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Step Up to the TEKS pl e 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 pl e 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 S am 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 Not For Duplication 2 5th Grade Science © 2013 GF Educators, Inc. Safety Practices 5th Suggested General Safety Rules 1.Only perform activities that are teacher. pl e 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. am 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. S 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. © 2013 GF Educators, Inc. 5th Grade Science 1 Not For Duplication 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. pl e • 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. am • 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 S • 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. Not For Duplication 2 5th Grade Science © 2013 GF Educators, Inc. Scientific Process 5th 1.State the purpose: Why is the experiment being performed? Brainstorm what is pl e 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. am 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, S 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. © 2013 GF Educators, Inc. 5th Grade Science 3 Not For Duplication Scientific Process 5th 5.Make observations: Encourage students to take notes during the experiment. pl e 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 am 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 S 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. Not For Duplication 4 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 pl e 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. am 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 S 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. © 2013 GF Educators, Inc. 5th Grade Science 5 Not For Duplication 5th Scientific Process pl e 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) 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 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: S 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. Not For Duplication 6 5th Grade Science © 2013 GF Educators, Inc. 5th Scientific Process pl e 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: S 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 7 Not For Duplication 5th Reading Graduated Cylinders A few tips for reading equipment— pl e 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. 8 meniscus 7 am 6 2 Check the calibrations. For instance every line on this graduated cylinder represents 2 tenths of a milliliter. 5 S 3 The smaller the calibrations the more accurate the measurements will be. 4 The amount of liquid in this graduated cylinder is 7 mL. Not For Duplication 8 5th Grade Science © 2013 GF Educators, Inc. th 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 pl e 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 am 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 S 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): © 2013 GF Educators, Inc. 5th Grade Science 9 Not For Duplication 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 pl e 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 am 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 S Alfred Wegener (1900): Not For Duplication 10 5th Grade Science © 2013 GF Educators, Inc. th 5 5th pl e 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 S am 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 © 2013 GF Educators, Inc. 5th Grade Science 11 Not For Duplication 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. pl e 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. am Law of Gravity: The continents were once a single land mass, but have moved to where they are now located. S Continental Drift Theory: Not For Duplication 12 5th Grade Science © 2013 GF Educators, Inc. 2 Vocabulary CATEGORY TEKS 3.6B • Position • Motion • Work • Push • Pull • Force am 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 pl e Readiness TEKS TEKS 5.6A • Energy • Mechanical Energy • Electrical Energy • Light Energy • Sound Energy • Thermal Energy S TEKS 5.6C • Reflection • Refraction • Mirror • Lens • Medium Not For Duplication 60 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 am Non-Example Glue Words Definition Image S WordCircuit of the Day Glue Words Definition Example Non-Example Non-Example Glue Words Glue Words 5th Grade Science 61 Image Word Closed of Circuit the Day Example © 2011 GF Educators, Inc. Image pl e Definition Not For Duplication 2 Word of the Day CATEGORY Image Definition Word Electric of Current the Day Example WordForce of the Day Example Non-Example am Non-Example Glue Words Definition Image S Electromagnetism Word of the Day Glue Words Definition Example Non-Example Non-Example Glue Words Glue Words 62 Image Word Friction of the Day Example Not For Duplication Image pl e 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 am Non-Example Glue Words Definition Image S Word Lens of the Day Glue Words Definition Example Non-Example Non-Example Glue Words Glue Words 5th Grade Science 63 Image Word Medium of the Day Example © 2011 GF Educators, Inc. Image pl e Definition Not For Duplication 2 Vocabulary CATEGORY Definition: Image: Thermal pl e Mechanical Definition: Energy Image: am what is needed to do work or cause change S Light Electrical Sound Definition: Definition: Definition: Image: Image: Image: Not For Duplication 64 5th Grade Science © 2011 GF Educators, Inc. 2 5.6A Vocabulary CATEGORY Characteristics pl e Definition Energy Mechanical Examples Characteristics am Definition Non-examples Energy Light Non-examples Definition Characteristics S Examples Energy Electrical Examples © 2011 GF Educators, Inc. Non-examples 5th Grade Science 65 Not For Duplication 2 5.6A Vocabulary CATEGORY Characteristics pl e Definition Thermal Energy Examples Characteristics am Definition Non-examples Sound Energy Non-examples Definition Characteristics S Examples Examples Not For Duplication Non-examples 66 5th Grade Science © 2011 GF Educators, Inc. 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 pl e 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? S A snow melting B a telescope C burning wood Energy Thermal energy Briefly describe a day without thermal energy. D person jogging © 2011 GF Educators, Inc. Define the following vocabulary terms. 5th Grade Science 67 Not For Duplication 2 5.6A Problem of the Day CATEGORY READINESS ☼ 1 Teaching Model Which of the following is a use of mechanical energy? pl e 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 am D B odybuilder lifting weights to become stronger ☼ S 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 GF Educators, Inc. 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 Not For Duplication Mechanical Energy is Matter in Motion. (MEMM) • A ball soaring through the air • An airplane flying through the sky • Water flowing in a river refrigerator 68 5th Grade Science © 2011 GF Educators, Inc. 2 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. pl e 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 am ☼ 2 Which of the following converts mechanical energy into electrical energy? Fans convert ________ energy into ________ energy. S A windmill B radio C Windmills convert ________ energy into ________ energy. lamp D bicycle © 2011 GF Educators, Inc. 5th Grade Science 69 Not For Duplication 2 Problem of the Day CATEGORY 5.6A READINESS TM ☼ 1 Teaching Model pl e 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? am A Electrical B Light C Sound D Thermal ☼ 2 Which of the following is an example of mechanical energy? S 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 Not For Duplication 70 5th Grade Science © 2011 GF Educators, Inc. 2 5.6A Problem of the Day CATEGORY READINESS TM ☼ 1 Teaching Model pl e Lamps convert electrical energy into what other forms of energy? A lava lamp converts _______ energy into light, and thermal energy. am A mechanical B sound C electrical D solar ☼ 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? S A Light B Heat C Reflection D Electricity © 2011 GF Educators, Inc. 5th Grade Science 71 Define electrical energy in your own words. What fossil fuel is primarily burned to produce electricity? Not For Duplication 2 5.6A Problem of the Day CATEGORY READINESS TM ☼ 1 Teaching Model 1 pl e 2 3 4 C Aquariums often times have water filters powered by electricity. GF Educators, Inc. What type of energy could be produced by this instrument with strings over an opening in a hollow box? am 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? S 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 Not For Duplication 72 5th Grade Science © 2011 GF Educators, Inc. 2 5.6A Problem of the Day CATEGORY READINESS TM ☼ 1 Teaching Model pl e 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 am C ☼ GF Educators, Inc. A hot plate converts ________ energy into ________ energy. 2 S 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. © 2011 GF Educators, Inc. 5th Grade Science 73 A compound light microscope converts ________ energy primarily into ________ energy. Not For Duplication 2 5.6A Problem of the Day CATEGORY READINESS TM ☼ 1 Teaching pl e 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 GF Educators, Inc. 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 am A Heat B Light C Sound D Electrical Water ☼ 2 Which of the following types of energy typically cooks food? S A Thermal B Sound C Light D Mechanical Not For Duplication 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. 74 5th Grade Science © 2011 GF Educators, Inc. 2 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 Not For Duplication 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 Not For Duplication 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 GF Educators, Inc. 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. Not For Duplication 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) Not For Duplication 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. Not For Duplication 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. Not For Duplication 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 Not For Duplication 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. Not For Duplication 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 GF Educators, Inc. 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.