigation 4/Part 3, Presentation
Investigation 1/Math Extension SS# 18
Investigation 4/Math Extension SS# 21
End-of-Module Performance Assessment
End-of-Module Assessment #’s 3, 18
Portfolio Rubric, Assessment sheet # 14
5.2 The student uses the scientific methods during field and laboratory investigations.
(E) construct simple graphs, tables, maps, and charts using tools [including computers] to
organize, examine, and evaluate information.
2003 TAKS Test:
29 An uncovered bowl of water was placed in the refrigerator. Each day the amount of water left in the
bowl was recorded. Which graph probably shows the results?
28%
28%
29%
14%
Study Guide/TAKS Information Booklet:
Students need to collect
data and practice making
and interpreting graphs.
(FOSS, mathematics
connection)
A student grew two plants in science class. The student recorded observations in the table above. Based on the
student’s observations, what is the most likely reason that Plant 1 grew taller than Plant 2?
A Plant 1 received more sunlight than Plant 2.
B Plant 1 received more fresh air than Plant 2.
C Plant 1 had more space to grow than Plant 2.
D Plant 1 required less water to grow than Plant 2.
19
(continued)
5.2 The student uses the scientific methods during field and laboratory investigations.
(E) construct simple graphs, tables, maps, and charts using tools [including computers] to
organize, examine, and evaluate information.
FOSS Modules:
FOSS Module
Solar Energy (Grade 5)
FOSS Investigation/Part
Investigation 1/Part 2
Investigation 2/Part 2
Investigation 3/Part 2
Mixtures and Solutions
(Grade 5)
Investigation 2/Part 3
Investigation3/Part 3
Investigation 4/Part 4
Environments (Grade 5)
Investigation 1/Part 1
Investigation 2
Investigation 3
Investigation 4/Part 1
Investigation 4/Part 2
Investigation 5/Part 2
Investigation 5/Part 3
Investigation 6/Part 2
Investigation 6/Part 3
Models and Designs
(Grade 5)
Investigation 1/Part 1
Investigation 1/Part 2
Investigation 2/Part 1
20
FOSS Assessment
Investigation 1/Part 2, SS# 5, 11
Investigation 2/Part 2, SS# 12
Investigation3/Part 2, SS# 17, 18
Investigation 1/Math Extension SS# 31
Investigation 2/Math Extension SS# 33
Investigation 4/Math Extension SS# 35
Investigation 1/Home/School Connection
Investigation 2/Home/School Connection
Investigation 3/Home/School Connection
End-of-Module Performance Assessment
End-of Module #’s 3, 14, 16
Investigation 2/Part 3, SS#10
Investigation 2/Math Extension, SS#21
Investigation 3/Part 3, Journal
Investigation 3/Math Extension, SS# 22
Investigation 4/Part 4, Journal
Investigation 4/Math Extension, SS# 23
End-of-Module #’s 11, 15
Investigation 1/Part 1, SS# 3
Investigation 1/Part 1, Journal
Investigation 2/Part 1, Journal
Investigation 2/Part 2, Journal
Investigation 2/Part 3, Journal
Investigation 2/Part 4, Journal
Investigation 3/Part 1, Journal
Investigation 3/Part 2, SS# 10
Investigation 3/Part 3, SS# 12
Investigation 3/Math Extension, SS# 25
Investigation 3/Home-School, SS# 31
Investigation 4/Part 1, SS#14
Investigation 4/Part 2, SS# 15
Investigation 5/Part 2, SS# 17
Investigation 5/Part 3, Journal
Investigation 6/Part 2, SS# 10, 12
Investigation 6/Part 3, Journal
Investigation 6/Math Extension, Journal
End-of-Module, #’s 8, 12, 20, 22, 27
Investigation 1/Part 1, Journal
Investigation 1/Part 2, SS# 4
Investigation 2/Part 1, SS# 8
Investigation 3/Math Extension, SS# 20
End-of-Module, #’s 2, 4, 18
(3.3, 4.3, 5.3) 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;
2006 TAKS
10 A plant that was kept inside a house all winter was placed outside in full sunlight in the spring. The leaves of this
plant soon died, and new leaves grew in their place. The new leaves were greener and thicker. Which hypothesis is
best supported by this information?
F Plants can learn to stay healthy.
3%
G* Plants can adapt to some changes. 79%
H Plants can change leaves at any time. 9%
J Plants can produce weather changes. 9%
Study Guide:
Which statement is best supported by fossil evidence?
A The types of animals on Earth have changed over time.
B Human activities have been the main cause of all extinctions.
C The environment has remained the same over time.
D Natural disasters have sometimes destroyed all life on Earth.
FOSS Modules:
FOSS Module
FOSS Investigation/Part
FOSS Assessment
Measurement
Investigation 1/Part 1
Investigation 2/Part 1
Investigation 3/Part 1
Investigation 4/Part 1
Earth Materials
Investigation 2/Part 2
Structures of Life (Grade 3)
Investigation 2/Part 2
Electricity & Magnetism
(Grade 3) (Grade 3)
Human Body (Grade 4)
Investigation 1/Part 3
Investigation 1/Part 1, Class Discussion
Investigation 2/Part 1, Journal
Investigation 3/Part 1, Journal
Investigation 4/Part 1, Journal
End-of-Module # 30
Investigation 2/Part 2, SS# 15
End-of-Module #16
Investigation 2/Part 2, SS# 8
End-of-Module, # 19
Investigation 1/Part 3, SS# 5
Physics of Sound
Investigation 2/Part 3
Investigation 3/Part 1
Investigation 1/Part 3
Investigation 3/Part 2
Water
Investigation 2/Part 3
Investigation 3/Part 2
Solar Energy (Grade 5)
Mixtures and Solutions
(Grade 5)
Investigation 2/Part 2
Investigation 1/Part 2
Investigation 2/Part 2
Investigation 4/Part 2
Environments (Grade 5)
Investigation 1/Part 2
Investigation 2/Part 2
Investigation 3/Part 2
Investigation 4/Part 2
Investigation 6/Part 2
Investigation 2/Part 3, SS# 12
Investigation 3/Part 2, SS# 17
End-of-Module # 23
Investigation 3/Part 3, SS# 10
Investigation 3/Part 1, SS# 15
Investigation 1/Part 3, SS# 5
Investigation 3/Part 2, SS# 11
End-of-Module # 22
Investigation 2/Part 2, SS# 12
Investigation 1/Part 2, SS# 5
Investigation 2/Part 2, SS# 9
Investigation 4/Part 2, SS# 16
End-of-Module, #’s 13, 15
Investigation 1/Part 2, SS# 4
Investigation 2/Part 2, SS# 6
Investigation 3/Part 2, SS# 11
Investigation 4/Part 2, SS# 16
Investigation 6/Part 2, SS# 19
End-of-Module, #’s 17, 22, 24
End-of-Module # 18
Models and Designs (Grade
5)
FOSS kits develop concept very well at all grade levels.
21
(3.3, 4.3, 5.3) The student uses critical thinking and scientific problem solving to
make informed decisions. The student is expected to
(B) draw inferences based on information [related to promotional materials] for products
and services; and
TAKS Test Items:
2003
2004
5 Which of these foods would be the best choice for
someone on a low-fat, low-sodium diet?
A Q 14%
B R 1%
C * S 84%
D T 1%
Fact and opinion questions
(Language arts connection)
13 The picture shows a bottle of the sunscreen FSC.
Which of these statements indicates how well this
product helps prevent skin damage?
A Great for all outdoor activities 11%
B Contains the finest ingredients 9%
C* Sun protection factor (SPF) 30 78%
D Money-back guarantee 3%
38 An advertisement for a breakfast food states that
the product is “the healthiest choice.”
Which of these could show that this is a valid claim?
F The bar code 4%
G* The nutrition information 81%
H The number of grams 11%
J The pictures on the box 3%
2006 TAKS
3 The table indicates the amount of time that four
different brands of batteries worked in a
flashlight. Which of the following statements is
supported by this information?
A Brand L caused the light to shine farther than
the other brands tested. 1%
B* Brand M lasted longer than the other brands
tested. 98%
C Brand N gave off a stronger light than the other
brands tested. 1%
D Brand O was more expensive than the other
brands tested. 1%
22
5.3 B continued:
2006 TAKS Test Item:
40 The picture shows the label on a carton of orange juice. Which of these is
supported by the information on the label?
F Orange juice turns all vitamins into vitamin C.
4%
G* Orange juice provides vitamin C to the body.
90%
H Orange juice removes vitamin C from the body.
1%
J Orange juice causes the body to need vitamin C.
4%
FOSS Modules:
FOSS Module
Measurement
Electricity &
Magnetism (Grade 3)
(Grade 3)
Solar Energy (Grade 5)
Mixtures and Solutions
(Grade 5)
Models and Designs
(Grade 5)
FOSS Investigation/Part
Science Story “Measurement in
the Marketplace”
Investigation 2/Math Extension
Investigation 3/Part 3
Investigation 3/Math Extension
Investigation 3/Home-School
Investigation 3/ Math Extension
Investigation 3/Science
Extension
Investigation 2/Art Extension
23
FOSS Assessment
Investigation 2/Math Extension, SS#
30
Investigation 3/Part 3 SS # 17
Investigation 3/Math Extension, SS#
34
Investigation 3/Home-School, SS# 38
(3.3, 4.3, 5.3) The student uses critical thinking and scientific problem solving to make
informed decisions. The student is expected to
(C) represent the natural world using models and identify their limitations.
2004 TAKS Test:
2 In a model of our solar system, a tennis ball is used to represent Earth. A marble would be a good representation of
Mercury in this model because compared to Earth, Mercury is —
F brighter 5%
G lighter 3%
(3rd Grade content)
H* smaller 87%
J more solid 6%
2006 TAKS Test:
31 This model can be used to show how the moon
moves around Earth. This model also shows
all of the following EXCEPT —
A* the amount of light Earth reflects
78%
B the land areas of Earth and the moon
7%
C how the moon makes a revolution
9%
D how Earth and the moon compare in size
7%
Study Guide/TAKS Information Booklet:
This model is an incomplete food web. This drawing could be made more complete by —
A* including producers, such as grasses
B changing the direction of the arrows
C including nonliving things, such as rocks
D connecting each organism to all the other organisms
24
(continued)
(3.3, 4.3, 5.3) The student uses critical thinking and scientific problem solving to make
informed decisions. The student is expected to
(C) represent the natural world using models and identify their limitations.
The drawing of the frog’s life cycle is a type of model. This model could be improved
by —
A reversing the direction of the arrows
B switching the froglet and the young frog
C numbering the stages, starting with the tadpoles
D* showing how much time passes between the stages
FOSS Modules:
FOSS Module
Earth Materials
Structures of Life (Grade 3)
Electricity & Magnetism
(Grade 3)
Human Body (Grade 4)
Solar Energy (Grade 5)
Environments (Grade 5)
Models and Designs (Grade
5)
FOSS Investigation/part
Investigation 1/Part 1
Investigation 1/Part 3
Investigation 3/Part 3
Investigation 4/Part 2
Investigation 3/Part 1
Investigation 3/Part 2
Investigation 3/Part 3
Investigation 1/Part 2
Investigation 2/Part 2
Investigation 3/Part 1
Investigation 4
Investigation 1/Part 1
Investigation 4
Investigation 1/Parts 1-3
Investigation 2/Parts 1-3
Investigation 3/Parts 1-3
Investigation 4/Parts 1-3
Science Stories:
Everyday Mysteries
FOSS kits develop concept very well at all grade levels.
25
FOSS Assessment
End-of-Module # 21
Investigation 3/Part 3 SS # 17
Investigation 4/Part 2, SS# 19
End-of-Module #16-17
Response #18, 19, 22
Investigation 1, SS# 4
Investigation 2, SS# 8
Investigation 3, SS# 11
Investigation 4, SS# 14
End-of-Module, #’s 2, 6, 7, 8,
10, 18,
(5.4) 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.
TAKS Test Items
2003
2004
4 What tool is used to find the temperature at which
water boils?
5%
0%
9 Earthworm B is how many centimeters longer than
Earthworm A?
A 1.5 cm 5%
B* 2.0 cm 81%
C 3.0 cm 5%
D 5.5 cm 9%
0%
92%
33 The pans in this balance are at the same height.
According to this information, the mass of the rock
sample is —
A* 170 grams 76%
B 180 grams 3%
C 200 grams 10%
D 230 grams 10%
9 Which tools are needed to find how mass affects the
distance these boxes will slide?
A Ramp, thermometer 4%
B* Balance, ruler
76%
C Stopwatch, ruler
13%
D Balance, string
7%
2006 TAKS Items
38 A balance would be the best tool for measuring which of the following?
F The texture of soil
1%
G The length of a stick 4%
H* The mass of a rock 94%
J The color of a leaf
1%
26
(5.4 A Continued)
2006 TAKS Test Items continued
33 A diagram of an oak tree is shown above.
What is the height of the tree?
A 9 meters
11%
B 11 meters
1%
C* 18 meters 87%
D 22 meters
1%
FOSS Modules:
FOSS Module
Solar Energy (Grade 5)
Mixtures and Solutions
(Grade 5)
Environments (Grade
5)
Models and Designs
(Grade 5)
Equipment Used
Compasses, magnetic
Flashlights
Clock or watch
Earth globe
Evaporating dishes
Balances
Hand lenses
Fish net
Beakers
Meter tape
balances
Beakers
Scissors
Funnel
motors
Plastic cups (250 ml)
Thermometers
Ruler
Metric spoons
Beakers
syringes
Aquarium
Hand lenses
Thermometer
Meter tapes
Pliers
d-cells
Equipment not included: calculators, microscopes, and safety goggles.
27
Objective 2: The Student will demonstrate an understanding of the life sciences.
(5.10) 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; and
2006 TAKS
Africa is home to a frog that catches insects in a very unusual way. This frog, called the African
clawed frog, has moist skin and is found in murky ponds and other wet environments. When the
dry season starts, the frog burrows into the mud to remain moist. It stays in the burrow without
eating or moving until rainfall returns. This may take up to a year.
This frog cannot see well in the water or in the dark. Still, it is very successful at catching
insects.
When an insect lands on the surface of a pond, waves are sent across the water. The African
clawed frog has many tiny detectors that sense where the waves are coming from. Many
scientists believe that this frog can tell the size of the insect making the waves. And when two or
more waves are made at the same time, it can tell exactly where each wave is coming from.
Was that a wave? Supper’s ready!
15 Which of the following is an inherited trait in African clawed
frogs?
A* The location of wave detectors on the frogs
80%
B The location of the frogs in a pond
11%
C The number of insects eaten by the frogs in an hour
5%
D The number of times the frogs look for insects in an hour
4%
FOSS Modules:
FOSS Module
Insects (Grade 2)
Structures of Life
(Grade 3)
Environments
(Grade 5)
FOSS Investigation/part
Science Stories: “Variation”
Investigation 2/Part 3
Investigation 3/Part 3
Investigation 3/Part 4
Investigation 4/Part 2
Science Stories:
Barbara McClintock
Answering Kids’ Questions
Life Cycle of a Crayfish
Crayfish, Snails, and Kids
Science Stories:
Beetles
The Darkling Beetle
Isopod
28
4 Which of the following characteristics of a
field mouse is most likely inherited from its
parents?
F* Brown fur
86%
G Torn ear
2%
H Scar on its leg 3%
J Chipped tooth 8%
FOSS Assessment
Investigation 2/Part 3
Investigation 3/Part 3 SS# 15
Investigation 3/Part 4
Investigation 4/Part 2, Journal
End-of-Module Performance Assessment
End-of-Module #’s 6, 7,
(5.10) The student knows that likenesses between offspring and parents can be inherited or
learned. The student is expected to
(B) give examples of learned characteristics that result from the influence of the
environment.
TAKS Test Items
2003
23 Raccoons living in cities have learned to open lids of
garbage cans. This is an example of an animal —
A* adapting to its environment 77%
B inheriting the ability to change its diet 6%
C being tamed by humans 14%
D becoming a plant eater 3%
2004
17 Which of these is an example of a learned behavior?
4%
89%
2%
6%
Study Guide/TAKS Information Booklet:
Coyotes learn some of their behaviors as they move
around in their environment. Which behavior is most
likely learned?
A Running
B Drinking water
C* Avoiding cacti
D Sleeping
FOSS Modules:
FOSS Module
FOSS Investigation/part
Structures of Life
(Grade 3)
Investigation 3/Part 3
Investigation 3/Part 4
Investigation 4/Part 3
Human Body
(Grade 4)
Science Stories:
Space Race
Smart Training
FOSS Assessment
Investigation 3/Part 4 SS# 14
Investigation4/Part 3 SS#’s 17, 18
End-of-Module Performance Assessment
End-of-Module #’s 12, 17
Environments
(Grade 5)
Behaviors are studied more in 3rd Grade Structures of Life (Grade 3). Learned behaviors are characteristic
of higher organisms with large brains. In most animals, behaviors are significantly instinctual (they are not
learned) or they are a combination of learned and instinct. To teach this concept it would be better to talk
about people or possibly pets. Students would be best prepared for these types of questions through news and
science articles discussing the behaviors of many different animals.
29
(5.9) 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;
2003 TAKS Test Items:
Prairie Animals
10 Which part of a jackrabbit most helps it escape
predators?
F* Long legs 96%
G Thick fur 1%
H Short tail 1%
J Small head 2%
28 The African baobab tree has a huge trunk that can store as much as 100 kiloliters of water.
This adaptation would be an advantage in a climate that is very —
Students need to read
F cold 10%
G* dry
53%
and discuss articles about
H windy 8%
many different plants
J sunny 28%
and animals.
2006 TAKS Test
Africa is home to a frog that catches insects in a very unusual way. This
frog, called the African clawed frog, has moist skin and is found in murky
ponds and other wet environments.
When the dry season starts, the frog burrows into the mud to remain moist.
It stays in the burrow without eating or moving until rainfall returns. This
may take up to a year.
This frog cannot see well in the water or in the dark. Still, it is very
successful at catching insects. When an insect lands on the surface of a pond,
waves are sent across the water. The African clawed frog has many tiny
detectors that sense where the waves are coming from. Many scientists
believe that this frog can tell the size of the insect making the waves. And
when two or more waves are made at the same time, it can tell exactly where
each wave is coming from.
Was that a wave? Supper’s ready!
16 The African clawed frog has many
adaptations that help it survive. Which
of these adaptations helps it survive
changes in its environment?
F The ability to see color
2%
G The ability to detect waves
38%
H* The ability to burrow
48%
J The ability to eat
11%
Study Guide/Information Booklet:
Which animal would most likely be found in a habitat with high temperatures, few plants, and little rainfall?
30
(continued)
(5.9) 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;
Study Guide/Information Booklet:
Which of these adaptations makes a tadpole more suited to live in water than on land?
A Eyes
B Legs
C* Gills
D Lungs
FOSS Modules:
FOSS Module
Structures of
Life (Grade 3)
Human Body
(Grade 4)
Water (Grade 4)
Environments
(Grade 5)
FOSS Investigation/part
Investigation 1/Parts 1-3
Investigation 3/Parts 1-4
Investigation 4/Parts 1-4
Science Stories:
Life on Earth
Crayfish, Snails, and Kids
FOSS Assessment
Investigation 1/Parts 1-3, Journal, SS#’s 2,
3,
Investigation 2/ Parts 1-3, Journal, SS#’s 7,
9
Investigation 3/Parts 1-4, Journal, SS#’s 11,
15
Investigation 4/Parts 1-4, Journal, SS#’s 19,
20
End-of-Module, #’s 1, 6, 7, 15, 18, 19, 21
Investigation 1/Part 1
Science Stories:
Barn Owls
Bones on the Outside
Science Stories:
The Pond
Investigation 1/Part 1 & 2
Investigation 2
Investigation 3/Parts 1-3
Investigation 5/Parts 1-3
Investigation 6/Parts 1-3
Science Stories:
Amazon Rainforest Journal
Beetles
The Darkling Beetle
Isopods
Aunties Plants
Brine Shrimp
The Mono Lake Story
What Happens When
Ecosystems Change
*How Organisms Depend on
Each Other
31
Investigation 1/Part 1 & 2, Journal
Investigation 2/Part 1, SS# 6,
Investigation 2/Part 2, Journal
Investigation 2/Part 3, SS# 6
Investigation 2/Part 4, Journal
Investigation 3/Parts 1-3, Journal, SS#’s 9,
10, 11
Investigation 5/Parts 1-3, Journal, SS#’s 17,
18
Investigation 6/Parts 1-3, Journal, SS#’s
9, 10, 19
End-of-Module #’s 1, 3, 4, 5, 6, 7, 8, 1, 12,
13, 14, 15, 16, 18, 19
(5.9) The student knows that adaptations may increase the survival of members of a
species. The student is expected to
(B) analyze and describe adaptive characteristics that result in an organism's unique niche
in an ecosystem; and
2003
2004
6 Some salamanders have a sticky tongue and a wide
mouth lined with teeth. These animals most likely feed
on —
F* Insects and other tiny animals 74%
G leaves and other plant structures 12%
H algae and other microorganisms 7%
J dead and decaying materials 7%
Use the information below and your knowledge
of science to help you answer
questions 11–13.
11 As seagulls fly over the water, they sometimes
dive into the water to catch prey. Which of
these senses is useful to seagulls that feed in
this manner?
A* Sight 69%
B Smell 19%
C Hearing 8%
D Touch 4%
Study Guide/TAKS Information Booklet:
Which bird has a beak that is best adapted for cracking seeds?
32
Students need to read articles
about many different plants and
animals.
(continued)
(5.9) The student knows that adaptations may increase the survival of members of a
species. The student is expected to
(B) analyze and describe adaptive characteristics that result in an organism's unique niche
Study Guide/TAKS Information Booklet (continued):
Which type of leaf is best adapted for preventing water loss?
FOSS Modules:
FOSS Module
New Plants
(Grade 1)
Structures of
Life (Grade 3)
Water (Grade 4)
Environments
(Grade 5)
FOSS Investigation/part
Science Stories:
Plants and Animals Around the
World Animal Teeth
Investigation 1/Part 1
Investigation 1/Part 2
Investigation 3/Part 3
Investigation 4/Part 2
Science Stories:
Life on Earth
Science Stories:
The Pond
Investigation 2/Part 3
Investigation 6/Parts 1-3
Science Stories:
Amazon Rainforest Journal
Darkly Beetles
Isopods
Brine Shrimp
33
FOSS Assessment
Investigation 1/Part 1, SS# 2, 6
Investigation 1/Part 2, SS# 3, 4, 5
Investigation 3/Part 3, SS# 14, 15
Investigation 4/Part 2, SS# 18, 19
Investigation 2/Part 3
Investigation 6/Parts 1-3, Journal
End-of-Module, #’s 7, 13, 15, 16, 17, 18, 26,
27
(5.9) The student knows that adaptations may increase the survival of members of
a species. The student is expected to
(C) predict some adaptive characteristics required for survival and reproduction by an organism
in an ecosystem.
2003
2004
32 Which of the following characteristics would NOT
give animals an advantage in the ocean?
F* Long body hair 54%
G A smooth body 9%
H Structures that sense movement 15%
J A strong sense of smell 21%
Students need to read and
discuss articles about many
different animals and plants.
36 The type of penguin shown in the picture above lives
in the icy lands of Antarctica. The male penguins huddle
together in a tight group. They stay in these tight groups
most likely because they are —
F looking for the sun 62%
G hiding from predators 13%
H* sharing body heat 12%
J fighting over a piece of food 13%
Study Guide/TAKS Information Booklet
Which animal would most likely be found in a habitat with high temperatures, few plants, and little rainfall?
FOSS Modules:
FOSS Module
Insects (Grade 2)
Structures of Life
(Grade 3)
Water (Grade 4)
Environments
(Grade 5)
FOSS Investigation/Part
FOSS Assessment
Investigation 2/Part 2
Investigation 3/Part 1
Investigation 3/Part 4
Investigation 4/Part 1&2
Science Stories: “Life on Earth”,
“A Change in the Environment”,
“Crayfish, Snails, and Kids”
Science Stories:
The Pond
Investigation 1/Part 2
Investigation 2/Parts 1-4
Investigation 3/Parts 1-3
Investigation 5/Parts 1-3
Investigation 6/Parts 1-3
Science Stories:
Amazon Rainforest Journal
Investigation 2/Part 2, Journal
Investigation 3/Part 1, SS# 11, 12
34
Investigation 4/Part 1&2, Journal, SS# 18, 19,
20
Investigation 1/Part 1, Journal
Investigation 2/Parts 1-4, Journal, SS# 6
Investigation 3/Parts 1-3, Journal, SS# 11
Investigation 5/Parts 1-3, Journal
Investigation 6/Parts 1-3, Journal, SS# 6
End-of-Module, # 4, 6, 7, 13, 15, 22, 25, 26
Terrestrial Environments
Around the World
Aquatic Environments
(5.6) The student knows that some change occurs in cycles. The student is expected to
(C) describe and compare life cycles of plants and animals.
2006 TAKS Test
1 Which part of this life cycle shows the
adult organism?
A Q 1%
B R 96%
C S 0%
D T 3%
Study Guide/TAKS Information Booklet:
FOSS kits develop concept very
well in 2nd, 3rd and 5th grade life
science kits.
The pictures show the stages in the life cycle of a beetle. What would be the correct sequence for the development of
the beetle?
A Q, S, R, T
B* R, T, Q, S
C S, R, Q, T
D T, S, R, Q
FOSS Modules:
FOSS Module
New Plants
(Grade 1)
Insects (Grade 2)
Structures of Life
(Grade 3)
Environments (Grade
5)
FOSS Investigation/Part
Activities 1-4
FOSS Assessment
Activities 1-4, Journal,
SS#’s 4, 5, 8, 13
Investigation 1-Mealworms
Investigation 2-Waxworms
Investigation 3-Milkweed Bugs
Investigation 4-Silkworms
Investigation 5-Butterflies
Science Stories:
Insect Life Cycles
Investigation 2/Part 3 -Beans
Science Stories:
Seeds are Everywhere
Life Cycle of a Crayfish
Investigation 1/Parts 1-2
Investigation 5/Parts 1-3- Brine Shrimp
Science Stories:
Breeding Plants
35
Investigation 2/Part 3, SS# 10
Investigation 5/Parts 1-3, Journal,
SS# 18
End-of-Module, # 27
(3.8) The student knows that living organisms need food, water, light, air, a way to dispose
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;
2004 TAKS TEST:
30 The picture shows the leaf and fruit of a sycamore
tree. A tree like the sycamore would
have the hardest time growing in an environment that is
mostly —
F* cold and dark 68%
G warm and rainy 9%
H cool and wet 7%
J hot and cloudy 16%
Students need to read and
discuss articles about different
animals and plants.
FOSS Modules:
FOSS Module
Animals 2x2
(Kindergarten)
Insects (Grade 2)
Structures of Life (Grade
3)
Water (Grade 4)
Environments (Grade 5)
FOSS Investigation/Part
Activity 1/Part 3
Activity 2/Parts 1&3
Activity 3/Parts 2 & 3
Activity 4/Parts 1&4
Investigation 6
Investigation 3/Part 2
Investigation 4/Part 1& 4
Science Stories:
Life on Earth
*A Change in the
Environment
A Snail’s Journey
Science Stories:
The Pond
Investigation 1
Investigation 2
Investigation 3
Investigation 4
Investigation 5
Science Stories: Amazon
Rainforest Journal
Terrestrial Environments
Around the World
Aquatic Environments
Brine Shrimp
36
FOSS Assessment
Journal
Journal
Investigation 3/Part 2 SS# 13
Investigation 4/Part 1& 4, SS#17, 20
End-of-Module, Performance
Assessment
End-of-Module, # 21
End-of-Module, Performance
Assessment
End-of-Module, #’s 1, 3, 4, 7, 8, 10,
11, 18
(3.8) The student knows that living organisms need food, water, light, air, a way to dispose
of waste, and an environment in which to live. The student is expected to
(B) observe and identify organisms with similar needs that compete with one another for
resources such as oxygen, water, food, or space;
2003 TAKS TEST:
11 On the prairie the herbivores would compete most for —
A oxygen 7%
B space 18%
C* grass 72%
D soil 3%
2006 TAKS
Characteristics of Four Habitats
Surface
Features
Habitat
Climate
Q
Hot
R
Cool
Hills
S
Cool
Mountains
T
Cold
Snowdrifts
Sand
dunes
Main
Plant
Types
Cacti,
grasses
Grains,
thistles
Trees,
blueberry
bushes
Algae,
mosses
Black Bear Needs
Plant
Eater in
Habitat
Field
mouse
Rabbit
Beaver
Habitat
Forests and woodlands
Food
Nuts, fruits, young
sprouts, insects, young
mammals, and livestock
Space
3 to 90 square kilometers
Lemming
11 The top chart shows some characteristics of four habitats. In which habitat would a black bear most likely be
found?
A Q 6%
B R 10%
C* S 81%
D T
3%
FOSS Modules:
FOSS Module
Structures of Life (Grade 3)
FOSS Investigation/part
Investigation 1
Investigation 3
Science Stories:
*A change in the Environment
Environments (Grade 5)
Investigation 1-4
Science Stories:
*What is an Ecosystem
*California version of Science Stories
37
FOSS Assessment
Investigation 4, Part 3 Journal
Summative Assessment #20
(3.8) The student knows that living organisms need food, water, light, air, a way to dispose
of waste, and an environment in which to live. The student is expected to
(C) describe environmental changes in which some organisms would thrive, become ill, or
perish; and
TAKS Test Items:
2003
2004
18 Plants can survive in a clear, closed container without
animals. Animals cannot survive in a closed container
without plants. Why can’t animals survive in a closed
container without plants?
F Plants and animals need water to survive. 8%
G* Plants produce oxygen, which animals need. 85%
H Plants take in and give off water; animals only take in
water. 3%
J Plants are stationary; most animals roam freely. 3%
1 Clearing a forest to build a shopping mall will
most likely result in woodpeckers —
A nesting on roofs 14%
B* losing habitat 83%
C laying more eggs 2%
D flying slower 1%
Study Guide/TAKS Information Booklet:
According to the chart, what would most likely happen in an ecosystem if there were a sudden decrease in the
number of bacteria and fungi?
A The number of plants would increase.
B The number of bees would increase.
C* The amount of nutrients in the soil would decrease.
D The amount of water in the air would decrease.
FOSS Modules:
FOSS Module
Structures of
Life (Grade 3)
FOSS Investigation/part
Investigation 2/Part 2 & 3
Investigation 3/Part 1, 2, 3
Investigation 4/Part 1
Science Stories:
Life on Earth
*A Change in the
Environment
Environments
Investigation 1/Part2
(Grade 5)
Investigation 3
Investigation 4
Investigation 5
FOSS Science Stories:
Auntie’s Plants
Water Pollution
The Mono Lake Story
Shrimp Aquaculture
*What Happens When
Ecosystems Change?
*California version of Science Stories
FOSS Assessment
Investigation 2/Part 2 & 3, Journal
Investigation 3/Part 1-3, SS# 13
Investigation 4/Part 1, Journal, SS# 17, 18
End-of-Module # 8
Investigation 1/Part2
Investigation 3 SS# 10
Investigation 4, Journal
Investigation 5, Journal
Investigation 6 SS# 19
Summative #11-21
38
(3.8) The student knows that living organisms need food, water, light, air, a way to dispose
of waste, and an environment in which to live. The student is expected to
(D) describe how living organisms modify their physical environment to meet their needs
such as beavers building a dam or humans building a home.
2004 TAKS TEST:
5 Which basic need do groundhogs meet by digging
tunnels in meadow soil?
A Water 8%
B* Shelter 77%
C Light 7%
D Air 7%
FOSS Modules:
FOSS Module
Structures of Life
(Grade 3)
Environments
(Grade 5)
FOSS Investigation/part
Science Story:
A Change in the Environment
Investigation 1/Part 2
Investigation 4/Part 2&3
Science Story:
*What Happens When
Ecosystems Change?
Aquatic Environments
*What is an Ecosystem
The Mono Lake Story
*California version of Science Stories
39
FOSS Assessment
Investigation 1/Part 2, Journal
Investigation 4/Part 2, Journal, SS# 16
(2.9) The student knows that living organisms have basic needs. The student is expected to
(A) identify the external characteristics of different kinds of plants and animals that allow
their needs to be met; and
2004 TAKS TEST:
26 Brightly colored flowers are most often pollinated by —
F wind 8%
G mammals 4%
H rainfall 17%
J* insects 70%
2006 TAKS Test
39 All of the characteristics listed above are useful for
gathering food EXCEPT —
A* 1 92%
B 2 3%
C 3 3%
D 4 2%
FOSS Modules:
FOSS Module
Insects (Grade 2)
Structures of Life (Grade 3)
The Human Body (Grade 4)
Environments (Grade 5)
FOSS Investigation/part
Investigation 1-Mealworms
Investigation 2-Waxworms
Investigation 3-Milkweed Bugs
Investigation 4-Silkworms
Investigation 5-Butterflies
Investigation 6-Other Insects
Science Stories:
What Makes an Insect an Insect?
Investigation 1-Seeds
Investigation 2-Plants
Investigation 3-Crayfish
Investigation 4-Land Snail
Science Stories:
Inside a Snail’s Shell
Science stories:
A Marvelous Machine
The Shape of Your Shape
Barn Owls
Your Amazing Opposable Thumb
Bones on the Outside
The Frozen Man
Investigation 3/Part 3
Investigation 4/Part 3
Science Stories:
Amazon Rainforest Journal
The Spadefoot Toad
Isopods, Plankton, Brine Shrimp
40
FOSS Assessment
Investigation 1, SS# 2, 3, 4, 5
Investigation 2, SS# 10
Investigation 3, SS# 11, 12, 15
Investigation 4, SS# 18, 19
End-of-Module, #’s 1, 2, 3, 4, 5,
10, 11, 16, 18, 19
Science Notebook
End-of-Module, #’s 25, 26,
(2.9) The student knows that living organisms have basic needs. The student is expected to
(B) compare and give examples of the ways living organisms depend on each other and on
their Environments.
TAKS Test Items:
2003
2004
Prairie Food Chain
15 If all of the fish are removed from this food web,
which animal populations will most likely decrease first?
A Turtles 14%
B Mosquito larvae 10%
C Dragonfly larvae 8%
D* Pelicans 67%
8 Which of these would best complete this food chain?
F Hawks 15%
G Grapes 2%
H Toads 4%
J* Mice 79%
Students need practice making and reviewing food webs in grades 3, 4, and 5.
Study Guide/TAKS Information Booklet:
When students drink milk, they become part of a food chain. What is the original energy source of the food chain
that includes the students and the milk?
A Soil
B Cows
C Grass
D* Sunlight
If all the mice were removed from this simple food chain, the rattlesnakes would most likely —
A begin to starve
B start eating plants
C become producers
D increase in number
FOSS Modules:
FOSS Module
Structures of Life
(Grade 3)
Water (Grade 4)
Environments
(Grade 5)
FOSS Investigation/part
FOSS Assessment
Science Stories:
*A Change in the Environment
The Food Web
Science Stories:
The Pond
Investigation 1/Part 2
Investigation 4/Part 2&3
Science Stories:
*How Organisms Depend on Each Other
*California version of Science Stories
41
Investigation 1/Part 2, Journal
Investigation 4/Part 2&3, Journal, SS# 16
(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
2003 TAKS Test:
Photosynthesis is a seventh
grade TEKS objective.
(7.8B)
31 In the diagram above, the label Z represents —
A sugar
9%
B* carbon dioxide
45%
C nitrogen
30%
D water vapor
16%
2006 TAKS Test:
37 In the diagram above, which of the following is represented?
A Water evaporating
3%
B* Energy being transferred
92%
C The moon changing phase
3%
D Light being reflected
2%
FOSS Modules:
FOSS Module
FOSS Investigation/part
Human Body (Grade 4) Investigation 1- Skeletal System
Investigation 2- Joints
Investigation 3- Muscular System
Investigation 4- Coordination
Science Stories:
Circulatory System
Muscles and Bones
Water (Grade 4)
Environments (Grade
5)
FOSS Stories:
The Water Cycle
Investigation 1Part 2
Science Stories:
*What is an Ecosystem
*California version of Science Stories
42
FOSS Assessment
Investigation 2- Joints, SS# 9, 13
Investigation 3- Muscular System
SS# 18
Investigation 4- Coordination,
SS# 20
End-of-Module, #’s 1, 2, 3, 6, 8,
9, 13, 14, 15, 16, 17, 18, 19, 21,
24
Investigation 1Part 2, SS# 4
Investigation 3, Part 2, SS# 11
Home/School Connection SS# 32
End-of-Module Assessment SS#
18, 19, 20
(5.5) The student knows that a system is a collection of cycles, structures, and processes
that interact. The student is expected to
Students need practice
making and reviewing
(B) describe some interactions that occur in a simple system.
food webs in grades 3, 4,
and 5.
2004 TAKS Test
35 Which diagram shows how energy flows through a food chain?
A Producers carnivoresherbivores
10%
B* Sunproducersherbivores carnivores 64%
C Sunherbivores carnivores producers
12%
D Carnivoreproducers herbivores
8%
2006 TAKS
8 Which organism in this food chain is a producer?
F Fish
3%
G* Grass
87%
H Grasshopper
5%
J Hawk
6%
FOSS Modules:
FOSS Module
Human Body
(Grade 4)
Water (Grade 4)
Environments
(Grade 5)
FOSS Investigation/part
Investigation 1
Investigation 2
Investigation 3
Investigation 4
Science Stories:
The Broken Radius
Your Amazing Opposable Thumb
Muscles
Muscles and Bones
Smart Training
The Circulatory System
Science Stories:
The Pond
The Water Cycle
Investigation 1-6
Science Stories:
Aquatic Environments Around the
World
What is an Ecosystem
The Mono Lake Story
Breeding Plants
*What Happens When Ecosystems
Change?
*How Organisms Depend on Each
Other
43
FOSS Assessment
Investigation 1, Journal
Investigation 2, Journal, SS# 9, 12
Investigation 3, Journal, SS# 18
Investigation 4, Journal, SS# 20
End of Module Assessment #’s 6, 7,
8, 9, 10,16, 23, 24, 25
Investigation 1, Journal, SS# 4
Investigation 2, Journal
Investigation 3, Journal, SS# 11
Investigation 4, Journal, SS# 16
Investigation 6, Journal, SS# 19
End-of-Module Assessment #’s 1, 4,
8, 10, 12, 13, 14, 15, 16, 18, 19, 20,
21, 24, 25
(4.6) The student knows that change can create recognizable patterns. The student is
expected to (A) identify patterns of change such as in weather, metamorphosis, and objects
in the sky.
2006 TAKS Test
Metamorphosis: a change in the shape or characteristics of an animal’s body as it
grows
6 Which diagram shows an example of metamorphosis?
F.* 92%
H. 2%
G. 2%
J. 3%
Study Guide/TAKS Information Booklet:
The pictures show the stages in the life cycle of a beetle. What would be the correct sequence for the development of
the beetle?
A Q, S, R, T
B* R, T, Q, S
C S, R, Q, T
D T, S, R, Q
44
(4.6) The student knows that change can create recognizable patterns. The student is
expected to (A) identify patterns of change such as in weather, metamorphosis, and objects
in the sky.
FOSS Modules:
FOSS Module
Insects
(Grade 2)
FOSS Investigation/part
Activity 1 (Mealworms)
Activity 2 (Waxworms)
Activity 3 (Milkweed bugs)
Activity 5 (Butterflies)
Activity 6 (Other Insects)
Structures of
Investigation 1
Life (Grade 3)
Investigation 2
Water
Science Stories:
(Grade 4)
The Pond
Environments
Investigation 5
(Grade 5)
Science Stories:
*What Happens When Ecosystems Change?
The Mono Lake Story
*California version of Science Stories
45
FOSS Assessment
Life of a Mealworm SS# 3
Life cycle of the square Moth
ss# 26
Investigation 1, SS# 3, 4
Investigation 2, SS# 8, 9, 10
Investigation 5
Objective 3: Students will demonstrate an understanding of the physical
sciences.
(5.8) 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;
TAKS 2006
2 What two forms of energy does a flame from a burning candle release?
F Electrical and mechanical 0%
G Chemical and electrical
1%
H* Light and heat
94%
J Heat and nuclear
4%
Study Guide/TAKS Information Booklet:
Unlike battery-powered calculators, solar calculators are powered by solar cells. Which of these energy changes is
used to power a solar calculator?
A Heat energy changing to chemical energy
B Light energy changing to chemical energy
C Light energy changing to electrical energy
D Chemical energy changing to electrical energy
FOSS Modules:
FOSS Module
Magnetism and Electricity
Physics of Sound
Models and Designs
Solar Energy (Grade 5)
FOSS Investigation/part
Investigation 2/Part 1
Science Stories:
Magnets and Electricity in Your Life
Science Stories:
*Energy
Science Stories:
Early Autos
Investigation 2
Investigation 4
Hot Topic: Finding Out What Heat
Is SS# 27
Science Stories:
Solar Technology
Solar Cookers in Third-World
Countries
Solar Power From the Wind
46
FOSS Assessment
Investigation 2, SS# 12
Investigation 4/ SS# 25
(5.8) The student knows that energy occurs in many forms. The student is expected to
(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;
2003 TAKS Test:
16 Light traveling through a pair of eyeglasses is —
F* refracted
16%
G transmitted 22%
H absorbed
12%
J reflected
49%
2006 TAKS Test
13 A student holds a note card behind a jar of water.
Which of the following best explains why the part of the
note card seen through the jar looks different from the
rest of the note card?
A The jar reflects light hitting its surface.
15%
B The water absorbs light hitting its surface. 12%
C The jar scatters light passing through it.
11%
D* The water bends light passing through it. 62%
Study Guide/TAKS Information Booklet:
A student set a glass of water next to an open textbook. When she looked through the glass, the student noticed that
the writing in the book looked much bigger. This happened because light from the room was reflected off the
textbook and was —
A reflected off the glass
B* refracted by the water
C absorbed by the water
D sped up by the glass
FOSS Modules:
FOSS Module
Ideas and Inventions
FOSS Investigation/part
Activity 4/Parts 1-4
Science Stories:
Light and Reflection
Making Mirrors
FOSS Assessment
Activity 4, SS# 15, Reflecting
on the Activity, Journal
Students need to understand refraction. Ideas and Inventions (4th grade) can help develop
an understanding of this concept. Review reflection and refraction in 5th grade.
47
(5.8) The student knows that energy occurs in many forms. The student is expected to
(C) demonstrate that electricity can flow in a circuit and can produce heat, light, sound,
and magnetic effects; and
2003 TAKS Test:
2 The wires connecting the battery and the light bulb
create a closed circuit. What would happen if one of
these wires were cut?
F The battery would lose its charge. 5%
G The glass would crack. 2%
H* The light would go out. 89%
J The wire would become hot. 4%
19 A student plans to make this light bulb glow.
All of the following objects can be used to complete the
circuit EXCEPT —
A a copper penny 3%
B* a plastic comb
87%
C a metal clip
5%
D an iron nail
5%
Study Guide/TAKS Information Booklet
One difference between an electromagnet and a bar magnet is that the magnetic field produced by an electromagnet
can —
A* be turned on and off
B attract materials such as wood
C be made permanent
D have two north poles
Which picture shows a circuit that will light the light bulbs?
Unlike battery-powered calculators, solar calculators are powered by solar cells. Which of these energy changes is
used to power a solar calculator?
A Heat energy changing to chemical energy
B Light energy changing to chemical energy
C* Light energy changing to electrical energy
D Chemical energy changing to electrical energy
48
Continued: (5.8) The student knows that energy occurs in many forms. The student is
expected to
(C) demonstrate that electricity can flow in a circuit and can produce heat, light, sound,
and magnetic effects; and
FOSS Modules:
FOSS Module
Electricity and Magnetism
(Grade 3)
FOSS Investigation/part
Investigations 2 – 5
Science Story:
Magnetism and Electricity in Your
Life
Physics of Sound
Science Stories:
(Grade 4)
*Energy
Models and Designs
Investigation 2
(Grade 5)
*California Version of Science Stories
FOSS Assessment
Investigation 2, SS# 7, 8, 9,
10, 11, 12
Investigation 3, SS# 15, 16,
17
Investigation 4, SS# 18, 19,
20
Investigation 5, SS# 5
End-of-Module Performance
Assessment
End of Module #’s 1, 6, 7, 8,
9, 10, 11, 12, 13, 14, 15, 17
18
Investigation 1/Part 1,
Journal-Inquiry Entry
49
(5.8) The student knows that energy occurs in many forms. The student is expected to
(D) verify that vibrating an object can produce sound.
TAKS Test Items:
2003
2004
16 Blowing through a pipe can produce a sound
because the —
F* air in the pipe vibrates 86%
G pipe speeds up the air 7%
H pipe cools the air 1%
J air is absorbed by the pipe 5%
36 Sound is made when a drumstick hits the drum. This
happens because the force of the drumstick on the drum
causes —
F* vibrations 91%
G electrical currents 1%
H heat energy 3%
J a magnetic charge 3%
2006 TAKS Test
17 An insect that produces waves in the water also produces waves in the air. What can these air vibrations produce?
A* Sound
88%
B Light
1%
C Oxygen
8%
D Carbon
3%
FOSS Modules:
FOSS Module
Physics of Sound
(Grade 4)
Models and Designs
(Grade 5)
FOSS Investigation/part
Investigation 1/Part 3
Investigation 2
Investigation 3
Investigation 4
Science Stories:
Seeing the World Through Sound
Listen to This, Your Source and
Receiver,r Highs and Lows
Making Waves, Sound Off
Moving Along, Bouncing Back
*Energy
Investigation 2 (Building a
“humdinger”)
FOSS Assessment
Investigation 1/Part 3, SS# 4, 5
Investigation 2, SS# 6, 7, 8, 9, 10
Investigation 3, 11, 12, 13, 14,
15, 16, 17
Investigation 4, SS# 18, 19, 20,
21, 22, 23, 24, 25
End-of-Module Performance
Assessment
End-of-Module Assessment #’s
2, 3,4, 5, 6, 7, 12
Not overtly taught in 5th grade,
teacher will need to review that
vibrations cause the hum
*California Version of Science Stories
Concept is well developed in the fourth grade Sound Unit. 5th grade teachers should review
that vibrations cause sound in Models and Designs, Investigation 2.
50
(5.7) 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;
TAKS Test Items:
2003
2004
34 Which of these is a good conductor of electricity?
F Glass 5%
G* Metal 79%
H Rubber 10%
J Plastic 6%
6 Matter can undergo changes. When water boils, a —
F liquid becomes a solid 9%
G solid becomes a liquid 18%
H* liquid becomes a gas 72%
J gas becomes a solid 1%
38 Which of the following can be attracted to a magnet?
F Gold ring 16%
G Glass marble 2%
H* Iron needle 80%
J Wool sock 1%
Matter has many physical properties.
Starting in 1st grade the properties of
matter are emphasized in the different
FOSS modules.
Study Guide/TAKS Information Booklet:
The river water is a solution because it —
A is a liquid, which has no definite shape
B* contains dissolved minerals and salts
C carries sand, clay, and other sediment
D is a compound made up of two elements
FOSS Modules:
FOSS Module
Electricity and Magnetism
(Grade 3)
Physics of Sound
(Grade 4)
Water
(Grade 4)
Mixtures and Solutions
(Grade 5)
FOSS Investigation/part
Investigation 1
Investigation 2
Science Stories:
Magnus Gets Stuck
Investigations 1-4
Science Stories:
Moving Along
Bouncing Back
Investigation 1
Investigation 2
Investigation 3
Science Stories:
Surface Tension
Evaporation and
Condensation
Investigation 1
Investigation 2
Science Stories:
Mixtures and Solutions
A Salty Story
Earth Elements
The Metals
51
FOSS Assessment
Investigation 1, SS # 3, 4, 5, 6
Investigation 2, SS# 7, 10
End-of-Module #’s 5, 7, 8, 11, 12, 15, 18
Investigation 1, SS# 3
Investigation 1, Journal
Investigation 2, SS# 6, 7, 9, 10
Investigation 3, SS# 14, 15, 16,
Investigation 4, SS# 18, 19, 20, 23, 24
End-of-Module #’s 6, 7, 9, 10, 11, 13, 15
Investigation 1, SS# 2, 3
Investigation 2, SS# 6, 7, 8, 9
Investigation 3, SS# 10, 11
End-of-Module #’s 1, 3, 4, 6, 7, 9, 10,
11, 12, 14, 16, 21,22
Investigation 1, SS# 2, 3
Investigation 2, SS# 10
End-of-Module #’s 3, 4, 6
(5.7) The student knows that matter has physical properties. The student is expected to
(B) demonstrate that some mixtures maintain the physical properties of their ingredients;
TAKS Test Items:
2003
2004
21 In an experiment salt and sand are mixed together.
Which of these procedures could be used to most easily
separate the salt from the sand?
73%
22 Carbon powder and iron filings are both black
powders. When mixed together, they look like one black
powder. Which of these would be best to use to separate
the iron filings from the carbon powder?
F A magnifying glass 6%
G Heat
15%
H* A magnet
64%
J Water
15%
Concept covered well in Mixtures
and Solutions and in Earth Materials
Kits.
7%
5%
14%
2006 TAKS
7 A company collects cans for recycling. Some cans are made of aluminum, and some are made of iron. Which of
the following is the best way to separate the two types of cans?
A Heat the iron cans until they melt
3%
B Use scissors to cut the cans
1%
C* Use a magnet to pick up the iron cans 91%
D Float the cans in water
5%
52
Study Guide/TAKS Information Booklet:
A student stirs together a mixture of hot water and small amounts of salt, sand, and sugar. The student then pours the
mixture through a paper towel. Which substance or substances will collect on the paper towel?
A Only the sugar
B Only the sand
C Both the salt and the sugar
D Both the salt and the sand
(Continued)
(5.7) The student knows that matter has physical properties. The student is expected to
(B) demonstrate that some mixtures maintain the physical properties of their ingredients;
FOSS Modules:
FOSS Module
Mixtures and Solutions
(Grade 5)
FOSS Investigation/part
Investigation 1, Part 1
Investigation 1, Part2
Investigation 1, Part 3
Investigation 1, Part 4
Science Stories:
The Air You Breathe
Mixtures and Solutions
53
FOSS Assessment
Investigation 1, Part 1, Journal, SS # 3
Investigation 1, Part2, SS # 5
Investigation 1, Part 3, Journal
Investigation 1, Part 4, Journal, SS# 7
Performance Assessment SS # 8
End of Module #’s 1, 2, 11
(5.7) The student knows that matter has physical properties. The student is expected to
(C) identify changes that can occur in the physical properties of the ingredients of solutions
such as dissolving sugar in water; and
2004 TAKS Test Items:
31 In an activity, 20 grams of salt are dissolved in 70
grams of pure water. The water is then heated on a hot
plate. When the water evaporates completely, how much
salt will be left?
A 0 grams 43%
B 18 grams 13%
C* 20 grams 43%
D 22 grams 1%
34 Crystals were grown on a string in a clean glass jar
containing sugar dissolved in hot water. The crystals
grew on the string for several weeks. What kind of
crystals are they?
F String 7%
G Water 4%
H Glass 8%
J* Sugar 82%
TAKS 2006
27 A teaspoon of clean, dry sand is added to a cup of warm saltwater. What is most likely to happen after the
mixture is stirred and then placed on a table for five minutes?
A The amount of water will increase. 7%
Concept covered well
B The salt will float to the top.
5%
in Mixtures and
C* The sand will settle to the bottom. 86%
Solution Kit.
D The cup will heat up.
2%
Study Guide/TAKS Information Booklet:
This experiment shows how salt water can be boiled and made into freshwater. Which statement about solutions is
supported by the diagram?
A The parts of a solution must have the same boiling point.
B A solution is made up of only one type of particle.
C A solution is formed when a liquid changes into a solid.
D* The parts of a solution can be separated by a physical change.
FOSS Modules:
FOSS Module
Mixtures and Solutions
(Grade 5)
FOSS Investigation/part
Investigation 1, Part 1-3
Investigation 2, Part 1-4
Investigation 3, Part 1-3
Investigation 4, Part 1-4
Science Stories:
Decompression Sickness
Sour Power
Grow Your Own Crystals
The History of Rubber
54
FOSS Assessment
Investigation 1, Part 1-4, Journal, SS# 5
Investigation 2, Part 1-4, Journal, SS# 9, 10
Investigation 3, Part 1-3 Journal, SS# 13
Investigation 4, Part 1-4, Journal, SS# 16
End of Module Performance Ass. SS# 7, 8
End of Module Assessment #’s 1, 3, 4, 5, 8, 9,
10, 11, 12, 13
(5.7) The student knows that matter has physical properties. The student is expected to
(D) observe and measure characteristic properties of substances that remain constant such
as boiling points and melting points.
TAKS Test Items:
2003
2004
40 Which of the following thermometers shows the
boiling point of water in a pan?
8%
9%
32 When a chocolate bar is heated by the sun, all
of the following are likely to be seen
EXCEPT —
F* boiling 62%
G a liquid 13%
H melting 12%
J a change in shape 13%
Concepts covered well in
Measurement, Water, and Mixtures
and Solutions kits.
28%
55%
2006 TAKS
9 Some students were studying properties of water. One student placed a cup containing 80 mL of water in a freezer.
Another student placed an identical cup containing 40 mL of water in a different freezer. Which of the following
will be the same for both cups of water?
A* The temperature at which the water freezes
74%
B The mass of the frozen water
6%
C The time it takes the water to freeze
15%
D The volume of the frozen water
6%
FOSS Modules:
FOSS Module
Measurement
(Grade 3)
Water
(Grade 4)
FOSS Investigation/part
Investigation 1- length
Investigation 2- Mass
Investigation 3- Volume
Investigation 4- temperature
Science Stories:
Fahrenheit and Celsius
Everything is Made of Atoms
Investigation 2
Investigation 3
Science Stories
Ice is Everywhere
Ice History
55
FOSS Assessment
Investigation 1, SS# 3, 4, 5
Investigation 2, SS# 7, 8, 9
Investigation 3, SS# 10, 11, 12
Investigation 4, SS# 13, 14,
End-of-Module #’s 1, 2, 3, 4, 5, 6, 7, 8,
9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19,
20, 21, 22, 23, 24, 15 26, 27, 28, 29
Investigation 2, SS# 6
Investigation 3, SS# 10
(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
which a force such as a push or pull has been applied.
TAKS Test Items:
2003
2004
27 A car will skid more on a wet road than on a dry
road. This happens because between the tires and the dry
road, there is more —
A gravity 24%
B magnetism 14%
C* friction 30%
D heat 31%
NOTE: Diagram at
left has been
modified to fit in
this space.
Measurements will
not equal those on
the original test.
Gravity and friction are not well
covered in the FOSS kits used by
BISD.
(73% correct)
20 The picture shows different points along a toy
rocket’s path after it blasted off. How much height did
the rocket gain between Points Q and R? Use the ruler to
measure the distance to the nearest centimeter. Record
and bubble in your answer on the answer document.
Study Guide/TAKS Information Booklet:
Several students investigated how force affects the distance a tennis ball will travel. The students used the setup
below and applied a force to the tennis ball by pulling the ruler back a certain distance.
Based on the students’ data table, what distance would the tennis ball be expected to travel when the ruler is pulled
back 8 centimeters? Record and bubble in your answer to the nearest centimeter on the answer document.
FOSS Modules:
56
FOSS Module
Models and Designs
(Grade 5)
FOSS Investigation/part
FOSS Assessment
Levers are not discussed, but could
Investigation 2-p. 9
be inserted into a discussion in
Assessment - Teacher
Investigation 2
Observation
Levers and Pulleys
FOSS Stories:
Simple Machines
Class 1 Levers
Class 2 Levers
Class 3 Levers
BISD does not use this kit, but the
FOSS book would have enough
information to cover the objective.
** Concept is not well developed in the FOSS kits used by the district.
(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
2004 TAKS Test:
18 Which force is most responsible for raindrops falling to Earth?
F Friction 15%
G Wind
14%
Gravity and friction are not well
H Thrust
8%
covered in the FOSS kits used by
J* Gravity 63%
BISD.
FOSS Modules:
FOSS Module
Physics of Sound
FOSS Investigation/part
Science Stories:
Scoping Out Sound
Highs and Lows
Your Source and Receiver
*Energy
Models and Designs (Grade Investigations 1- 4
5)
Science Stories:
Everyday Mysteries
Scientists and Models
The Path to Invention
Mixtures and Solutions
Science Stories
(Grade 5)
Earth Elements
The Air Astronauts Breathe
What is Matter Made of?
*California Version of Science Stories
57
FOSS Assessment
Story Questions
Investigation 1, SS # 4
Investigation 2, SS# 8
Investigation 4, SS# 14
(5.5) The student knows that a system is a collection of cycles, structures, and processes
that interact. The student is expected to
(B) describe some interactions that occur in a simple system.
TAKS Test Items:
2003
8 The picture shows the process of —
F* melting 64%
G boiling 16%
H condensing 16%
J freezing 4%
Concept covered well in Water kit
2004
39 If the person in the middle lets go of the rope, in
which direction would objects X and Y go?
A X up, Y up 11%
B X up, Y down 3%
C* X down, Y down 81%
D X down, Y up 5%
26 The diagram shows landfills where two communities
put garbage. What is the advantage of Landfill Y?
F The waste lasts longer.
17%
G* The groundwater is safer.
61%
H The soil contains more nutrients. 14%
J The trucks move faster.
7%
29 The picture shows two bowling balls being held in
position with four ropes. The box will be flipped upward
if which rope is cut?
A W 17%
B* X 77%
C Y
8%
D Z
3%
58
Objective 5.5 B continued
FOSS Modules:
FOSS Module
Water
(Grade 4)
Mixtures and
Solutions (Grade 5)
Models and Designs
(Grade 5)
Solar Energy
(Grade 5)
FOSS Investigation/part
Science Stories:
Evaporation and Condensation
Science Stories:
The Air Astronauts Breathe
What is a Reaction?
Investigations 1-4
Science Stories:
The Path to Invention
Early Autos
Investigation 1-4
Science Stories:
Solar Technologies
Differential Heating
Building Time Devices
FOSS Assessment
Investigation 1, SS # 4
Investigation 2, SS# 8
Investigation 4, SS# 14
End-of-Module #’s 13
Investigation 2, SS# 7
Investigation 3, SS# 15, 18
Investigation 4, SS# 22
End-of-Module #’s 4, 5, 6, 7,
10, 12, 13, 14, 16, 17, 18
(4.6) The student knows that change can create recognizable patterns. The student is
expected to
(A) identify patterns of change such as in weather, metamorphosis, and objects in the sky.
FOSS Modules:
FOSS Module
Ideas and Inventions
(Grade 5)
Solar Energy (Grade 5)
FOSS Investigation/part
Science Stories:
Looking at the Sky
Science Stories:
The Sun
The Sun and the Weather
Building Time Devices
*Living With a Star
*Terrestrial Planets
*California Version of the Science Stories
FOSS Assessment
Weather concepts can be reviewed in the Solar Energy kit. Use the FOSS readers and
www.fossweb.com .
59
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
2003 TAKS TEST Item:
2006 TAKS TEST Item:
12 The prairie is ideal for the growth of grasses because
it has rich topsoil. All of these processes help form
topsoil EXCEPT —
F decay of trees 20%
G weathering of rocks 22%
H erosion of hills 16%
J* movement of oceans 41%
34 Which of these can cause sharp, rough mountains to
become rounded and smooth over time?
F* Wind and rain
86%
G The sun’s rays
6%
H Light and darkness 2%
J Earth’s magnetic field 7%
Study Guide/TAKS Information Booklet
Concept covered in the
Landforms kit.
A stalactite is a feature that hangs like an icicle from the roof of a cavern. How do stalactites in limestone caverns
most likely form?
A Glaciers move through the cavern and deposit weathered limestone.
B Wind blows through cracks in the roof and erodes some of the limestone.
C An underground river flows through the cavern and dissolves some of the limestone.
D* Groundwater drips through cracks in the roof and deposits limestone over time.
FOSS Modules:
FOSS Module
Earth Materials
FOSS Investigation/part
Overview
Investigation 2, Parts 1,2
Investigation 3, Parts 1,2, 3
Investigation 4, Parts 1,2, 3
Science Stories:
Written in Stone
*Where Do Rocks Come From?
Landforms
Investigation 2, Parts 1, 2
Investigation 3, Parts 1,2, 3
Investigation 4, Parts 1,2, 3
Science Stories:
Rivers and Controlling the Flow
Earthquakes, Volcanoes, and
Mountains
*California Version of Science Stories
60
FOSS Assessment
Notebook
Stream table
Stream table map
Journal
Stream table
Investigation 2, SS# 9
Investigation 3, SS# 11
Story questions
(5.12) The student knows that the natural world includes earth materials and objects in the
sky. The student is expected to
(C) identify the physical characteristics of the Earth and compare them to the physical
characteristics of the moon.
2004 TAKS Test:
29 A rock is taken from the surface of the moon and brought to Earth. What is different about this rock on Earth?
A Its mass 43%
B Its shape 17%
C Its length 2%
D* Its weight 38%
FOSS Modules:
FOSS Module
Water (Grade 4)
Landforms
(5th Grade)
Ideas and Inventions
(5th Grade)
* California Edition
FOSS Investigation/part
Science Stories:
Moon Dreams
Overview
Investigation 1, Part 2, 3
Investigation 3, Part 1, 2, 3
Investigation 4, Part 1, 2 , 3
Investigation 5, Part 1, 2, 3, 4
Science Stories:
Looking at the Sky (The Moon)*
FOSS Assessment
Journal
Schoolyard Model SS# 4
Map grid SS # 5
Stream table SS# 9
Go w/flow SS# 11
**Structures of the moon are briefly discussed in the California addition of the FOSS
readers. The structures of the earth are adequately covered in the FOSS landforms kit, but
the comparison to the moon in not present.
61
(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;
2003 TAKS Test:
24. Which experiment would best show how different methods of plowing fields on a hill affect erosion?
12%
Concept covered well in the
Landforms kit.
52%
17%
18%
Study Guide/TAKS Information Booklet:
A student placed some clean rocks in a clear plastic jar. The jar was filled with clean water and covered with a lid.
Then the student shook the jar for five minutes. The student noted that smaller pieces had broken off some of the
rocks and that there was a fine grit on the bottom of the jar.
Which change of Earth’s surface was the student modeling?
A* Physical weathering
B Chemical weathering
C Erosion of sediments
D Forming deltas
FOSS Modules:
FOSS Module
FOSS Investigation/part
Landforms (Grade 5) Overview (p. 7)
Investigation 2, Parts 1,2
Investigation 3, Parts 1, 2, 3
Investigation 5, Part 3
Science Stories:
Real People in the Grand Canyon
Rivers and Controlling the Flow
Shapes of the Earth
The Story of Mount Shasta
62
FOSS Assessment
Student Notebook
Investigation 2, SS# 9
Investigation 3, SS# 11
Investigation 5, SS# 21, 22, 23, 24
Performance Assessment SS #’s 10, 11
End-of-Module Assessment #’s 3, 4, 5, 6,
8, 13
(5.11). The student knows that certain past events affect present and future events.
The student is expected to
(B) draw conclusions about "what happened before" using data such as from tree-growth
rings and sedimentary rock sequences; and
2006 TAKS Test;
24 The rock column above shows the layers in a rock formation. The three diagrams above show the positions of
fossils in different rock layers. According to this information, which fossil is the youngest?
18%
%
3%
4%
%
74%
%
63
Study Guide/TAKS Information Booklet;
Which of the pictures below shows what happened just before the shuttle in this picture took off?
FOSS Modules:
FOSS Module
Environments
(Grade 5)
Solar Energy
(Grade 5)
Models and Designs
(Grade 5)
Landforms (Grade 5)
FOSS Investigation/part
Investigation 3
Overview
Investigation 2
Science Story:
Science Stories:
Life on Earth 150 Million Years
Ago
Science Stories
Rivers and Controlling the Flow
Shapes of the Earth
64
FOSS Assessment
Investigation 3, SS# 11
End-of-Module Assessment #’s 20, 21
Science Notebook
Investigation 2, SS# 9
Investigation 2, SS# 10
End-of-Module Assessment # 14, 18
(5.11). The student knows that certain past events affect present and future events.
The student is expected to
(C) identify past events that led to the formation of the Earth's renewable, non-renewable,
and inexhaustible resources.
TAKS 2006
23 Fossil fuels formed over a long period of time because heat and pressure were applied to —
A* carbon filtered through limestone 13%
B organisms buried in the ground
75%
C bacteria on top of the mud
5%
D nitrogen mixed in the water
7%
FOSS Modules:
FOSS Module
Earth Materials
Water
Landforms
Mixtures and Solutions
FOSS Investigation/part
Science Stories:
Treasure Underfoot
Digging It Up
Mining for Minerals
Investigation 2, Parts 1,2
Investigation 3, Parts 1, 2, 3
Science Stories:
Ice History
Water: A Vital Resource
The Power of Water
Overview (p.7)
Investigation 5, Parts 1, 2, 3, 4
Science Stories:
Rivers and Controlling the Flow
Scientists in the Canyon
Science Stories:
The History of Rubber
The Metals
65
FOSS Assessment
Science Stories Questions
(5.6) 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; and
2006 TAKS Test:
25 Which of these causes day and night on Earth?
A Earth orbiting the sun
15%
B The moon orbiting Earth
12%
C* Earth rotating on its axis
69%
D The moon blocking sunlight
5%
FOSS Modules:
FOSS Module
FOSS Investigation/part
Science Stories:
Solar Energy (Grade 5)
Shadows
Ideas and Inventions
Science Stories:
(Grade 4)
Looking at the Sky*
Water (Grade 4)
Science Stories:
Wet and Dry Places
* California FOSS Science Stories
66
FOSS Assessment
(5.6) The student knows that some change occurs in cycles. The student is expected to
(B) identify the significance of the water, carbon, and nitrogen cycles.
2003 TAKS Test Items:
2006 TAKS Test Item:
19 Which gas in the air would increase if a large number
of trees were cut down?
A* Carbon dioxide
B Nitrogen
C Oxygen
D Water vapor
21 In which of these ways can volcanoes help build up
new land?
A By adding heat to Earth’s surface
16%
B By adding gases to the atmosphere
10%
C* By adding lava to Earth’s surface
63%
D By adding water vapor to the atmosphere 12%
Content not well developed
in the FOSS kits.
Study Guide/TAKS Information Booklet:
An increase in the average level of carbon dioxide in the atmosphere is most likely caused by an increase in the —
A extinctions of animals
B plant life on Earth
C* number of large forest fires
D number of solar-powered homes
Plants take in carbon dioxide gas and use it to make sugars. Through this process they release oxygen, which
animals need. Which of the following activities could decrease the amount of oxygen released into the air?
A Making sure trees are planted with every new house built
B Encouraging cities to plan for more parks
C* Paving more land for roads and parking lots
D Better controls for air and water pollution
FOSS Modules:
FOSS Module
Water (Grade 4)
FOSS Investigation/part
Science Stories:
The Water Cycle
Environments (Grade 5)
Mixtures and Solutions
Science Stories:
(Grade 5)
The Air You Breathe
** Carbon and Nitrogen Cycles are not discussed in FOSS kits.
67
FOSS Assessment
(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;
TAKS Test Items:
2003
2004
3 A student wants to find out which type of soil holds
the most water. He uses four identical pots with holes in
the bottom. He fills each pot with a different type of soil
and waters the pots with the same amount of water. How
can he find out how much water stays in the soil in each
pot?
A By planting seeds and measuring plant growth in
each pot 8%
B* By measuring the amount of water that drains from
each pot 62%
C By observing which soil looks wettest after the water
has been added to the pots 20%
D By feeling the soil before and after adding water to
each pot 10%
27 Similar containers were filled with different types of
soil. Holes were poked into the bottom
of each container, and 300 milliliters of water were
added. The water that dripped out was collected and
measured. According to the information in the table,
which type of soil retained water best?
A* Potting soil 32%
B Sandy soil 4%
C Gravel 57%
D Clay 2%
Study Guide/TAKS Information Booklet:
Concept covered well in the
Water and Landforms kits.
Three soil samples were tested to see how much water each could hold. The same amount of water was added to
each funnel of soil. Very few plants would probably grow in the clay because the water would —
A* fail to reach the roots of the plants
B become too cloudy
C run through the soil too quickly
D become poisonous to the plants
68
(continued)
(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;
FOSS Modules:
FOSS Module
Pebbles, Sand, and Silt
(Grade 1)
Water (Grade 4)
FOSS Investigation/part
Investigation 4, Parts 1-3
Science Stories:
What is Soil?*
Testing Soil*
Investigation 4, Part 1
Environments (Grade 5)
Investigation 1, Part 1
Investigation 3, Parts 1-3
Investigation 6, Parts 1-3
Landforms (Grade 5)
Investigation 2, Parts 1-2
Investigation 3, Parts 1-3
*California FOSS Science Stories
69
FOSS Assessment
Journal
Investigation 4, Part 1 SS # 16
End-of-Module # 2
Investigation 1, Part 1 SS# 4
Investigation 3, Parts 1-3 SS# 11
Home School SS# 31
End-of-Module # 16, 22, 25
Investigation 2, Part1 SS# 9
Investigation 2, Part 2 SS# 10
End-of-Module Assessment # 5
(4.11) The student knows that the natural world includes earth materials and objects in the
sky. The student is expected to
(B) summarize the effects of the oceans on land; and
Study Guide/TAKS Information Booklet:
Which landform was most likely made by the process of depositing sediments?
FOSS Modules:
FOSS Module
Water (Grade 4)
Landforms (Grade 5)
FOSS Investigation/part
Science Stories:
Ice is Everywhere
Investigation 2, Part 1-2
Investigation 3, Parts 1-3
Science Stories:
Shapes of the Earth
FOSS Assessment
Science Notebook
Investigation 2 SS# 9
Investigation 3, SS # 10
End-of-Module #’s 5, 13
**Deposition and erosion are discussed and investigated thoroughly in the landforms
module in the 5th grade. The effects of the water (ice) and oceans are briefly discussed in
the science story Ice is Everywhere in 4th grade.
70
(4.11) The student knows that the natural world includes earth materials and objects in the
sky. The student is expected to
(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.
2004 TAKS Test Items:
12 The energy that causes seawater to form water vapor comes from —
F the clouds 23%
G underwater mountains 2%
H chemical reactions in the sea 10%
J* the sun 66%
19 In order for tomato plants to make their own food, their leaves must absorb —
A rain 23%
B* sunlight 46%
C oxygen 14%
D minerals 17%
2006 TAKS Test
28 Which of these supplies the energy that drives the water cycle?
F* The sun
76%
G The planets
1%
H The oceans
21%
J The moon
2%
FOSS Modules:
FOSS Module
Water (Grade 4)
Solar Energy (Grade 5)
FOSS Investigation/part
Science Stories:
The Water Cycle
FOSS Stories:
The Sun and the Weather
Solar Cookers in the Third World
Solar Power from the Wind
71
FOSS Assessment
(3.11) The student knows that the natural world includes earth materials and
objects 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;
2004 TAKS Test Item:
28 Which of these best completes this chart?
F Water 13%
G Soil 21%
H* Coal 62%
J Sand 4%
2006 TAKS
12 Which of these is a renewable resource?
F* Tree 69%
G Coal 7%
H Oil
6%
J Wind 18%
Study Guide/TAKS Information Booklet:
Which of these is an inexhaustible resource?
A Coal
B Gold
C Trees
D Wind
FOSS Modules:
FOSS Module
Earth Materials (Grade 3)
FOSS Investigation/part
Science Stories:
Mining for Minerals
Identifying Minerals
Water (Grade 4)
Science Stories:
The Water Cycle
The Power of Water
Physics of Sound (Grade 4) Science Stories:
*Energy
Mixtures and Solutions
Science Stories:
(Grade 5)
The Air You Breathe
A Salty Story
Earth Elements
The Metals
The History of Rubber
Landforms (Grade 5)
Science Stories
Rivers and Controlling the Flow
*California Version of Science Stories
72
FOSS Assessment
(3.11) The student knows that the natural world includes earth materials and
objects in the sky. The student is expected to
(C) identify the planets in our solar system and their position in relation to the Sun; and
2003 TAKS Test Items:
13 Which two planets are closest to Earth?
A Mercury and Saturn 9%
B Mars and Jupiter 20%
C Mercury and Venus 21%
D* Venus and Mars 49%
Information on the solar
system available through
www.fossweb.com
26 Which of these best represents Mars?
F Q 17%
G R 24%
H* S 54%
J T 5%
FOSS Modules:
FOSS Module
Ideas and Inventions
FOSS Investigation/part
Science Stories:
*Objects in the Sky
Models and Designs
Investigation 1
Investigation 2
Solar Energy (Grade 5)
Math Extension SS #33
Science Stories:
*Living With a Star
*Terrestrial Planets
*California Version of Science Stories
FOSS Assessment
Investigation 1, SS# 4
Investigation 2, SS# 8
**Astronomy objectives not well developed in Texas version of the FOSS modules.
California science stories contain good explanations. Information on the solar system
available at www.fossweb.com
73
(3.11) The student knows that the natural world includes earth materials and
objects in the sky. The student is expected to
(D) describe the characteristics of the Sun.
TAKS Test Items:
2003
2004
14 The surface of the sun is made of —
F* gases 60%
G solids 9%
H liquids 3%
J energy 29%
22 Sunspots appear to be darker than the rest of the sun’s
surface because they are —
F partially hidden from view 13%
G in the shadow of the sun’s corona 21%
H* cooler than the rest of the sun’s surface 27%
J made of dark-colored minerals 40%
Many of the TAKS questions
on this objective are fact
oriented and best prepared
for by reading FOSS reader
and other resources about the
sun.
30 Which of these would best model how the sun’s
energy warms Earth?
F A pot of water boiling 26%
G* A heat lamp keeping food hot 50%
H An oven baking bread 13%
J A spoon getting hot when stirring soup 11%
FOSS Modules:
FOSS Module
Solar Energy (Grade 5)
FOSS Investigation/part
FOSS Overview
Science Stories:
The Sun
Effects of the Sun
74
FOSS Assessment
(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.
2006 TAKS Test:
30 The picture shows a kind of glacier that can be many
meters thick. In this landscape, which of the following is
most directly affected by this kind of glacier?
F The average height of plants on the mountainside 11%
G The shape of clouds that form above the glacier 5%
H The average mass of trees near the lake
12%
J* The shape of the valley between the mountains 71%
e
FOSS Modules:
FOSS Module
Earth Materials
FOSS Investigation/part
Science Stories:
Postcards from the Edge
*Where Do Rocks Come From?
Landforms
Investigation 2, Parts 1-2
Investigation 3, Parts 1-2
FOSS Science Stories:
Real People in the Grand Canyon
Rivers and Controlling the Flow
The Story of Mount Shasta
Shapes of the Earth
National Parks
The Eye of the Needle
*California version of Science Stories
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FOSS Assessment
Investigation 2, SS# 9
Investigation 3, SS# 11
Science Notebook
Rivers and Controlling the
Flow-questions to explore
(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
2004 TAKS Test Items:
23 Which of these best shows the relationship between Earth, the moon, and the sun?
6%
19%
62%
13%
FOSS Modules:
FOSS Module
Solar Energy (Grade 5)
Landforms (Grade 5)
FOSS Investigation/part
Science Stories:
Shadows
Building Time Devices
Effects of the Sun
Differential Heating
The Sun and the Weather
Solar Power from the Wind
Science Stories
Rivers and Controlling the Flow
Shapes of the Earth
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FOSS Assessment
(5.5) The student knows that a system is a collection of cycles, structures, and processes
that interact. The student is expected to
(B) describe some interactions that occur in a simple system.
2006 TAKS Test
22 Before a field trip to a cave, a science class studied this picture. Which two features of this cave system were
most likely formed by the slow buildup of minerals from water drops?
F Pool of water and trench
44%
G Pool of water and stalagmite 14%
H Stalactite and trench
7%
J* Stalagmite and stalactite
35%
FOSS Modules:
FOSS Module
Solar Energy (Grade 5)
Landforms (Grade 5)
FOSS Investigation/part
Science Stories:
Shadows
Building Time Devices
Effects of the Sun
Differential Heating
The Sun and the Weather
Solar Power in Homes
Solar Power from the Wind
Science Stories
Rivers and Controlling the Flow
Shapes of the Earth
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FOSS Assessment
(4.6) The student knows that change can create recognizable patterns. The
student is expected to
(A) identify patterns of change such as in weather, metamorphosis, and objects in the sky.
Science concepts.
TAKS Test Items:
2003
2004
35 About how long does it take Earth to make a
complete rotation on its axis?
A* One day 33%
B One week 7%
C One month 10%
D One year 50%
10 According to this information, what kind of weather
is related to low air pressure?
F Sunny
9%
G Fair 9%
H* Rainy 73%
J Mild 9%
21 Tides on the Texas coast usually occur twice —
A* daily 37%
B weekly 21%
C monthly 23%
D yearly 19%
Study Guide/TAKS Information Booklet:
A sudden change in wind direction, air temperature, and cloud cover most likely signals a change in —
A climate
B landforms
C seasons
D weather
A student saw the constellation Scorpios in the southern part of the summer sky. In the winter Scorpios was not
visible at all. What causes this constellation to disappear from the winter sky?
A The stars moving away from Earth
B The solar winds covering the night sky
C* The revolution of Earth around the sun
D The orbiting of the stars in the galaxy
FOSS Modules:
FOSS Module
Ideas and Inventions (Grade 4)
Models and Designs (Grade 5)
FOSS Investigation/part
FOSS Assessment
Looking at the Sky
Science Stories:
Scientists and Models
Solar Energy (Grade 5)
Shadows, Building Time Devices
The Sun and the Weather
*Predicting the Weather
Landforms (Grade 5)
Rivers and Controlling the Flow
Shapes of the Earth
Weather concepts are introduced and taught in grade 2 in the FOSS kit called Air and Weather.
Weather concepts are reviewed in grade 4 (Water kit) and in Grade 5 (Solar Energy).
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