Skill plan for the Redesigned STAAR - 5th grade
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Matter and energy
The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used.
5.5.A: Classify matter based on measurable, testable, and observable physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating using water as a reference point), solubility in water, and the ability to conduct or insulate thermal energy or electric energy.
5.5.A: Classify matter based on measurable, testable, and observable physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating using water as a reference point), solubility in water, and the ability to conduct or insulate thermal energy or electric energy.
Force, motion, and energy
The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems.
5.6.A: Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.
5.6.A: Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.
5.6.B: Demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound.
5.6.B: Demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound.
5.6.C: Demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted.
5.6.C: Demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted.
Earth and space
The student knows Earth's surface is constantly changing and consists of useful resources.
5.7.A: Explore the processes that led to the formation of sedimentary rocks and fossil fuels.
5.7.A: Explore the processes that led to the formation of sedimentary rocks and fossil fuels.
5.7.B: Recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, or ice.
5.7.B: Recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, or ice.
The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system.
5.8.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.
5.8.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.
Organisms and environments
The student knows that there are relationships, systems, and cycles within environments.
5.9.A: Observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components.
Photosynthesis
Food chains
Food webs
5.9.A: Observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components.
Photosynthesis
Food chains
Food webs
5.9.B: Describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers.
5.9.B: Describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers.
The student knows that organisms have structures and behaviors that help them survive within their environments.
5.10.A: Compare the structures and functions of different species that help them live and survive in a specific environment such as hooves on prairie animals or webbed feet in aquatic animals.
5.10.A: Compare the structures and functions of different species that help them live and survive in a specific environment such as hooves on prairie animals or webbed feet in aquatic animals.
5.10.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.
5.10.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.
This document includes IXL skill alignments to the Redesigned STAAR. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are not affiliated with, sponsored by, or endorsed by Texas Education Agency. IXL and IXL Learning are registered trademarks of IXL Learning, Inc. All other trademarks and registered trademarks and copyrights are the property of their respective owners.