Science TEKS – Grade 5

(5)  Matter and Energy

The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

(A)  classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;

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(B)  identify the boiling and freezing/melting points of water on the Celsius scale;

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(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and

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(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.

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(6)  Force, Motion, and Energy

 The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(A)  explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;

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(B)  demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;

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(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and

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(D) design an experiment that tests the effect of force on an object.

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(7)  Earth and Space: Earth Surface Changes

The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to:

(A)  explore the processes that led to the formation of sedimentary rocks and fossil fuels;

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(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice;

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(C)  identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and

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(D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models.

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(8)  Earth and Space: Sun, Earth and Moon

The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

(A)  differentiate between weather and climate;

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(B) explain how the Sun and the ocean interact in the water cycle;

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(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and

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(D) identify and compare the physical characteristics of the Sun, Earth, and Moon.

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(9)  Organisms and Environments: Environmental Systems

The student knows that there are relationships, systems, and cycles within environments. The student is expected to:

(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;

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(B)  describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;

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(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and

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(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

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(10)  Organisms and Environments: Survival Structure and Processes

The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;

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(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and

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(C)  describe the differences between complete and incomplete metamorphosis of insects.

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