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Step Up to the TEKS
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Fifth Grade Science
Student Edition
Written by
Gayle Fuller
Kris Fuller
Glenda Mosley
Edited by
Anne Scott
Images by
S
am
Cassie Fuller
July 2014
Edition II
Copyright © 2013
GF Educators, Inc.
Table of Contents
Safety Practices..................................................................................................................... 1
Scientific Process................................................................................................................... 3
Scientific History..................................................................................................................... 9
Category 1............................................................................................................................ 13
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Vocabulary................................................................................................................................. 13
Safety Practice........................................................................................................................... 20
TEKS 5.5A................................................................................................................................. 22
TEKS 3.5C................................................................................................................................. 44
TEKS 5.5B................................................................................................................................. 47
TEKS 5.5C................................................................................................................................. 52
TEKS 5.5D................................................................................................................................. 56
Category 2............................................................................................................................ 60
Vocabulary................................................................................................................................. 60
TEKS 5.6A................................................................................................................................. 67
TEKS 5.6B................................................................................................................................. 81
TEKS 5.6C................................................................................................................................. 88
TEKS 3.6B................................................................................................................................. 93
TEKS 5.6D................................................................................................................................. 95
Category 3............................................................................................................................ 99
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Vocabulary................................................................................................................................. 99
TEKS 4.7A............................................................................................................................... 108
TEKS 5.7A................................................................................................................................110
TEKS 3.7B................................................................................................................................117
TEKS 5.7B................................................................................................................................119
TEKS 4.7C............................................................................................................................... 126
TEKS 5.7C............................................................................................................................... 128
TEKS 5.7D............................................................................................................................... 135
TEKS 4.8A............................................................................................................................... 139
TEKS 5.8A............................................................................................................................... 141
TEKS 4.8B............................................................................................................................... 145
TEKS 5.8B............................................................................................................................... 147
TEKS 4.8C............................................................................................................................... 151
TEKS 5.8C............................................................................................................................... 153
TEKS 3.8D............................................................................................................................... 159
TEKS 5.8D............................................................................................................................... 161
Category 4.......................................................................................................................... 166
Vocabulary............................................................................................................................... 166
TEKS 3.9A............................................................................................................................... 175
TEKS 5.9A............................................................................................................................... 177
TEKS 5.9B............................................................................................................................... 183
TEKS 5.9C............................................................................................................................... 189
TEKS 5.9D............................................................................................................................... 193
TEKS 5.10A............................................................................................................................. 197
TEKS 5.10B............................................................................................................................. 203
TEKS 3.10C............................................................................................................................. 209
TEKS 5.10C..............................................................................................................................211
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5th Grade Science
© 2013 GF Educators, Inc.
Safety Practices
5th
Suggested General Safety Rules
1.Only perform activities that are
teacher.
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authorized and supervised by the
2.Read all directions for doing a
laboratory investigation before
beginning the investigation.
3.Keep your area clean and free from
clutter.
4.Do not handle equipment without specific permission.
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5.Never work in the laboratory alone or without permission.
6.Report all accidents to your teacher immediately.
7.Never eat or drink in the laboratory.
8.Wash your hands with soap and water after every investigation.
9.Know the location and use of all safety equipment. (safety shower,
eye and face wash station, fire extinguisher, and first-aid kit)
10.Report minor cuts or burns to the teacher, so that he or she can
administer first aid in the laboratory.
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11.Safety goggles must be worn whenever working with chemicals,
heating materials and using certain kinds of equipment or
whenever the possibility of injury to the eye is present.
12.Notify the teacher immediately if chemicals have been spilled.
13.Replace all stoppers and caps on the correct bottles after you
have finished using them.
14.Turn off all power sources when setting up circuits.
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5th Grade Science
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5th
Bringing Things into the Classroom
Watch Out!
Animals in the Classroom
• M
any children are allergic to animals. Know your students’ allergies to animals before
bringing them into the classroom.
• Animal bites or scratches inject bacteria into the body and create infection.
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• Animals are carriers of disease which they are immune to, but humans are not.
• Animals that are high risk rabies carriers should not be brought into the classroom:
• U
nvaccinated dogs and cats, monkeys, lemurs, bats, skunks, raccoons, weasels, ferrets,
opossums, and foxes should not be in the classroom.
• Other animals that do not need to be in an elementary classroom are: poisonous
reptiles, scorpions, stinging insects, hornets, wasps, bees, black widow and brown
recluse spiders, wild animals which are dead or alive, and ticks.
Glassware in the Classroom
• Plastic items should be replaced for glass items if at
all possible.
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• Only use glass when materials are heated.
• Do not use glassware that is cracked or chipped.
• Never place heated glass in water.
• Remember that hot and cold glass look the same
(Watch Out)!
Hot Plates
• Hot plates with coil wires are not recommended.
• Solid metal or glass top hot plates with on and off light indicators are recommended.
Batteries in the Classroom
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• A
lkaline and other dry cell batteries are not recommended when a wire is placed on both
terminals. The heat created could burn a child.
Burners in the Classroom
• Alcohol burners are hazardous and should not be used in an elementary science lab.
• Gas burners, hot plates, or candles are recommended instead of alcohol burners.
Mercury in the Classroom
• Never, Never, Never!!
• Use alcohol thermometers instead.
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5th Grade Science
© 2013 GF Educators, Inc.
Scientific Process
5th
1.State the purpose: Why is the experiment being performed? Brainstorm what is
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known about the materials being used in the experiment. Discuss properties and
any past experiences with the materials or subject matter.
Example:
Demonstrate cohesion. How many drops of water will fit on a penny
before it spills over the edge of the penny?
2.State the hypothesis: In this step, the students create a testable idea based
on observations. Using prior knowledge, they draw on past experiences to draw
conclusions about today’s world.
Example:
I think that 13 drops of water will fit on a penny.
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3.List materials: List all materials that will be used in the experiment. Be precise.
In doing so, the experiment runs much more smoothly.
Example: 1 penny (per pair of students), 1 eyedropper, 1 cup of tap water, flat work
surface
4.State the procedures: In a clear, concise manner, sequence the steps. Refer
students back to these steps as questions arise. Many times, students read
over the procedures once rather than referring back to them throughout the
investigation.
Place a penny on flat surface. With an eyedropper and a cup of water,
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Example:
place drops of water one at a time on the penny. Count each drop of water that
stays on the penny. Stop counting with the last drop that was placed on the penny
before the water spilled over.
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5th Grade Science
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Scientific Process
5th
5.Make observations: Encourage students to take notes during the experiment.
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This may include what is actually happening or something surprising that they
noticed. This is the step in the scientific method that calls for concrete data.
Charts, graphs, and measurements are taken during this step.
Example:
The total number of drops that fit on the penny was 93. There was a
difference of 80 drops between my hypothesis and the actual number. The graph
below shows the difference.
80
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70
60
50
40
30
20
10
0
Prediction
Actual
# of water drops
6.Analyze data and draw conclusions: During this step, the student reflects
and evaluates what happened during the experiment. Through this process, they
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will refer back to the purpose of the experiment and judge whether or not they
answered their initial question.
Example: As the drops were added to the penny, the water continued to build up and
a dome of water formed on the penny. This process is called cohesion. Cohesion is
the ability of the water to stick to itself.
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5th Grade Science
© 2013 GF Educators, Inc.
Scientific Process
5th
In science, one of the hardest things for students to understand is that there are
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no opinions in science. That is to say that during an experiment, an opinion is not
measurable or observable. When observing an experiment or field investigation, the
student may only write down what they actually see happen. There is no place for
opinion in an observation.
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During an experiment, an opinion is
not measurable or observable.
Let students know to be aware of answer choices that have opinions, as well as those
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that use superlative words like all and none.
There is no place for
opinions in an observation.
The following two labs may explain this idea better.
The first is done correctly, and the second uses opinions.
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5th Grade Science
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Scientific Process
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1. Purpose:
We will observe a bug in an environment that contains both wet and dry spaces. Our
purpose is to observe what areas the bug goes to.
2. Hypothesis:
I believe that the bug will go to the wet soil because when I look for them outside,
they are usually in wet soil. I have never seen a lot of them on the dry sidewalk.
3. Materials: (per pair of students)
Shoebox lid
Water
Paper and Pencil (every student)
Potting soil
Roly-poly bug (Pill bug)
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4. Procedures:
In a shoebox lid, place some moistened potting soil and dry potting soil.
Do not make it too wet, just slightly moist (a spray bottle works great).
Place the roly-poly in the lid.
Write down what the roly-poly does during a 4 minute observation period.
5. Observations:
The roly-poly was still for 30 seconds.
Next, it went in a circle in front of the soil for 30 seconds.
Then, it went to the wet soil the rest of the 4 minute observation time.
Picture of the shoebox lid and soil:
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Wet Soil
Dry Soil
4
1 min. out
of soil
Roly-Poly
3 min. in
wet soil
6. Conclusion:
The roly-poly went to the wet soil for a majority of the time. The pie chart illustrates
the amount of time the roly-poly spent in the wet soil. I will repeat this experiment
three more times to see if my hypothesis proves to be right again.
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5th Grade Science
© 2013 GF Educators, Inc.
5th
Scientific Process
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1. Purpose:
We will observe a bug in an environment that contains both wet and dry spaces. Our
purpose is to observe what areas the roly-poly goes to.
2. Hypothesis:
I believe that the bug will go to the wet soil because when I look for them outside,
they are usually in wet soil. I have never seen a lot of them on the dry sidewalk.
3. Materials: (per pair of students)
Shoebox lid
Water
Paper and Pencil (every student)
Potting soil
Roly-poly bug (Pill bug)
am
4. Procedures:
In a shoebox lid, place some moistened potting soil and dry potting soil.
Do not make it too wet, just slightly moist (a spray bottle works great).
Place the roly-poly in the lid.
Write down what the roly-poly does during a 4 minute observation period.
5. Observations:
The roly-poly sat still to rest for 30 seconds.
Next, it went to investigate in front of the soil for 30 seconds.
It preferred the wet soil the rest of the 4 minute observation time, so it could rest
because it had walked around so much.
Picture of the shoebox lid and soil:
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Wet Soil
Roly-Poly
Dry Soil
4
1 min. out
of soil
3 min. in
wet soil
6. Conclusion:
The roly-poly liked the wet soil the best. The pie chart illustrates the amount of time
the roly-poly spent in the wet soil. I will repeat this experiment three more times to
see if my hypothesis proves to be right again.
Unless the roly-poly can talk and told the student that it preferred the wet soil, took a
rest, and so on, these are all assumptions rather than observations. In science, one of
the most important things is the ability to observe.
© 2013 GF Educators, Inc.
5th Grade Science
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5th
Reading Graduated Cylinders
A few tips for reading equipment—
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1 When reading a graduated cylinder always read from the bottom of the meniscus.
Your eyes should be level with the top of the liquid.
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meniscus
7
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6
2 Check the calibrations. For instance
every line on this graduated
cylinder represents 2 tenths of a
milliliter.
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3 The smaller the calibrations the
more accurate the measurements
will be.
4 The amount of liquid in this
graduated cylinder is 7 mL.
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5th Grade Science
© 2013 GF Educators, Inc.
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5
5th
Notable Scientists
Father of Western Medicine known for
opening the first school of medicine
Hippocrates (300 BC):
Announced to the world through
a demonstration that the Sun is the center of the solar system
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Nicolaus Copernicus (1500):
Formulated the Law of Falling Bodies;
also published research on acceleration, motion, and gravity as well
as developed the first large telescope to discover information about
astronomy
Galileo Galilei (1600):
William Harvey (1600):
First to describe in detail how blood
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flows through the body
Formulated the laws of
gravity and motion; discovered that the force of gravity
depends upon the amount of matter in bodies and the
distances between the bodies
Sir Issac Newton (1600):
Proved to the world
Benjamin Franklin (1700):
that lightning is electricity
Marie and Pierre Curie (1900):
Studied in the area of
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radioactive elements extensively
James Joule (1800):
Demonstrated that heat is a form of energy
Developed a means of destroying
bacteria that are disease-producing and developed a means of checking
the activity of fermentative bacteria
Louis Pasteur (1800):
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5th Grade Science
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5
th
Notable Scientists
Thomas Edison (1900):
Developed the phonograph, light bulb,
and motion pictures
Formulated the Theory of Relativity:
mass can be changed into energy and that energy can be changed into
matter
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Albert Einstein (1900):
Alexander Fleming (1900):
Henry Ford (1900):
gasoline engine
Developed the antibiotic penicillin
Built the first automobile powered by a
Developed a vaccine to protect the
body against smallpox. Founder of immunology
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Edward Jenner (1900):
A bacteriologist and physician that developed
a vaccine to prevent polio
Jonas Salk (1900):
Orville and Wilbur Wright (1900):
Piloted the first successful
airplane flight
Discovered the Continental Drift
Theory through the study of fossils
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Alfred Wegener (1900):
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5th Grade Science
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5
5th
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Stars in the Sky recorded on a map
First Calendar created
Invention of the Pulley
Papermaking Invented
Magnetic Compass Invented
Rocket Invented
Cannon Invented
Printing Press Invented
First Map Created
Thermometer Invented
Microscope Invented
Law of Gravity formulated
Steam Engine Invented
Knowledge that Lightning is Electricity
Oxygen must be present to burn matter
Light Bulb Invented
Telephone Invented
X-Rays Discovered
Air Conditioner Invented
Airplane Flies
Television Invented
Color Television
First Satellite made by man to
orbit Earth
Microchip invented
First Man to walk on the Moon
CD Invented
World Wide Web Introduced
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3000 BC
700 BC
200 BC
105 AD
1100 1100 1250 1440 1500
1593
1600
1687
1687
1752
1777
1870
1876
1901
1902
1903
1925
1953
1957
Scientific Inventions
1959
1969
1979
1991
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5th
Scientific Law and Principals
A mass moving at a constant velocity
tends to continue moving at that velocity unless an outside force stops
the movement or causes a change in direction.
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Newton’s Law of Inertia:
Newton’s Law of Reaction:
For every action there is an equal
and opposite reaction.
The acceleration of an object depends
upon its mass and the applied force.
Newton’s Law of Action:
A gravitational force is always present between
two objects. The size of the force is dependent on the masses of the
two objects and the distance between the two objects.
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Law of Gravity:
The continents were once a single
land mass, but have moved to where they are now located.
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Continental Drift Theory:
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5th Grade Science
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Vocabulary
CATEGORY
TEKS 3.6B
• Position
• Motion
• Work
• Push
• Pull
• Force
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TEKS 5.6B
• Electricity
• Flow
• Circuit/path
• Closed circuit
• Open circuit
• Complete circuit/path
• Electric current
• Switch
• Electromagnetism
Supporting TEKS
TEKS 5.6D
• Experiment
• Force
• Friction
• Gravity
• Magnetism
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Readiness TEKS
TEKS 5.6A
• Energy
• Mechanical Energy
• Electrical Energy
• Light Energy
• Sound Energy
• Thermal Energy
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TEKS 5.6C
• Reflection
• Refraction
• Mirror
• Lens
• Medium
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5th Grade Science
© 2011 GF Educators, Inc.
2
Word of the Day
CATEGORY
Image
Definition
WordEnergy
of the Day
Example
Word
Open
ofCircuit
the Day
Example
Non-Example
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Non-Example
Glue Words
Definition
Image
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WordCircuit
of the Day
Glue Words
Definition
Example
Non-Example
Non-Example
Glue Words
Glue Words
5th Grade Science
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Image
Word
Closed
of Circuit
the Day
Example
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Image
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Definition
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Word of the Day
CATEGORY
Image
Definition
Word
Electric
of Current
the Day
Example
WordForce
of the Day
Example
Non-Example
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Non-Example
Glue Words
Definition
Image
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Electromagnetism
Word of the Day
Glue Words
Definition
Example
Non-Example
Non-Example
Glue Words
Glue Words
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Image
Word
Friction
of the Day
Example
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Image
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Definition
5th Grade Science
© 2011 GF Educators, Inc.
2
Word of the Day
CATEGORY
Image
Definition
Word
Reflection
of the Day
Example
Word
Refraction
of the Day
Example
Non-Example
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Non-Example
Glue Words
Definition
Image
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Word Lens
of the Day
Glue Words
Definition
Example
Non-Example
Non-Example
Glue Words
Glue Words
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Image
Word
Medium
of the Day
Example
© 2011 GF Educators, Inc.
Image
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Definition
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Vocabulary
CATEGORY
Definition:
Image:
Thermal
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Mechanical
Definition:
Energy
Image:
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what is needed to do
work or cause change
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Light
Electrical
Sound
Definition:
Definition:
Definition:
Image:
Image:
Image:
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5th Grade Science
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5.6A
Vocabulary
CATEGORY
Characteristics
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Definition
Energy
Mechanical
Examples
Characteristics
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Definition
Non-examples
Energy
Light
Non-examples
Definition
Characteristics
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Examples
Energy
Electrical
Examples
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Non-examples
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5.6A
Vocabulary
CATEGORY
Characteristics
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Definition
Thermal
Energy
Examples
Characteristics
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Definition
Non-examples
Sound
Energy
Non-examples
Definition
Characteristics
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Examples
Examples
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Non-examples
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5th Grade Science
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2
5.6A
Problem of the Day
CATEGORY
READINESS
TM
☼
1
1 What is the energy source for the solar panels
on a satelite?
A sound energy
B mechanical energy
C light energy
1.
2.
3.
4. am
D electrical energy
Teaching
Model
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Give an example of each type of
energy you have encountered since
you woke up this morning.
☼
5. 2
2 Which of the following is NOT an example of
thermal energy?
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A snow melting
B a telescope
C burning wood
Energy
Thermal energy
Briefly describe a day without thermal
energy.
D person jogging
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Define the following vocabulary terms.
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5.6A
Problem of the Day
CATEGORY
READINESS
☼
1
Teaching
Model
Which of the following is a use of mechanical
energy?
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Define mechanical energy in
your own words?
TM
A Speakers on a television playing sound
B Kids using a tablet to play a movie
C
ogs burning in a fireplace to heat a
L
room
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D B
odybuilder lifting weights to become
stronger
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2
C
Which of the answer choices
above is Matter in Motion?
Many appliances, or household items,
convert electrical energy into other
forms of energy. List the different
kinds of energy that the following
appliances convert.
blow dryer
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What type of energy conversion is NOT
observed in the image above?
electric mixer or blender A light energy
B sound energy
C heat energy
D solar energy
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Mechanical Energy is Matter in
Motion. (MEMM)
• A ball soaring through the air
• An airplane flying through the
sky
• Water flowing in a river
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5.6A
Problem of the Day
CATEGORY
READINESS
TM
☼
1
Antonio is learning how to play the
instrument shown below.
Define sound energy in your own
words.
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Teaching
Model
List other examples of sound energy.
What type of energy is observed when
Antonio plays this instrument?
A light
B nuclear
C electric
D sound
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☼
2
Which of the following converts mechanical
energy into electrical energy?
Fans convert ________ energy into
________ energy.
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A windmill
B radio
C
Windmills convert ________ energy
into ________ energy.
lamp
D bicycle
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Problem of the Day
CATEGORY
5.6A
READINESS
TM
☼
1
Teaching
Model
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List all of the types of energy involved
in a desktop computer (and monitor)
that is turned on.
Which of the following types of energy is NOT
displaced during a volcanic explosion?
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A Electrical B Light C Sound
D Thermal
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2
Which of the following is an example of
mechanical energy?
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A roller coaster
B nuclear plant
C solar panels
D insulated coffee cup
Match the image to the correct type of
energy.
Mechanical energy
Light energy
Thermal energy
Electrical energy
Sound energy
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5th Grade Science
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5.6A
Problem of the Day
CATEGORY
READINESS
TM
☼
1
Teaching
Model
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Lamps convert electrical energy into
what other forms of energy?
A lava lamp converts _______ energy into
light, and thermal energy.
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A mechanical
B sound
C electrical
D solar
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2
A telegraph was one of the first ways to
send messages over long distances through
a series of wires. These wires were placed
on tall poles over the land. In order for the
telegraph to work and make a sound, the
circuits were opened and closed in patterns,
or codes. These codes were then interpreted
into letters to form words and sentences. Which of the following was necessary in order
to make the telegraph possible?
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A Light
B Heat
C Reflection
D Electricity
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Define electrical energy in your own
words.
What fossil fuel is primarily burned to
produce electricity?
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5.6A
Problem of the Day
CATEGORY
READINESS
TM
☼
1
Teaching
Model
1
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2
3
4
C
Aquariums often times have water
filters powered by electricity.
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What type of energy could be produced by this
instrument with strings over an opening in a
hollow box?
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A light energy
B sound energy
C electric energy
D solar energy
☼
The filters work by converting the
electrical energy primarily into
________ energy allowing the water
to be circulated through the filter and
cleaned.
2
What happens to electrical energy that flows
through the filament of a light bulb?
What are some common uses of
lasers?
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A it is converted into heat and light energy
Do you know what a laser is? Lasers
take incoming energy and transform it
into a focused beam of light.
B it is converted into light energy only
C
it is converted into heat energy only
D it is converted into sound energy only
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5.6A
Problem of the Day
CATEGORY
READINESS
TM
☼
1
Teaching
Model
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Tools and equipment are
important for performing experiments.
What type of energy is used to make the
turbines spin in a dam?
A light
B electrical
C heat
D mechanical
A hot plate is often used in the lab.
Med
Off
Low
High
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C
☼
GF Educators, Inc.
A hot plate converts ________
energy into ________ energy.
2
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Microscopes are another tool used in
science experiments.
What might happen if the light was left on?
A The light would get brighter.
B The glass would break on the bulb.
C The light bulb would heat up.
D Nothing would happen if the light was left
on.
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5th Grade Science
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A compound light microscope converts
________ energy primarily into
________ energy.
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5.6A
Problem of the Day
CATEGORY
READINESS
TM
☼
1
Teaching
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Model
Research the following natural
resources to determine what kinds of
energy can be harnessed by their use.
harness - to bring under
control and direct the force of
C
Wind
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In 1885, Thomas Edison applied for a patent
on the first radio. Which form of energy is
the main form of energy that radios output?
Solar
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A Heat
B Light
C Sound
D Electrical
Water
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2
Which of the following types of energy typically
cooks food?
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A Thermal
B Sound
C Light
D Mechanical
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Household appliances such as a stove
or clothes dryer often come in two
types - electric or gas.
Regardless of which type, a stove or
clothes dryer transfers ________
energy to cook the food or dry the
clothes.
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5.6A
Practice
CATEGORY
TEKS
4 List one way mechanical energy can
transferred into electrical energy.
pl
e
1 List four examples of mechanical
energy.
5 Which of the following is NOT a use of
mechanical energy?
am
2List two kinds of natural resources
that can be used to turn a turbine
(mechanical energy).
A Writing with a pencil
B Throwing a ball
C
Heating soup on a burner
D Jumping on a trampoline
S
3 Mechanical energy is the energy
something has because of its motion. Which of the following is the best
example of using mechanical energy?
A Heating a home with solar panels
B Wood burning at a campfire
C
Oven cooking a casserole
D Hammering a nail into wood
© 2011 GF Educators, Inc.
5th Grade Science
75
Not For Duplication
2
5.6A
Practice
CATEGORY
TEKS
4 Describe 3 ways that you could
replace electrical energy with another
form of energy in your everyday life.
pl
e
1 List four devices that convert electrical
energy into other energy forms.
5 Radio broadcasts are transmitted
on different frequencies. They are
transmitted on electromagnetic waves
to radios within their range. Which
form of energy allows this to happen?
am
2 How is coal used to generate electrical
energy?
A Heat
B Light
C Solar
D Electrical
S
3 The best way to observe the way that electricity is generated would be to visit a _______.
A power plant
B light bulb factory
C
recycling center
D mining company
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76
5th Grade Science
© 2011 GF Educators, Inc.
2
Practice
CATEGORY
5.6A
TEKS
4 Not all drums make the same sound. Which one of the following does NOT
affect the sound of a drum?
pl
e
1 List four examples of sound energy.
A How close the drum is to the ground
B How big the drum is
C The amount of force when the drum
is struck
D The type of stick used to strike the
drum
2 Explain one way you could use sound
energy.
am
5 When a banjo player plucks his strings
on his instrument, a sound is made. The sound is made because the string
___________.
S
3 Francis has designed an experiment
to discover how far the sound of a bell
travels. When he does this experiment
he should change ___ .
A tightens
B loosens
C jumps
D vibrates
A the size of the bell
B the distance between the bell and
the listener
C the metal from which the bell is
made
D the shape of the bell
© 2011 GF Educators, Inc.
5th Grade Science
77
Not For Duplication
2
5.6A
Practice
CATEGORY
TEKS
4 How can electrical energy can be
transformed into light energy?
pl
e
1 List four examples of light energy.
am
2 Investigate and describe 3 ways light
energy is used
C
GF Educators, Inc.
5 Emilio picked up the object shown
above. What type of energy is being
produced when the object is turned on?
3 Energy comes in many different forms. Which form of energy probably would be
hard to obtain on a cloudy day?
S
A Mechanical
B Heat
C Electrical
D Light
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78
A Light
B Sound
C Electrical
D Mechanical
5th Grade Science
© 2011 GF Educators, Inc.
2
5.6A
Practice
CATEGORY
TEKS
4 What is geothermal energy?
pl
e
1 List four examples of thermal energy.
am
2 Explain why coffee cups and mugs are
insulated based on your research of
thermal energy.
C
GF Educators, Inc.
5 Esmeralda picked up the object shown
above. What type of energy is being
produced when the object is turned on?
S
3 Coal was used by trains to create
energy to pull boxcars. Which type of
energy was used?
A Light
B Heat
C Electrical
D Solar
© 2011 GF Educators, Inc.
5th Grade Science
79
A Light
B Heat
C Electrical
D Mechanical
Not For Duplication
2
5.6A
Practice
CATEGORY
TEKS
5 Look at the image below. Pick out
three items that transform energy
and explain the types of energy
transformed.
pl
e
1 Define energy. am
2 What are five forms of energy we
studied?
C
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S
3 How can we use these different forms
of energy?
4 List two different items we use
everyday that use energy. Explain the
type of energy each item uses.
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80
5th Grade Science
© 2011 GF Educators, Inc.
2
5.6B
Background Information
CATEGORY
READINESS
the following, create a circuit that matches the requirements
(A
(A
(A
(A
on,
off,
on,
on,
B
B
B
B
off,
on,
on,
off,
C
C
C
C
on,
on,
on,
on,
D
D
D
D
off)
off)
on)
on)
pl
e
In each of
below:
• Circuit 1
• Circuit 2
• Circuit 3
• Circuit 4
A
A
B
C
B
D
D
am
Circuit 1
B
Circuit 2
A
D
C
B
S
A
C
D
C
Circuit 4
Circuit 3
© 2011 GF Educators, Inc.
5th Grade Science
81
Not For Duplication
2
5.6B
Problem of the Day
CATEGORY
READINESS
TM
☼
1
Teaching
Model
pl
e
Define electricity.
A
B
D
C
When the switch is closed, which bulbs will
light up?
Define circuit.
am
A A only
B B, C, D only
C All of them will light up
D A and B only
☼
2
S
By creating a closed circuit, an object that
needs electricity to operate will work. An
example of this would be a light in a room. When the light is working, it creates a closed
circuit. If the circuit is open, the light in the
room __________ .
A needs to be changed
B glows brighter
C is turned off
D flickers on and off
Define the following terms.
Switch
Bulb
Closed Circuit (Complete Circuit)
Open Circuit (Incomplete Circuit)
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82
5th Grade Science
© 2011 GF Educators, Inc.
2
Problem of the Day
CATEGORY
READINESS
TM
☼
1
Teaching
Model
In which circuit do both fans turn on?
A
C
C
GF Educators, Inc.
B
C
GF Educators, Inc.
C
GF Educators, Inc.
GF Educators, Inc.
am
What happens to a bulb with a closed/
complete circuit?
C
D
A closed circuit is a complete circuit or
path.
pl
e
5.6B
☼
2
1
lit
3
2
An open circuit is not a complete circuit
or path.
lit
D-cell
unlit
S
lit
4
C
What happens to a bulb with an open
circuit?
GF Educators, Inc.
Four different materials are used within
the circuit shown above. Which of the
four materials are not good conductors of
electricity?
A 2 and 4 only
B 1, 2, and 3 only
C 4 only
D All materials are good electrical conductors.
© 2011 GF Educators, Inc.
5th Grade Science
83
Not For Duplication
2
5.6B
Problem of the Day
CATEGORY
READINESS
TM
☼
1
Teaching
Model
pl
e
What is interrupted when a switch is
opened?
Which of the pictures shows a closed, or
working, circuit?
am
A Q
B R
C S
D T
☼
S
2
If the wire is removed from one end of the
battery, then -
Define electric current.
What is electromagnetism?
A the nail will become hot.
B the wire will spark.
C the magnet will not work.
D the battery will become hot.
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84
5th Grade Science
© 2011 GF Educators, Inc.
2
5.6B
Practice
CATEGORY
TEKS
4 Shannon has built her own simple
circuit. Look at the diagram below of
Shannon’s simple circuit. Why will the
bell NOT ring on Shannon’s circuit?
pl
e
1 What is electric current?
am
2 Define the term complete circuit.
3List 3 complete circuits that you observe
in your everyday life (one for light,
one for heat, and one for sound). How
do you know that they are complete
circuits?
5Marco wanted to build a complete circuit
to ring a bell. Marco used a battery and
a bell. What connectors does Marco
need to make his circuit complete?
S
© 2011 GF Educators, Inc.
A The battery is not connected
B The wires do not conduct electricity
C The switch is open
D The bell is not connected to an
energy source
A 2
B 2
C 2
D 2
5th Grade Science
85
plastic tubes
cotton swabs
wooden chopsticks
cooper wires
Not For Duplication
2
5.6B
Practice
CATEGORY
TEKS
4 How is an electromagnet different
from a bar magnet?
pl
e
1 Draw your own complete circuit. Use a
battery, 3 wires, a switch, and a bell.
A The electromagnet can be turned on
and off.
B The bar magnet can pick up most
metal objects.
C The electromagnet can pick up iron
filings.
2Would the bell ring if you opened the
switch on your complete circuit? Why or
why not?
am
D The bar magnet has a magnetic
field.
5Ruby has connected two light bulbs to
three wires but cannot understand why
the light bulbs will not light up. What is
Ruby missing?
S
3 Can you create a complete circuit using
only a battery, 2 wires and 2 light
bulbs? Explain why or why not. Draw
an image in the box below.
Not For Duplication
A Another wire
B Another light bulb
C A switch
D A battery
86
5th Grade Science
© 2011 GF Educators, Inc.
2
Practice
CATEGORY
5.6B
TEKS
4 Marcus's class prepared some electric
circuits using a battery and two light
bulbs. Which of these circuits will
make both bulbs light up?
pl
e
1 Explain how electricity travels.
A
2 Electricity can be transformed into what
other types of energy?
am
B
C
S
3 Explain how you can determine if
electricity will flow through a circuit or
not.
© 2011 GF Educators, Inc.
5th Grade Science
87
D
Not For Duplication
2
5.6C
Background Information
CATEGORY
READINESS
Characteristics
pl
e
Definition
am
Reflected
Light
Drawing
Mediums
S
Definition
Characteristics
Refracted
Light
Drawing
Not For Duplication
Mediums
88
5th Grade Science
© 2011 GF Educators, Inc.
2
Problem of the Day
CATEGORY
5.6C
READINESS
TM
☼
1
Teaching
Model
pl
e
Research the following terms. Give an
example of each.
Refraction
Reflection
Look at the picture above. What causes the
pencil in the picture to look like it is broken?
am
A reflection of light
B refraction of light
C diffraction of light
D conduction of light
☼
2
S
Whenever Alexis parks her car outside,
she places a shiny metallic screen in her
windshield. How does the screen help keep
Alexis's car cooler?
A reflection of light
B refraction of light
C diffraction of light
D conduction of light
© 2011 GF Educators, Inc.
5th Grade Science
89
Shine a laser through a prism placed
on a white piece of paper. Record your
observation below.
Fill a large transparent container with
water. Place a small mirror in the
bottom. Add 5 drops of milk to the
container and stir. Shine a laser into
the water.
Describe how reflection and refraction
can be demonstrated by moving the
laser.
Not For Duplication
2
5.6C
Problem of the Day
CATEGORY
READINESS
☼
1
Test the scenario in the question.
Record your observations below.
TM
Teaching
Model
pl
e
While reading a magazine, a drop of water
from a drinking glass falls onto the page and
lands on the print. The print appears bigger
underneath the drop of water, because
am
A the water refracts the light from the room
causing the print to appear bigger.
B the water reflects the light from the room
causing the print to appear bigger.
C the water transmits the light from the room
causing the print to appear bigger.
D the water repels the light from the room
causing the print to appear bigger.
☼
2
When light travels into a prism it
_____ and seperates into many
colors. This is an example of
__________.
Examine the image below. How do
glasses or contacts help people see
better?
If people need to wear eyeglasses to help them
read, the lenses in the glasses need to
S
A reflect the light into the eye.
B refract the light into the eye.
C absorb the light into the eye.
D relay the light into the eye.
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90
5th Grade Science
© 2011 GF Educators, Inc.
2
5.6C
Practice
CATEGORY
TEKS
4 Explain how refraction occurs when
light travels from air and hits a glass or
clear liquid medium.
pl
e
1 Using the terms reflection and light,
explain why you can see yourself in a
mirror or a silver spoon.
2 What is the difference between
reflection of light and refraction of light? List an everyday use for each.
am
Reflection of Light
Light Meter
Reading
White Paper
Smooth
50
White Paper
Pleated
35
White Paper
Wrinkled
20
Aluminum Foil
Smooth
60
Aluminum Foil
Pleated
50
Aluminum Foil
Wrinkled
40
A A smooth surface reflects light
better than a wrinkled surface.
B A pleated surface is the best
reflector of light.
C White paper is a better reflector
than aluminum foil.
D Wrinkled aluminum foil is a better
reflector than smooth white paper.
A absorbed
B refracted
C reflected
D transmitted
© 2011 GF Educators, Inc.
Condition
of Surface
5 The chart shows the results of an
experiment that used a light meter to
measure the amount of light reflected
from different surfaces. Using these
results, what is true about the
reflection of light?
S
3 If a car has tinted, or darkened,
windows, light will be ___ .
Type of
Surface
5th Grade Science
91
Not For Duplication
2
5.6C
Practice
CATEGORY
TEKS
The three drawings below show a ray of
light striking three objects.
pl
e
1 How does light energy travel?
Ray of
Light
Ray of
Light
Surface 1
Surface 2
Surface 3
4 Which surface is most likely a shiny
metal? Explain why.
am
2 How can we change the path of light?
Ray of
Light
5 Which surface is painted black? Explain why.
3 Which of the following is the best
example of the reflection of light?
A looking at a shade of a tree
S
B looking at an image of yourself in
a mirror
C
looking at an object through a
window
6 Which surface is made of clear glass? Explain why.
D looking at an object in a glass of
water
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92
5th Grade Science
© 2011 GF Educators, Inc.
2
3.6B
Problem of the Day
CATEGORY
SUPPORTING
TM
☼
1
Remember: A force does work whenTeaching
it
Model
results in ________.
pl
e
Is work being done in the image of
question #1 if the man is pulling the
rope? Explain.
If a person is traveling on a train
headed east ( ) and jumps off
What will most likely happen if the man pulls on
the rope?
directly south ( ), what direction will
the person most likely travel after
jumping?
am
A The box will change shape.
B The box will drop to the ground.
C The box will rise to the top of the building.
D The box will change mass.
☼
2
S
What probably will happen when the boater
pushes the water away from the boat with the
oars, or paddles?
A girl pulling a wagon full of rocks gets
a wagon wheel stuck in the ground.
She pulls as hard as she can, but the
wagon does not move. Is work being
done? Explain.
A The boat will remain still, only the water will
move.
B The boater will make the boat rock because
of the waves.
C The boat will move away from the water
that is being pushed by the oars.
D The boat will turn over, or capsize.
© 2011 GF Educators, Inc.
5th Grade Science
93
Not For Duplication
2
3.6B
Practice
CATEGORY
SUPPORTING
4Reuben is pulling on the rope below.
pl
e
1 How does pushing and pulling change
an object?
Which way is the box likely to move?
A The box will move towards Reuben.
2 Explain how you can determine if work
is occurring?
am
B The box will move away from
Reuben.
D Only the portion of the box
connected to the rope will move.
5What would happen to a see-saw if two 80
S
3 List three examples of common items
that are used to push or pull an
object?
C The box will move above Reuben's
head.
pound students got on each side of the seesaw?
A The see-saw would stay balanced
and not move.
B The two students would go up in the
air.
C The one student would go up in the
air.
D All of the children would fall off.
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94
5th Grade Science
© 2011 GF Educators, Inc.
2
5.6D
Problem of the Day
CATEGORY
SUPPORTING
☼
1
Teaching
Model
pl
e
What is a force?
TM
Mr. Fernandez' class is designing an experiment to
test if the amount of air in the balloon effects the
distance the boat will travel in a pond. Which of the
following would be an appropriate hypothesis?
S
am
A If the balloon has more air, then the boat will travel
further.
B If the balloon has no air, then the boat will travel
the furthest.
C If the balloon is red, then the boat will travel
further.
D The amount of air in the balloon has nothing to do
with how far the boat will travel.
C
GF Educators, Inc.
Pablo wants to find out how much force it will take to
pick up this rock. Pablo needs to _____________.
What are some examples of natural
forces?
Define experiment.
What scientific tool is used to measure
force in the classroom?
Use a spring scale to measure the
force, in Newtons, needed to pull the
following masses across your desk.
10 g mass - _____N
20 g mass - _____N
50 g mass - _____N
How would you test the effect of
magnetic force on a paper clip through
different types of material?
A measure the length of the rock.
B measure the volume of the rock.
C measure the mass of the rock.
D discover what type of rock this is.
© 2011 GF Educators, Inc.
5th Grade Science
95
Not For Duplication
2
Problem of the Day
CATEGORY
5.6D
SUPPORTING
TM
☼
1
Teaching
Model
CF
Define gravity.
pl
e
Force 1
Force 2
N
NW
NE
W
E
SW
SE
S
C
GF Educators, Inc.
Trey received a skateboard for his birthday and
is learning how to ride it. If Trey wanted to
increase the speed of his forward motion to the
east how would he accomplish this?
How would you test the effect of
gravitational force on various objects?
am
A Increasing the pushing force from force 1
B Decreasing the pushing force from force 1
C Increasing the pulling force from force 2
D Decreasing the forces applied by both force
1 and force 2 equally
☼
2
Force 1
CF
Force 2
Define friction.
N
NW
NE
W
E
SW
SE
S
C
GF Educators, Inc.
S
If Trey wanted to decrease the speed of his
forward motion to the east how would he
accomplish this?
A Increasing the pushing force from force 1 B Decreasing the pushing force from force 1
C Decreasing the pulling force from force 2
D Increasing the forces applied by both force
1 and force 2 equally
Not For Duplication
96
What could be changed in the image
in question #2 that would effect
the amount of frictional force of the
skateboard?
5th Grade Science
© 2011 GF Educators, Inc.
2
5.6D
Practice
CATEGORY
SUPPORTING
pl
e
1 List 4 different forces that you
experience in your everyday life.
4 Using the information in the table,
how far will the 10 gram ball roll if
it is released from a ramp that is 30
centimeters tall? Explain your answer.
am
2 Describe one way to decrease the
amount of force in each of the previous
situations.
cm
20 cm
45 cm
45
cm
45 cm
C
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5 Which of these questions can be
answered from the results of the
experiment above?
S
3 Design your own experiment to
measure a change in force when
kicking a soccer ball. (Make sure to
use a control)
45
40 cm
A Does the height of a ramp effect the
amount of force placed on the block?
B Will the size of the ball effect the
amount of force on the block?
C Can the force of the block stop the
ball from rolling?
D How many blocks can be moved by
the ball?
© 2011 GF Educators, Inc.
5th Grade Science
97
Not For Duplication
2
5.6D
Practice
CATEGORY
SUPPORTING
1 List the parts of an experiment.
Heavy
Weight
Medium
Weight
pl
e
Light
Weight
Moving
Objects
Number of
Inches
Target was
Moved
Light weight
2”
Medium weight 5”
2 List 2 general safety rules to remember
when doing an experiment or lab.
Heavy weight
12”
C
GF Educators, Inc.
am
4 In an investigation, Dave rolled
objects of different weights toward a
target. The chart shows the results
using the different objects. What does
the chart tell you?
S
3 Marty has designed an experiment to
see how quickly he can stop his bike.
When he does this experiment he
should change ___ .
A the size of the bike tires
B the speed at which he is traveling
C his clothes
D the bicycle he is riding
Not For Duplication
A The weight of the moving object
does not effect the movement of
the target.
B The heavier the moving object, the
farther the target was moved.
C The light weight did not move the
target.
D A heavy weight will move a heavy
weight target.
5 How many things, or variables,
should be changed in a controlled
experiment? Why?
98
5th Grade Science
© 2011 GF Educators, Inc.