Student Practice Book
Sample Booklet
Grade 5
Science
Lori Mammen
Editorial Director
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• Based on eligible TEKS and STAAR test blueprints
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• Emphasis on readiness standards
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• More open-ended (griddable) items (mathematics and science)
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STAAR MASTER™ Sample Booklet
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Reading • Mathematics • Writing • Social Studies • Science
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Same ECS quality and rigor
• based on eligible TEKS and
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• practice items marked with
complexity level (L, M, or H)
• questions labeled with “skill tags”
• targeted practice in a variety of
contexts
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Reflects key characteristics
of STAAR™
• increased rigor
• emphasis on readiness standards
• more open-ended (griddable) items
(mathematics and science)
• assessment of process skills
within context (mathematics,
science, and social studies)
Includes brand-new materials
•
•
•
•
all new content
range of topics to interest students
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STAAR MASTER™ Sample Booklet
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© ECS Learning Systems, Inc.
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is the SOLE SOURCE for STAAR MASTER™
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Rev. 03/11 SMIFC
STAAR MASTER™ Sample Booklet
Selected pages from
STAAR MASTER
™
Student Practice Book
Science, Grade 5
for the State of Texas Assessments
of Academic Readiness
This page may not be reproduced.
Teacher Guide
Lori Mammen
Editorial Director
ISBN: 978-1-60539-745-0
Copyright infringement is a violation of Federal Law.
© 2011 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,
translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,
or otherwise) without prior written permission from ECS Learning Systems, Inc.
Photocopying of graphic organizers by a classroom teacher at a non-profit school who has purchased this publication for his/her own
class is permissible. Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions
and tutoring centers, or for commercial sale is strictly prohibited.
Printed in the United States of America. STAAR MASTER is a Trademark of ECS Learning Systems, Inc.
Disclaimer Statement
ECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment when
selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity of
your students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,
and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property or
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STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with or
sponsored by the Texas Education Agency or the State of Texas.
© ECS Learning Systems, Inc.
5
STAAR MASTER™ Sample Booklet
Table of Contents
What’s Inside the Student Practice Book?
3
Descriptions of STAAR MASTER™ Complexity Levels
5
How to Use This Book
6
Some Notes on Teaching Science
6
Instructional Strategies
7
Graphic Organizers
9
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Achieving Success in Science
12
Science Vocabulary
13
Master Skills List
15
Answer Key
17
References
20
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Bulverde, TX 78163-0440
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STAAR MASTER™ Student Practice Book, Teacher Guide—Science, Grade 5
6
© ECS Learning Systems, Inc.
STAAR MASTER™ Sample Booklet
What’s Inside the Student Practice Book?
The STAAR MASTER™ Student Practice Book provides
practice and review material for the Grade 5 Science
portion of the State of Texas Assessments of Academic
Readiness (STAAR™).
• Authentic practice items reflect the content
students are expected to know.
• The practice items focus on the 2009–2010
STAAR-eligible Science Texas Essential
Knowledge and Skills (TEKS) [Texas Education
Agency, 2010b] standards.
• The practice items cover a broad range of topics
and ideas of interest to fifth-grade students.
• Practice items are grouped according to
reporting category.
• Some practice items address multiple
standards/expectations, thereby assessing in a
more rigorous and authentic manner.
• Practice items that test investigation and
reasoning skills include labels to identify the
specific standard and expectation addressed in
the item.
• Selected items are “griddable items,” which
reflects the format used randomly throughout
the actual STAAR assessment.
• Charts, graphs, and diagrams are integrated
within practice items when relevant to the
standards.
Items in the STAAR MASTER Student Practice Book
address the following science concepts:
•
•
•
•
Matter and energy
Force, motion, and energy
Earth and space
Organisms and environments
Practice-Item Skills Tags
Each practice item is labeled with a “skills tag” (see
Figure 1) for easy identification of the TEKS-based
standard and expectation addressed in the item. The
tag also notes the complexity level of the item. (For
more information about complexity levels, refer to
“Descriptions of STAAR MASTER™ Complexity
Levels,” page 5.)
Exercise 14
1. The chart below shows a picture of a
f
of its characteristics.
3. In parts of the world, large numbers
of trees in the rainforests are cut
ery year. The cleared land is
Figure 1: Practice-Item Skills Tag
Griddable Items
In addition to multiple-choice items, STAAR Science
assessments will include open-ended questions known
as “griddable items” (Texas Education Agency, 2010d).
This type of assessment item allows students to
determine an answer without the influence of given
answer choices. The fifth-grade STAAR Science
assessment will likely include three to five griddable
items. The answer grid will have four columns with
one column designated for a fixed decimal point (see
Figure 2, below). Correct answers are positive numbers
that range from 0 to 999. To indicate their answer,
students must appropriately enter the number in the
boxes and then fill in the corresponding bubbles.
Students will not grid the units (e.g., liters). It is
acceptable to grid extra zeroes that do not affect the
value of the correct answer.
4. A science teacher dissolved 50 grams
of salt in 300 milliliters of water. He
set the solution aside until all the
water had evaporated. How many
grams of salt should have been left
in the glass container after the water
had evaporated?
Record your
answer in the
boxes. Then fill
in the bubbles.
Be sure to use the
correct place value.
This page may not be reproduced.
• Each question is labeled for easy identification
of the TEKS-based standard and expectation
addressed in the question.
• More than half of the practice items incorporate
investigation and reasoning skills, as appropriate.
Reporting Category 4
Living organisms: structures, functions, interdependence
.
0
1
2
0
1
2
0
1
2
3
3
3
4
4
4
5
5
5
6
6
6
7
7
7
8
8
8
9
9
9
Figure 2: Griddable Item
for Fifth-Grade Science
This Teacher Guide includes—
• an overview of the Student Practice Book and
key characteristics of the STAAR
• descriptions of STAAR MASTER complexity
levels
• a master list of STAAR-eligible standards and
expectations addressed in the Science TEKS
• strategies for test preparation and science
instruction
• a complete answer key (with corresponding
complexity levels for the practice items)
© ECS Learning Systems, Inc. ■ STAAR MASTER™ Science, Grade 5, Teacher Guide
3
STAAR MASTER™ Student Practice Book, Teacher Guide—Science, Grade 5
© ECS Learning Systems, Inc.
7
STAAR MASTER™ Sample Booklet
Scientific Investigation and Reasoning Skills
For the STAAR, scientific processes and reasoning skills
are not tested in isolation under a separate reporting
category. These critical skills are now incorporated into
at least 40% of the practice items from eligible TEKS
and are reported along with those content standards
(Texas Education Agency, 2010c). Similarly, in the
STAAR MASTER Student Practice Book, students are
asked to demonstrate these important investigation
and reasoning skills within the context of practice
items for other standards. When one of these skills is
incorporated into a practice item, the standard and
expectation are identified above the practice item
(see Figure 3, below).
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Readiness vs. Supporting Standards
The eligible, or tested, TEKS are divided into
“readiness standards” and “supporting standards,” with
greater emphasis on the former. Readiness standards
address broader, deeper ideas and are deemed more
critical for students to know. Supporting standards
address more narrowly defined ideas and will still be
assessed, although not emphasized. The STAAR
MASTER™ Student Practice Book mirrors this balance
of readiness and supporting standards to provide
meaningful, authentic student practice for the
STAAR™ assessment.
5. A teacher mixes one cup of sand with
one-fourth cup of iron filings. Then,
she asks the students how to separate
the two substances in the mixture.
Which tool should the students
recommend?
A
B
C
D
Beaker
Filter
Magnet
Spoon
5.4A Collect, record, and analyze information using
tools to support observations of habitats or organisms.
Figure 3: Practice Item Testing Scientific
Investigation and Reasoning Skills
4
Increased Rigor
The STAAR program is described as “significantly
more rigorous” (Texas Education Agency, 2010a) than
the Texas Assessment of Knowledge and Skills (TAKS).
But what does rigor mean in assessment? For the
STAAR program, it means the cognitive complexity of
items will increase to assess skills at a greater depth.
Also, the test will include more griddable items,
allowing students to arrive at answers independently
through open-ended response. The STAAR MASTER
Student Practice Book provides items written at varying
levels of complexity to accommodate this increase in
rigor. (Refer to the “Depth of Knowledge” section on
this page and page 5 for more information about the
levels of complexity in practice items.)
Alignment
According to the mandate of No Child Left Behind
(2001), states are required to develop assessments that
tightly align to their content standards. To ensure that
this requirement is met, states and districts often
conduct alignment studies. In such a study, an
assessment is compared to the state’s content standards.
If an assessment is rigorous, the study will not yield
large disparities between the cognitive demands of the
expectations and those of the assessment.
Depth of Knowledge
Norman Webb’s (2002) “depth of knowledge” model is
currently one of the most influential alignment models
in the field of education. “Depth of knowledge”
describes the degree of complexity of knowledge a
curricular item requires. Webb identifies four levels of
depth of knowledge: recall (Level 1), skill or concept
(Level 2), strategic thinking (Level 3), and extended
thinking (Level 4). Distinct cognitive demands occur
during each activity, or thinking process, level. The
items in the STAAR MASTER Student Practice Book
were aligned to the TEKS using a modified version of
the “depth-of-knowledge” model (see “Descriptions of
STAAR MASTER™ Complexity Levels,” page 5).
During the alignment process, the complexity level of
each item (designated “Low,” “Moderate,” or “High”)
was determined. The level of each practice item can be
found in the Answer Key.
© ECS Learning Systems, Inc. ■ STAAR MASTER™ Science, Grade 5, Teacher Guide
STAAR MASTER™ Student Practice Book, Teacher Guide—Science, Grade 5
8
© ECS Learning Systems, Inc.
STAAR MASTER™ Sample Booklet
Descriptions of STAAR MASTER™
Complexity Levels
The following descriptions provide an overview of the
three complexity levels used to align the STAAR
MASTER™ Student Practice Book items to the eligible
Science TEKS. Each explanation details the kinds of
thinking required at each level. However, they do not
represent all of the possible thought processes for each
level.
4. What are the two ends of a magnet
called?
A
B
C
D
Attractors
Metals
Points
Poles
High Complexity (H)
High-complexity items align with the TEKS at Level 3
and/or Level 4 of the Webb model.* Items of high
complexity require students to use strategic, multi-step
thinking; develop a deeper understanding of the
information; and extend their thinking beyond the page.
The items at this level are non-routine and more abstract.
Students are asked to demonstrate more flexible thinking,
apply prior knowledge, make and test conjectures, and
support their responses. High-complexity items may
require students to generalize based on patterns. Items
may involve interpreting information from a complex
graph, table, or diagram. At this cognitive level, students
must justify the reasonableness of a solution or an answer
when more than one solution or answer exists. Students
will use concepts to develop answers and to explain their
processes. A high-complexity item may ask students to
plan, reason, explain, compare, differentiate, draw
conclusions, cite evidence, analyze, synthesize, apply,
or prove.
Moderate Complexity (M)
Moderate-complexity items align with the TEKS at
Level 2 of the Webb model. Items of moderate complexity
involve both comprehension and the subsequent
processing of information. Students may be asked to make
inferences or identify a cause-and-effect relationship.
However, students are not required to go beyond the text
to determine an answer. At this cognitive level, students
may need to identify similarities and differences. Items
may involve determining answers by using information
from a chart, graph, or diagram. Items of this complexity
may ask students to predict, organize, classify, compare,
interpret, distinguish between examples and nonexamples,
summarize, identify relationships, select an appropriate
process or formula, observe, or collect, organize, and
display information.
A direction the organisms are
moving
B way that each organism gets its
food
C distance between different
organisms
D flow of energy from one
organism to another
1. The chart below shows a picture of a
fox and some of its characteristics.
This page may not be reproduced.
3. The arrows in the food chain at the
left show the—
Low Complexity (L)
Low-complexity items align with the TEKS at Level 1 of
the Webb (2002) model. Items of low complexity may
involve recalling or recognizing—but not analyzing—
basic science concepts. An item may ask students to
recognize or use—but not interpret—a well-known
formula or simple process for completing a task. Items of
this complexity may require identifying the meaning of
basic science terminology. At this cognitive level, students
may need to locate details in a chart, graph, or diagram. A
low-complexity item may ask students to recall, identify,
recognize, arrange, locate, measure, use, or define basic
information and concepts.
Based on the picture and the list of
characteristics, which statement is
most likely correct?
A A fox eats mainly plants and
seeds.
B A fox changes color from year
to year.
C A fox can escape and hide from
its enemies.
D A fox lives in dry areas with few
plants and animals.
*Note: Although state standards may include expectations
that require extended thinking, many large-scale assessment
items are not classified at Level 4. Performance and openended assessments may require activities at Level 4.
© ECS Learning Systems, Inc. ■ STAAR MASTER™ Science, Grade 5, Teacher Guide
5
STAAR MASTER™ Student Practice Book, Teacher Guide—Science, Grade 5
© ECS Learning Systems, Inc.
9
STAAR MASTER™ Sample Booklet
How to Use This Book
Effective Test Preparation
What is the most effective way to prepare students for
any science competency test? Experienced educators
know that the best test preparation includes three
critical components—
• a strong curriculum that is aligned with the
content and skills to be assessed
• effective, relevant, and varied instructional
methods that allow students to learn content
and skills in many different ways
Obviously, a strong curriculum and effective, relevant,
and varied instructional methods provide the
foundation for all appropriate test preparation.
Contrary to what some might believe, merely “teaching
the test” performs a great disservice to students.
Students must acquire knowledge, practice skills, and
have specific educational experiences that can never be
included on tests limited by time and in scope. For this
reason, resources like the STAAR MASTER™ Student
Practice Book should never become the heart of the
curriculum or replace strong instructional methods.
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• targeted practice that familiarizes students with
the specific content and format of the test
Targeted Practice
The STAAR MASTER Student Practice Book does,
however, address the final element of effective test
preparation (targeted test practice). This book
familiarizes students with—
• the specific content of Texas’ competency test
• the general format of competency tests
When students become familiar with both the content
and the format of a test, they know what to expect on
the actual test. This, in turn, improves their chances
for success.
Using STAAR MASTER™ Products
Used as part of the regular curriculum, the STAAR
MASTER Student Practice Book allows teachers to—
• pretest skills students need for the actual test
• determine students’ areas of strength and/or
weakness
• provide meaningful test-taking practice for
students
• ease students’ test anxiety
• communicate test expectations and content to
parents
6
~John R. Staver
Some Notes on Teaching Science
In 2007, the International Academy of Education
published a booklet titled Teaching Science by
John R. Staver. The booklet presents several researchbased principles for teaching science, as well as practical
applications for incorporating these principles into
instruction. The eight principles are listed below, but
science teachers should read the entire booklet to learn
more about each principle and its related practical
applications.
Principles for Teaching Science
1. Teaching as a purposeful means to an end
Think of science teaching as a purposeful
means to an important end: student learning.
2. Core scientific ideas
Concentrate on the core scientific ideas that
have the greatest importance.
3. Deep scientific understanding
Promote deep scientific understanding through
teaching that mirrors the nature and
characteristics of inquiry in science, the values of
science, and the body of scientific knowledge.
4. Complexity of learning
When designing and teaching science lessons,
consider the complex interaction between
learners’ biological maturation, prior knowledge
and experience, and reasoning abilities, so the
lessons challenge but do not overwhelm learners’
cognitive capabilities.
5. Active construction of scientific knowledge
Teach with strategies and techniques that help
learners become active thinkers.
6. Science content and students’ interests
Connect science content with students’ interests
and personal lives, with societal issues, and with
other school subjects.
7. Expectations for learning
For all students, set high expectations for
learning.
8. Students’ anxieties and conflicts
Use teaching strategies that lessen students’
potential anxieties and perceived conflicts
when teaching scientific ideas that may be
controversial for learners, even though they
are not controversial among scientists.
© ECS Learning Systems, Inc. ■ STAAR MASTER™ Science, Grade 5, Teacher Guide
STAAR MASTER™ Student Practice Book, Teacher Guide—Science, Grade 5
10
© ECS Learning Systems, Inc.
STAAR MASTER™ Sample Booklet
Answer Key
Reporting Category 1
Exercise 4
1. D (L) 2. B (H)
3. B (M)
Exercise 5
1. C (M) 2. D (H)
3. D (H)
Exercise 6
1. C (H) 2. C (L)
3. A (M)
3. C (H)
Exercise 7
1. C (H) 2. C (L)
3. D (H)
4. A (M)
3. C (M)
Exercise 8
1. B (H) 2. C (H)
3. D (H)
4. D (H)
Exercise 9
1. B (M) 2. D (M) 3. D (H)
4. C (L)
Exercise 1
1. A (M) 2. D (M) 3. C (M)
5. C (M)
Exercise 2
1. D (M) 2. A (M)
Exercise 3
1. B (H) 2. A (L)
Exercise 4
1. B (M) 2. B (M)
Exercise 5
1. C (H) 2. A (M)
3. B (M)
4. A (L)
4. B (M)
4. 50 (M)
3. 205 (L) 4. D (L)
Exercise 6
4. A (H)
Exercise 10
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STAAR MASTER™ Student Practice Book, Teacher Guide—Science, Grade 5
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STAAR MASTER™ Sample Booklet
STAAR MASTER ™ Science References
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© ECS Learning Systems, Inc. ■ STAAR MASTER™ Science, Grade 5, Teacher Guide
STAAR MASTER™ Student Practice Book, Teacher Guide—Science, Grade 5
12
© ECS Learning Systems, Inc.
STAAR MASTER™ Sample Booklet
Selected pages from
STAAR MASTER
™
Student Practice Book
Science, Grade 5
for the State of Texas Assessments
of Academic Readiness
This page may not be reproduced.
Lori Mammen
Editorial Director
ISBN: 978-1-60539-744-3
Copyright infringement is a violation of Federal Law.
© 2011 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,
translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,
or otherwise) without prior written permission from ECS Learning Systems, Inc.
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STAAR MASTER™ Sample Booklet
Table of Contents
Reporting Category 1................................................................................................3
Matter and Energy
Reporting Category 2 ...................................................................................................18
Force, Motion, and Energy
Reporting Category 3 ...................................................................................................36
Earth and Space
Reporting Category 4 ...................................................................................................59
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Organisms and Environments
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STAAR MASTER™ Student Practice Book—Science, Grade 5
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STAAR MASTER™ Sample Booklet
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STAAR MASTER™ Student Practice Book—Science, Grade 5
© ECS Learning Systems, Inc.
15
STAAR MASTER™ Sample Booklet
Reporting Category 2
Force, motion, and energy and their relationships
3.6B; 5.2E; 5.6D (H)
5.2B; 5.2F; 5.6C (H)
1. Ms. Morgan’s students wanted to
know how fast a toy car could roll
down a ramp. The diagram shows
how they set up their test. The chart
shows the results of their test.
Test
Distance
(in cm)
Time
(in seconds)
1
30
3.5
Which would be the best way for
the students to improve their
investigation?
Use a longer ramp.
Use a different car for their test.
Test the car’s speed several times.
Increase the friction on the ramp.
A The effect of light on how large
things appear to be
B The amount of light needed to
see words hidden behind a sign
C The amount of time it takes for
light to travel from one place to
another
D The meaning of the science terms
transparent, translucent, and
opaque
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3. Mr. Miller set up a demonstration
for his students. One step of the
demonstration is shown below.
For this demonstration, what was
Mr. Miller most likely trying to show
his students?
Speed Test
A
B
C
D
Exercise 18
5.6D (L)
2. Look at the wheelbarrow below.
4
1
3
2
To move the wheelbarrow, you
should apply force at Point—
A 1
B 2
C 3
D 4
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STAAR MASTER™ Student Practice Book—Science, Grade 5
STAAR MASTER™ Student Practice Book—Science, Grade 5
16
© ECS Learning Systems, Inc.
35
STAAR MASTER™ Sample Booklet
Reporting Category 3
Components, cycles, patterns, and natural events of Earth and space systems
5.2B; 5.2G; 5.8A (H)
4.8A; 5.4A; 5.8A (L)
1. Darlene did research in science class.
She made the following chart to
record her findings.
Columbus,
Ohio
Exercise 14
San Antonio,
Texas
3. The rain gauges below show the
amounts of precipitation collected
during a one-week period of time.
San Diego,
California
Average High
Temperature in
Summer (in ˚F)
Average
Precipitation
in Summer
(in inches)
6 in.
6 in.
6 in.
5 in.
5 in.
5 in.
4 in.
4 in.
4 in.
3 in.
3 in.
3 in.
2 in.
2 in.
2 in.
1 in.
1 in.
1 in.
Monday
Thursday
Saturday
How many total inches of rain fell
during the one-week period of time?
Average
Precipitation
in Winter
(in inches)
Record your
answer in the
boxes. Then fill
in the bubbles.
Be sure to use the
correct place value.
A Climates of three cities in the
United States
B Weather forecasts for three cities
in the United States
C Methods for reporting the
weather in the United States
D Movement of weather systems
across the United States
4.8B; 5.8B (L)
2. The Sun’s heat energy causes Earth’s
water to change from a liquid to a
gas. This process is called—
A
B
C
D
collection
condensation
evaporation
precipitation
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0
0
1
1
1
2
2
2
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What was the most likely topic of
Darlene’s research?
.
0
3
3
3
4
4
4
5
5
5
6
6
6
7
7
7
8
8
8
9
9
9
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Average High
Temperature in
Winter (in ˚F)
4.8C (M)
4. The Moon’s appearance seems to
change shape, or go through phases,
because—
A the Moon rotates so quickly on
its axis
B the Moon is seen at different
angles from Earth
C the Moon orbits Earth more
slowly than Earth orbits the Sun
D only the parts of the Moon lit by
the Sun are visible from Earth
STAAR MASTER™ Student Practice Book—Science, Grade 5
49
STAAR MASTER™ Student Practice Book—Science, Grade 5
© ECS Learning Systems, Inc.
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STAAR MASTER™ Sample Booklet
STAAR MASTER™ Student Practice Book—Science, Grade 5
18
© ECS Learning Systems, Inc.
STAAR MASTER™ Sample Booklet
Reporting Category 4
Living organisms: structures, functions, interdependence
The paragraph below tells about rabbits
in New Zealand. Use information from
the paragraph to answer questions 1–3.
Too Many Rabbits
Rabbits first arrived in New Zealand
in the 1830s. They were taken to New
Zealand so that the people there could
hunt them. However, by the 1870s, rabbits
had taken over parts of New Zealand.
There were thousands of rabbits where
there had been none. The rabbits ate
the grass down to the ground. In some
places, the grass never grew back. Today,
very few plants grow in those areas.
Exercise 15
5.9C (M)
3. The rabbits caused a problem in New
Zealand because they changed the—
A
B
C
D
climate
ecosystem
landforms
weather
5.2D; 5.10A (M)
4. Which characteristic would be most
helpful for a bird that lives in or near
a pond?
1. What is the most likely reason
that the rabbit population in
New Zealand increased?
A People did not think the rabbits
would survive.
B The food web did not include
animals that ate rabbits.
C Other animals did not eat the
same food as the rabbits.
D Too many people fed the rabbits
and took care of them.
5.9C (M)
2. What would have been the most
likely change caused by the rabbits
eating the grass down to the ground?
A
B
C
D
Less rain fell in the area.
The weather became colder.
Wind and rain eroded the soil.
More animals lived in the same
area.
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A
B
C
D
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5.9C (H)
Sharp beak
Sharp claws
Spotted feathers
Webbed feet
5.10B (M)
5. A raccoon regularly goes to Tom’s
house and eats the food left out for
Tom’s cats. The raccoon’s action is an
example of a(n)—
A
B
C
D
adaptation
inherited trait
learned behavior
natural response
STAAR MASTER™ Student Practice Book—Science, Grade 5
73
STAAR MASTER™ Student Practice Book—Science, Grade 5
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STAAR MASTER™ Sample Booklet
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