Unit 00: Introduction: Processes for Scientific Investigations

(2 classes for the entire unit)

This unit bundles Student Expectations that allow for the establishment of science procedures, including safety and notebooking. Students demonstrate safe practices as described in the Texas Education Agency-approved safety standards. Please refer to the TEKS Resource System Resource “Science Notebooking: A Reflective Tool for Assessing Student Understanding_G.5” for more information. Consider engaging students in a short descriptive investigation using process skills to begin working and thinking like a scientist and to give a purpose to begin using the science notebook.

The introduction unit is an opportunity to introduce the course through the lens of the Overarching Understandings (big ideas). Throughout the school year, students need to continually look at instances of natural phenomena through the big ideas of systems, classifications, properties, patterns, models, constancy, and change. These terms are included in the Key Content Vocabulary, and students should be questioned throughout each unit for instances of these big ideas. Additionally, students need to be continually aware of the processes involved in their “doing” of science.

The scientific processes are very similar throughout every science course, beginning in Kindergarten. Students may need some direct instruction on the purpose and properties of scientific processes; however, it is intended for students to develop a deep understanding of the scientific processes by using them in the context of the content of this course, throughout every unit of this course. There are no Performance Assessments or assessment items associated with the introduction.

According to the introductory material of the TEKS, “The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary in the context of Physical, Earth, and Life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 50% of instructional time.”

TEKS in this unit: 5.1A, 5.1B, 5.2A, 5.2B, 5.2C, 5.2D, 5.2E, 5.2F, 5.2G, 5.3A, 5.3B, 5.3C, 5.4A

Unit 01: Investigating Physical Properties of Matter

(22 classes for the entire unit)

Students use scientific practices and a variety of tools to investigate and classify matter by its physical properties and explore, compare, and contrast mixtures, including solutions. In order to understand the differences between mixtures and solutions (as a type of mixture), students should be provided with experiences that include the concepts of dissolving and solubility. Conceptually, students should begin to understand that substances do not simply “appear” or “disappear”. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards and consider environmentally appropriate practices with resources during investigations.

TEKS in this unit: 5.1A, 5.1B, 5.2A, 5.2B, 5.2C, 5.2D, 5.2F, 5.2G, 5.3A, 5.4A, 5.5A, 5.5B, 5.5C

Unit 02: Investigating Forms of Energy

(21 classes for the entire unit)

Students demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards while engaging in investigations to explore the uses of mechanical, light, thermal, electrical, and sound energy. They demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound. Students are introduced to the behavior of light for the first time. They demonstrate that light travels in a straight line until it is reflected or refracted. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and ethical practices with resources during investigations.

Note: Students need conceptual experiences with both series and parallel circuits. However, they are not expected to differentiate between types of circuits. Students may be asked to answer questions using a graphic that represents different types of circuits. (See STAAR Assessment 2013 Qu. 16, 2015 Qu. 25, and 2016 Qu. 7, 25, and 35.) The focus is on the complete path required for electricity to flow.

TEKS in this unit: 5.1A, 5.2A, 5.2B, 5.2C, 5.2D, 5.2E, 5.2F, 5.3A, 5.3B, 5.4A, 5.6A, 5.6B, 5.6C

Unit 03: Investigating Forces

(7 classes for the entire unit)

Students demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards while designing a simple experimental investigation that tests the effect of force on an object. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 5.1A, 5.2A, 5.2B, 5.2C, 5.2D, 5.2E, 5.2F, 5.2G, 5.3A, 5.3B, 5.3C, 5.4A, 5.6D

Unit 04: Investigating Earth's Changes

(13 classes for the entire unit)

Students demonstrate safe practices as outlined in Texas Education Agency-approved safety standards while investigating how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by forces caused by wind, water, and ice. Students explore the processes responsible for the formation of sedimentary rocks and fossil fuels. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 5.1A, 5.2B, 5.2C, 5.2D, 5.2F, 5.3A, 5.3B, 5.3C, 5.4A, 5.7A, 5.7B

Unit 05: Investigating Water and Weather Patterns

(9 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in investigations. They differentiate between weather and climate, and this is the first time students have been introduced to the concept of climate.The concepts of weather and climate are not revisited until Grade 8. Additionally, students explain how the Sun and the ocean interact in the water cycle, making connections to prior learning in the context of thermal energy and changes in state of matter. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 5.1A, 5.1B, 5.2B, 5.2C, 5.2D, 5.2F, 5.3A, 5.3B, 5.4A, 5.8A, 5.8B

Unit 06: Investigating Sun, Earth, and Moon Systems

(16 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in investigations. They identify and compare the physical characteristics of the Sun, Earth, and Moon. Students also 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. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 5.1A, 5.2B, 5.2C, 5.2D, 5.2F, 5.3A, 5.3B, 5.3C, 5.4A, 5.8C, 5.8D

Unit 07: Investigating Ecosystem Interactions

(15 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in investigations. They observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components. Students also describe the flow of energy through food webs and predict how changes in the ecosystem affect the food web. Moreover, they predict the effects of changes in ecosystems caused by living organisms, including humans. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 5.1A, 5.1B, 5.2B, 5.2C, 5.2D, 5.2F, 5.3B, 5.3C, 5.4A, 5.9A, 5.9B, 5.9C

Unit 08: Investigating Structures and Behaviors of Organisms

(10 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in investigations. They compare the structures and functions of different species that help them live and survive in a specific environment. Students also differentiate between inherited traits of plants and animals and learned behaviors. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 5.1A, 5.2B, 5.2C, 5.2D, 5.2F, 5.3A, 5.3C, 5.4A, 5.10A, 5.10B

Unit 09: Investigating Fossils and Environments

(5 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in investigations. They use models to identify fossils as evidence of past living organisms and the nature of the environments at the time. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations. This is students’ first experience with the concept of fossils as evidence of past environments, and it will not be revisited prior to Biology.

TEKS in this unit: 5.1A, 5.2B, 5.2C, 5.2D, 5.2F, 5.3A, 5.3B, 5.4A, 5.9D

Unit 10: Student-Designed Investigations

(10 classes for the entire unit)

Safety guidelines and a brief review of scientific practices should have been established at the beginning of the year, so that students are aware of protocol and how to think critically; these concepts should have been reinforced throughout the school year. The intent of this unit is not to teach all of the process skills in isolation; rather, it is a unit that allows students to apply the knowledge that they have obtained throughout the year in a new context that prepares them for middle school science. Students describe, plan, and implement simple experimental investigations testing one variable. This will involve designing a fair test in which a control is identified. This includes formulating and developing a hypothesis, writing procedures, selecting and using equipment, collecting data, analyzing and interpreting results, and communicating valid conclusions. Students may only change one variable (independent or cause) while keeping all other conditions the same. The dependent variable (effect) is observed or measured in an effort to gather evidence to support or not support a causal relationship. Furthermore, students demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 5.1A, 5.1B, 5.2A, 5.2B, 5.2C, 5.2D, 5.2E, 5.2F, 5.2G, 5.3A, 5.3B, 5.3C, 5.4A