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(Texas
Essential Knowledge and Skills) | Internet
Resources |
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(1) The student conducts field and laboratory investigations following
home and school safety procedures and environmentally appropriate and ethical
practices.
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(A) demonstrate safe practices during field and laboratory investigations |
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  Create
A Safe, Efficient, Inquiry-Based Science Classroom - a 23 slide show
written for teachers - Practicing
Safe Science in the Classroom: The Eyes Have It - page 4 includes instructions
for a simulated "acid in the eye" accident
 - Safe
Science - recommendations to parents, but they make sense for classroom teachers
also
- Science
Safety Manual - a publication for Maryland Public Schools
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(B) make wise choices
in the use and conservation of resources and the disposal or recycling of materials
| - Characteristics
of Materials - test a variety of materials to determine their properties and
then go to a workshop to decide how each could best be used
 - Dr.
E's Energy Lab - explore various types of renewable energy
- Environmental
Kids Page - from the Environmental Protection Agency
- Visit
Recycle City (formerly known as Dumptown)
- Hog
Busters Training Camp - learn how to defeat Energy Hogs and become an official
Hog Buster
- How
bad is the air you breathe? Learn how the air becomes dirty. (a quiz is included)
- Learn
about pesticides. Are they good? What are they used for? (a quiz is included)
- Make
Waves: How Kids Can Protect the Earth, One Ripple at a Time - from the NRDC
(Natural Resources Defense Council)
- Recycling
- from the Energy Kid's page
- Sources
of Energy - energy facts about renewable and non-renewable energy sources
- Take a test
about how you use water! Twenty five questions that will help you be a better
user of water.
- The
Green Squad: Kids Taking Action for Greener, Healthier Schools - take a tour
of a school and spot various problem areas, then go to the library for many fact
sheets
- What
is a hazardous waste? How does garbage effect you? (a quiz is included)
- What's
Wrong With This Picture?!? - [this link opens in a new
page] Click on the spots where you think someone is doing something wrong
for a surprise.
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| (2)
The student uses scientific methods during field and laboratory investigations.
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(A) plan and implement descriptive and simple experimental investigations
including asking well-defined questions, formulating testable hypotheses, and
selecting and using equipment and technology | -
Collecting
and Analyzing Safety Data - a 75 minute lab with an excellent table
on page 22 listing the five leading causes of death, broken down by age range
 - Forces
in Action - change track gradient and truck load as you collect data and come
to a conclusion
- Formatting
Hypotheses - information to help your students get a handle on this process
skill
- How
We See Things - Think through the assignment given, using a variety of mirrors
to complete the task.
-
Labs
With Hypotheses - three sample labs
- Linking
Conclusions to Hypotheses - examples from a biology lab
- Reasoning
in Science - a basic introduction to the scientific method from Biology4Kids
- Sample
Hypotheses (dependent and independent variables
identified)
- Biology
- Earth
& Physical Science
- Test
Your Hypothesis - Read Jenna's Diary in this exceprt from the science fair
toolkit to see an example of designing an experiment with a testable hypothesis.
- Towel
Testing - the purpose of this lab is to practice the skills used to
design experiments
-
Writing
Hypotheses - a student lesson
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(B) collect information
by observing and measuring | -
Calculate the density of two blocks and then identify
the material that the blocks are made of
- Changing
Circuits - test a variety of materials to determine which best completes the
circuit
- Create
a New Hawaiian Island - read the page then click on the link at the bottom
of the page to experiment with these local effects on climate by creating a new
Hawaiian island!
- Density
Challenge
-
Leap
Frog - [this link opens on a new page] Students
design an experiment to answer a question, collect information, and interpret
the results using charts. (Author - Michaél Dunnivant)
- Mass
vs. Weight Quiz
-
Mass Volume Density Quiz (Level 1)
-
Mass Volume
Density Quiz (level 2)
- Reversable
and Irreversable Changes - experiment with a variety of substances and conditions
to determine which changes can or can not be reversed, and then take a quiz
- Volume,
Mass and Density - a supplementary activity for students
|
(C) analyze and interpret
information to construct reasonable explanations from direct and indirect evidence
| - Experiment
with a Pond Food Web - change various population sizes to see what affect
the change produces
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(D) communicate valid
conclusions | |
(E) construct
simple graphs, tables, maps, and charts using tools including computers to organize,
examine, and evaluate information | - All
The Parts - (3-5) [this link
opens on a new page]Students learn the parts of a graph. (Author
- Sandi King)
- Bar
Graph - Enter data to create a bar graph, then manipulate the graph's maximum
and minimum values
- Circle
Graph - Enter data categories and the value of each category to create a circle
graph (similar to "Pie Chart" but the user can define the data set)
- Create-a-Graph
- lessons and activities on a variety of graphs
- Data
Picking - students collect data, enter tally marks or numbers and then select
which graph is appropriate
- The
Hot Tub - This is a fun activity where students tell the story behind a graph
and relate slope to rate of change.
- How
It All Stacks Up - [this link opens on a new page]
Students interpret and compare information using a bar graph. (Author
- Sandi King)
- Interpreting
Column Graphs - students practice by answering ten questions about the graph
- Overview
of a Bar Graph by Nicole Carroll followed by a practice
quiz
- Overview
of a Line Graph by Nicole Carroll followed by a practice
quiz
-
Play
Ball - [this link opens on a new page] Students
collect data to put on a picture graph. (Author - Sandi King)
- Pie
Chart - Students view pie charts (parameters: number of sectors, size of sector
as a percent)
- Reading
a Column Graph - five questions related to a graph (good real-world activity)
- Spy
Guys Interactive - Understanding and Interpreting Graphs - Click Skip
Intro, then select Lessons, and then click on Lesson
10
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| (3)
The student uses critical thinking and scientific problem solving to make informed
decisions.
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(A) analyze, review, and critique scientific explanations, including
hypotheses and theories, as to their strengths and weaknesses using scientific
evidence and information | - Energy
Fair: Scientific Method - A guide to teaching students the scientific
method using the experimental design model with an emphasis on energy science
fair projects
|
(B) draw
inferences based on information related to promotional materials for products
and services | |
(C) represent
the natural world using models and identify their limitations |
- Create
a New Hawaiian Island - read the page then click on the link at the bottom
of the page to experiment with these local effects on climate by creating a new
Hawaiian island!
|
(D) evaluate the impact
of research on scientific thought, society, and the environment | |
(E) connect Grade 5
science concepts with the history of science and contributions of scientists | |
| (4)
The student knows how to use a variety of tools and methods to conduct science
inquiry.
|
(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 | - Identify
Laboratory Devices - Look at the line-ups on the game screens and click on
the laboratory device that fits the description.
-
Leap
Frog - [this link opens on a new page] Students
design an experiment to answer a question, collect information, and interpret
the results using charts. (Author - Michaél Dunnivant)
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(B) demonstrate that
repeated investigations may increase the reliability of results |
- Chances - a dice
game that allows you to see how increasing or decreasing the number of dice rolls
effects an outcome
- Coin
Flipping Page - repeat an experiment with larger number of coin flips to test
this skill
- Heads
I Win - (3-5) [this link
opens on a new page] Students predict the likelihood of tossing heads or
tails and graphs the results of coin tosses. (Author - Michaél
Dunnivant)
- Lions
and Tigers - [this link opens on a new page] Students
predict the likelihood of a simple event (rolling a die) as a fraction. (Author
- Michaél Dunnivant)
- Pin
The Tail - [this link opens on a new page] Students
use probability to predict and conduct experiments to test predictions. (Author
- Michaél Dunnivant)
- Why
Can't I Win? - [this link opens on a new page]
Students use a spinner to predict the likelihood of simple events occurring. (Author
- Sandi King)
- What
Are My Chances - [this link opens on a new page]
Students explore probability and ratios. (Author - Sandi
King)
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Science Concepts  |
(5)
The student knows that a system is a collection of cycles, structures, and processes
that interact.
|
(A) describe some cycles, structures, and processes that are found
in a simple system | - The
Edible Schoolyard - description of a way to reinforce cycles, structures and
systems found in a simple system
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(B) describe
some interactions that occur in a simple system | |
(6) The student knows
that some change occurs in cycles.
|
(A) identify events and describe changes that occur on a regular
basis such as in daily, weekly, lunar, and seasonal cycles | |
(B) identify the significance
of the water, carbon, and nitrogen cycles | - The
Carbon Cycle
- Diagram
of the Carbon Dioxide Oxygen cycle
|
(C) describe
and compare life cycles of plants and animals | - WebQuest
on Animal Life Cycles
- Salmon
Life Cycle - (from Enchanted Learning)
- Monarch
Butterfly Life Cycle - coloring page from Enchanted Learning
- Mealworm/Darkling
Beetle Life Cycle - coloring page from Enchanted Learning
- Label
the Life Cycle of the Mealworm/Darkling Beetle Diagram - coloring page from
Enchanted Learning
- Painted
Lady Butterfly Life Cycle - coloring page from Enchanted Learning
- Painted
Lady Butterfly Life Cycle Sequencing Cards - Print the page, then cut the
cards out. The student then puts the cards in order. (from Enchanted Learning)
- Frog
Life Cycle - coloring page from Enchanted Learning
- Frog
Life Cycle Quiz - coloring page from Enchanted Learning
- The
butterfly's life cycle - an interesting project
- Ant
Life Cycle - coloring page from Enchanted Learning
- Ant
Life Cycle Sequencing Cards - Print the page, then cut the cards out. The
student then puts the cards in order. (from Enchanted Learning)
- Animal
Life Cycle Printables (caution, some are for Enchanted Learning members only)
|
(7)
The student knows that matter has physical properties.
|
(A) classify matter
based on its physical properties including magnetism, physical state, and the
ability to conduct or insulate heat, electricity, and sound |
- Field
lines round a magnet from BBC physics
- Keeping
Warm - investigate how well various materials insulate
- Magnetic
Field of a Bar Magnet - The magnetic field of a bar magnet can be investigated
with this compass needle applet.
|
(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 | - Change
of State & Latent Heat Quiz - in the format of a "Thrillionaire"
Game
- Change
of State Quiz - same quiz, but in a multiple choice format
- Chem4Kids
Quiz on States of Matter [caution, some are tricky]
|
(D) observe and measure
characteristic properties of substances that remain constant such as boiling points
and melting points | - Boil
Water with Shockwave - Run an experiment, changing the water amount, the starting
water temperature, and the heating power. Enter how long you think it will take
to boil the water. The accuracy of your guess, as a percentage of the actual time,
will be displayed
|
(8) The student knows that energy occurs in many forms.
|
(A) differentiate
among forms of energy including light, heat, electrical, and solar energy |
- Dr. E's Energy Lab - explore
various types of renewable energy
- Sources
of Energy - energy facts about renewable and non-renewable energy sources
|
(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 |
- The anatomy
of a lens
-
Refraction by Lenses
- Image
Formation Revisited
- Ray
Diagrams (converging lenses)
- Object-Image
Relations
- Ray
Diagrams (diverging lenses)
- Object-Image
Relations
- The
Mathematics of Lenses
- An
index of ray optics animations from the Physics Classroom
- Image
Formation in Plane Mirrors - a set of pages with great illustrations, animations,
and several quizzes
- Image
Formation by Lenses - a set of pages with great illustrations, and several
quizzes
- Light
Absorption, Reflection, and Transmission - from a chapter on Color and Vision
- Lens
Experiment - Java Applet allows students to change lens position
- Thick
Lens java applet which allows your students to manipulate the variables
|
(C) demonstrate that
electricity can flow in a circuit and can produce heat, light, sound, and magnetic
effects | - Series
and Parallel circuits illustrated by BBC Physics
- Circuits
and Conductors - an interactive site from the BBC
- Electricity
and Magnetism - the basics of circuits
- Investigate
a complete circuit at BBC
|
(D) verify that vibrating
an object can produce sound | - Sound
- A short interactive lesson from the BBC
- Sound
in the Science Lab - Select Sound in the list of labs. The
illustration is animated and shows how clapping hands make sound. Next, click
on Exploring Pitch and Volume near the top of the sound window.
Strike the glasses hard and then gently and observe the difference. Now look at
the sound waves as you strike different glasses. Click on the book
in the bottom left corner to read about sound.
|
(9)
The student knows that adaptations may increase the survival of members of a species. |
(A) compare the
adaptive characteristics of species that improve their ability to survive and
reproduce in an ecosystem | |
(B) analyze
and describe adaptive characteristics that result in an organism's unique niche
in an ecosystem | - Dinosaur
Habitat and Community - a BBC presentation about these very adaptable animals
- Polar Bears' Adaptations
- a neat concept map made by Logan, a first grade student
- Physical
Adaptation - We can see some of the results of physical adaptation by comparing
the skeletons of different animals.
- Flamingos
- Adaptations for Their Environment
- Animal
Adaptation E-Safaris - meet some interesting animals to explore how they are
adapted to their environments
- Plant
Adaptations in Arid Environments - The plants that grow in the arid eastern
region near the Columbia River and the Columbia Basin have a number of traits
which help them to be successful in the desert.
- How
Cactus survive in the desert
|
(C) predict
some adaptive characteristics required for survival and reproduction by an organism
in an ecosystem | -
Understanding specialized structure and variation - a lesson to help students
describe how some characteristics could give a species a survival advantage in
a particular environment
|
(10)
The student knows that likenesses between offspring and parents can be inherited
or learned.
|
(A) identify traits that are inherited from parent to offspring
in plants and animals | - Examples
of Inherited Traits - good pictoral examples
- Family
Traits Worksheet - for use with a student project
- Genetics:
Inherited traits - a lesson plan
- The
Gene Machine - answer questions about your traits and get a breakdown on your
genes
- Inherited
Traits - a lesson plan (designed for 6th grade) involving interview skills
and use of MS Excel
- Inherited
Traits Handout - to use with a class project
- Inherited
Traits Worksheet - scaffolding to assist with a student project
|
(B) give examples of
learned characteristics that result from the influence of the environment |
- Hey,
where did you get that from? - inherited vs acquired traits
- Lamarkism
- a Wikipedia entry about a once widely accepted idea that an organism
can pass on characteristics that it acquired during its lifetime
- That's
Me! - A Guide to Personality - this is a ThinkQuest entry on the subject of
acquired characteristics
|
(11) The student knows
that certain past events affect present and future events.
|
(A) identify and
observe actions that require time for changes to be measurable, including growth,
erosion, dissolving, weathering, and flow | -
Weathering and Erosion Lesson Plan - Students will complete a variety of activities
that demonstrate how weathering and erosion change Earth’s surface
|
(B) draw conclusions
about "what happened before" using data such as from tree-growth rings
and sedimentary rock sequences | - Amber
in Nature - Look at pieces of amber to find out what is captured inside and
what clues it provides about the ancient ecosystem.
- Dinosaur
Habitat and Community - a BBC presentation about these very adaptable animals
- Fantastic
Fossil Finds
- Fossils
- Clues to the Past - Fossils provide clues to what life was like in ancient
times.
- Geology of
the Grand Canyon - The ultimate display of rock layers
- How
fossils can form - This animation shows the formation of a cast and mold,
one way that fossils can form. Casts are copies of fossilized plants or animals.
Molds are hollow impressions of the fossil. This process takes thousands or millions
of years.
-
Life Has a History - an educational module sponsored by the National Science
Foundation (select level 2 for 5-8)
- Recreating
extinct animals from fossil evidence is like completing a giant jigsaw puzzle,
but without all the pieces.
-
Who's
On First? - A Relative Dating Activity
|
(C) identify
past events that led to the formation of the Earth's renewable, non-renewable,
and inexhaustible resources | - Animation
showing how coal forms (a nonrenewable source of energy)
 - Dr.
E's Energy Lab - explore various types of renewable energy
- Energy
History - Did you know that fossil fuels started to form way
before dinosaur times?
- Sources
of Energy - energy facts about renewable and non-renewable energy sources
- other links on this topic can be found in 12 b
|
(12)
The student knows that the natural world includes earth materials and objects
in the sky.
|
(A) interpret how land forms are the result of a combination of
constructive and destructive forces such as deposition of sediment and weathering |
- How
Sediments are Deposited - This animation shows a side view of an area where
a river flows into a lake.
-
Interactive
Rock Cycle Animation - a cutaway view of Earth showing where some common rock-forming
processes occur. Embedded animations will illustrate the path of a rock moving
through the rock cycle.
|
(B) describe processes
responsible for the formation of coal, oil, gas, and minerals |
- Animation
showing how coal (a nonrenewable source of energy) forms
- Coal
Formation - a lesson plan from the American Coal Foundation
- Coal
Formation - understanding energy from Palnete-energy (click the
button to see an animation) - Fossil
Fuels - Coal, Oil and Natural Gas - chapter 8 of The Energy Story
- How
Coal is Formed - a page from an electronic field trip to a coal mine
- How
Did Coal-Bearing Rocks Form? - includes a really good illustration from the
Kentucky Geological Survey
- How
is Coal Formed - includes a really good illustration from the Kentucky Geological
Survey
- What
is Coal and How is it Formed? - this explanation is accompanied by a really
great illustration
- Where
Does Coal Come From? - a lesson plan
|
(C) identify the physical
characteristics of the Earth and compare them to the physical characteristics
of the moon | - Astronomy
- Rotation & Revolution - a Quia quiz
- Earth
and Moon - from StarDate online
- Earth,
Sun and Moon - experiment with several variables to gain understanding of
the movement of Earth and moon
- How
the Earth and Moon Compare - flashcards from Quia
- Moon
Fact Sheet - Earth Moon comparison from NASA
|
(D) identify gravity as the force that keeps planets in orbit around
the Sun and the moon in orbit around the Earth | - Gravity
in the Science Lab - Select Gravity in the list of labs.
The illustration is shows the effect of changing distance from the earth's center.
Next, click on Solar System Weight Guide near the top of the
gravity window. Enter your weight and see how much you would weigh on other planets.
Click on the book in the bottom left corner to read about gravity.
- Forces
and Motion - gravity from the BBC
- Universal
Gravitation - The Apple, the Moon, and the Inverse Square Law
- Universal
Gravitation - Gravity is More Than a Name
- Universal
Gravitation - Newton's Law of Universal Gravitation
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a Word document
