GRADE 5 SCIENCE. Sampler Streamlined TEKS. STAAR Preparation and Practice

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1 Sampler GRADE 5 SCIENCE STAAR Preparation and Practice Instruction and practice in all tested TEKS (Grades 3 4) Over 225 authentic STAAR test items 3-step approach for remediation STAAR is a registered trademark of the Texas Education Agency, which does not endorse this program or its content Streamlined TEKS

2 s.com ces. E ZINGERS AR Test Items 2018 Streamlined TEKS GRADE 5 SCIENCE STAAR Preparation and Practice Matches the STAAR Test Built using released STAAR tests so it really matches! n Student Edition Instruction and Practice Systematic instruction and practice in all tested TEKS (grades 3 5), including how to approach and answer STAAR test items. Cumulative Review Instruction and practice in all tested TEKS (Grades 3 4) Mixed review helps students remember what they learn. Over 225 authentic STAAR test items 3-step approach for remediation STAAR is a registered trademark of the Texas Education Agency, which does not endorse this program or its content. TEACHER S EDITION Color Teacher s Edition 3-Step Intervention Prioritize and individualize remediation: 1) Diagnostic, 2) Lessons, and 3) Post Test. GRADE 5 SCIENCE STAAR Preparation and Practice 2018 Streamlined TEKS Easy to Differentiate for ALL Students Easily adapted for mixed ability classes. Use all year long or for intensive review weeks before the test. Helps Teacher Give Actionable Feedback Full solutions help teachers and tutors give students actionable feedback. Instruction and practice in all tested TEKS (Grades 3 4) Over 225 authentic STAAR test items 3-step approach for remediation STAAR is a registered trademark of the Texas Education Agency, which does not endorse this program or its content. STAAR is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.

3 Unlawful to photocopy or project without permission 1 Matter and Energy Reporting Category 1 The student will demonstrate an understanding of the physical properties of matter and how to use them to classify matter. 1.1 States of Matter, Mixtures, and Solutions (3.5C, 5.5B, 5.5C) 1.2 Classifying Matter (5.5A) In this unit, you will learn how matter changes forms and how it combines to form mixtures and solutions. You also will learn that you can classify matter based on its physical properties. Sirius Education Solutions Icy Hot It s a cold, winter day in Japan. However, this snow monkey and her baby are relaxing and warming up in a hot spring. Natural hot springs are heated by energy from deep below Earth s surface. Get Ready Name three types of matter found in the picture above one solid, one liquid, and one gas.. Unit 1 Matter and Energy 1

4 Vocabulary Review Use the words below to fill in the blank by each definition. condensation insulator conductor mass density mixture electrical energy physical property physical state solubility solution thermal energy 1. a form of matter; solid, liquid, or gas 2 a combination of two or more substances 3. a mixture in which the different types of matter in it are evenly mixed 4. energy in the form of heat 5. energy in the form of electrically charged particles 6. substance that has the ability to move thermal or electrical energy easily 7. measure of the amount of matter in an object 8. a characteristic of matter that can be observed, measured, and tested without changing what the matter is made of 9. the physical change of a gas to a liquid 10. the amount of mass per unit volume 11. substance that conducts thermal or electrical energy poorly 12. the ability for one substance to dissolve in another Vocabulary Preview Use the words below to complete the table below. evaporation density water soluble water vapor Clue Preview Word Unlawful to photocopy or project without permission Sirius Education Solutions invisible gas in the air opposite of condensation amount of mass per unit volume dissolves in water 2 Grade 5 Science Unit 1 Matter and Energy

5 1 Diagnostic Test Read each question carefully and choose the best answer. Unlawful to photocopy or project without permission 1 A cook puts a pan of water on the stove and it begins to boil. Which of these will the cook most likely observe ten minutes later? A The boiling water disappeared due to condensation. B The boiling water became hotter because of continued heating. (3.5C, 5.2C) C The water level became higher because the water expanded during heating. D The water level decreased because some of the water became a gas. Sirius Education Solutions 2 A jar contains a mixture of salt and crushed glass. All the pieces are the same size and color. Which of these methods could be used to separate the crushed glass and the salt easily? (5.5B, 5.2D) F Pour the mixture through a mesh filter. G Use tweezers to remove the pieces of glass. H Add water to the jar, stir well. Then pour the mixture through a paper filter. J Spread the mixture out evenly on a newspaper. Then pass a magnet over it. GO ON Unit 1 Diagnostic Test 3

6 3 A student has three beakers, each containing 100 ml of warm water. The student adds the same amount of a different substance to each beaker, then stirs the water in each beaker. After letting the beakers sit for 5 minutes, the student observes the beakers. Beaker Q Beaker R Beaker S Which of the beakers could contain sugar? F Beaker Q G Beaker R H Beaker S J None of the beakers (5.5C) Unlawful to photocopy or project without permission Sirius Education Solutions GO ON 4 Grade 5 Science Unit 1 Matter and Energy

7 4 During a demonstration, a teacher fills a beaker with equal amounts of water and oil. Then the teacher drops a plastic ball into the beaker. After a few minutes the students observe that both the oil and the ball float floats surface of the water. Unlawful to photocopy or project without permission Ball Oil Water Based on these observations, which statement correctly describes the densities of the oil and the ball? (5.5A, 5.2D) A The oil and the ball are both more dense than the water. B The oil and the ball are both less dense than the water. C The oil is less dense than the water and the ball is more dense than the water. D The oil is more dense than the water and the ball is less dense than the water. Sirius Education Solutions Unit 1 Diagnostic Test 5

8 5 A student uses copper wire to connect the light bulb to a battery, and the light bulb lights up. When the student replaces the copper wire with aluminum wire, the light bulb also lights up. Wire Battery Which statement best describes the purpose of the copper and the aluminum in the wires? (5.5A, 5.2D) Wire A The copper and the aluminum conduct heat energy out of the wires. B The copper and the aluminum insulate the wires so they do not become too hot. C The copper and the aluminum conduct electrical energy through the wires. D The copper and the aluminum conduct electrical energy and prevent it from leaving the wires. Unlawful to photocopy or project without permission Sirius Education Solutions GO ON 6 Grade 5 Science Unit 1 Matter and Energy

9 1.1 States of Matter, Mixtures, and Solutions Sirius Education Solutions Unlawful to photocopy or project without permission 3.5C The student is expected to predict, observe, and record changes in the state of matter caused by heating or cooling such as ice becoming liquid water or condensation forming on the outside of a glass of ice water, or liquid water being heated to the point of becoming water vapor. (Supporting) 5.5B The student is expected to demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand and water. (Supporting) 5.5C The student is expected to 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. (Supporting) In this section, you will learn how changes in temperature affect the physical state of matter. You will also learn about two types of mixtures one in which all the different types of matter in it retain their physical properties, and another type of mixture called a solution. Get Ready One morning a student accidently pours orange juice on his dry cereal instead of milk. In the workspace below, describe a way, or draw a picture, to show how the student can separate the cereal and the orange juice. 1.1 States of Matter, Mixtures, and Solutions 7

10 States of Matter 3.5C Think about all the things that exist trees, shampoo, soccer balls, air you name it. It s all matter. Matter is the stuff that everything is made of. All of the matter you can see and touch is made up of very tiny particles. These particles are so small that it takes a special kind of microscope just to see them. Matter exists in different physical states solid, liquid, or gas depending on its temperature. Water a type of matter that naturally occurs in all three physical states. This makes water useful for understanding states of matter. Ice Water Water Vapor Solid Liquid Gas Solid matter is rigid. It has a definite shape and volume. The particles are very close together. The particles vibrate but do not move about. Solid water is called ice. When solid matter heats up and reaches its melting point, its becomes a liquid. Liquid matter has a definite volume but not a definite shape. The particles vibrate more rapidly, and slide over each other, taking the shape of the container that holds them. When liquid matter reaches its boiling point, its particles vibrate and move at a high speed. The particles escape into the air and form a gas, which has no definite size or shape. Boiling water becomes water vapor, an invisible gas. Did You Know? Ice cubes will shrink if left in a freezer for a long time but they never melt. A process called sublimation causes a solid to become a gas without going through a liquid phase. Unlawful to photocopy or project without permission Sirius Education Solutions 8 Grade 5 Science Unit 1 Matter and Energy

11 Your Turn 3.5C Label each circle as Solid, Liquid, or Gas. Without looking back, draw dots to show how the particles of water are arranged in each state. Sirius Education Solutions Unlawful to photocopy or project without permission Vocabulary Humidity is the amount of water vapor in the air. On a hot, humid day, it is harder for your body to cool off by sweating,making you feel hot and sticky. Evaporation and Condensation Evaporation is the physical change of a liquid to a gas without boiling. As the sun shines on the puddle below, the liquid water particles on the puddle s surface gain energy and move into the air, forming water vapor. Did you know that most of the energy needed for evaporation comes from the sun? Temperature and humidity (the amount of water vapor in the air) also affect the rate of evaporation. So does the flow of the air, what we call a breeze or the wind. In the picture below, it is sunny and the wind is blowing. We can t be sure about the humidity but this laundry will likely dry quickly. 1.1 States of Matter, Mixtures, and Solutions 9

12 Condensation is the physical change of a gas to a liquid. It is the reverse of evaporation. The water particles in the air cool down and loose energy. Did you ever see water on a bathroom mirror after taking a hot shower as shown in the pictures below? That s condensation. The air inside the bathroom and the house are much warmer than the bathroom mirror and student s glasses. This warm air condense on glass. You might hear someone say, My glasses are all are fogged up. Your Turn 3.5C Complete the sentences to show the relationship between condensation and evaporation. Then give an example of each process. Evaporation occurs when Example: Condensation occurs when Unlawful to photocopy or project without permission Sirius Education Solutions Example: 10 Grade 5 Science Unit 1 Matter and Energy

13 Diagnostic Test Item 3.5C 1 A cook puts a pan of water on the stove and it begins to boil. Sirius Education Solutions Unlawful to photocopy or project without permission Which of these will the cook most likely observe ten minutes later? A The boiling water disappeared due to condensation. B The boiling water became hotter because of continued heating. C The water level became higher because the water expanded during heating. D The water level decreased because some of the water became a gas. Explanation A Condensation is the process by which a gas, such as water vapor, cools enough to change into a liquid. B When water reaches its boiling point, the steam is hotter than the water but the liquid water does not become hotter. C While water does expand slightly when heated, the effect of this is small compared to the water loss due to boiling. D Correct! At its boiling point, water expands and becomes steam (water vapor), which is a gas. This causes the amount of water in the pot to decrease. 1.1 States of Matter, Mixtures, and Solutions 11

14 Mixtures 5.5B A mixture is a combination of two or more substances. In some mixtures, the physical properties of the substances in it do not change. For example, trail mix is a mixture of ingredients such as raisins, peanuts, pumpkin seeds, and chocolate chips. Each ingredient in the trail mix retains its physical properties. Mixtures called solutions, which you will learn about in the next section, are somewhat different. The chart below shows four ways to separate different types of mixtures. Ways to Separate Mixtures Sand and water Filter Use a Filter Sand Filtered water A filter can separate very small pieces of matter from a liquid. Use a Magnet Magnet with iron filings Use a Sieve or Screen Mixed navy beans and lentils Sieve Lentils A sieve or mesh screen separates out smaller objects that can pass through the holes. Salt Boil or Evaporate Water evaporates but the salt does not Unlawful to photocopy or project without permission Sirius Education Solutions Iron filings and sand A magnet separates matter that contains iron from other matter. Boiling or evaporating removes liquid matter and leaves dissolved matter behind. 12 Grade 5 Science Unit 1 Matter and Energy

15 Your Turn 5.5B A student has a mixture of fine sand, small pebbles, and water. Describe how the student could separate the three substances. Include a diagram or illustration if it is helpful. Sirius Education Solutions Unlawful to photocopy or project without permission Diagnostic Test Item 2 A jar contains a mixture of coarse salt and crushed glass. The pieces are the same size and color. Which of these methods could be used to separate the crushed glass and the salt? F Pour the mixture through a mesh filter. G Use tweezers to remove the pieces of glass. H Add water to the jar, stir well, and pour the mixture through a paper filter. J Spread the mixture out on a newspaper and pass a magnet over it Explanation F Condensation is the process by which a gas, such as water vapor, cools enough to change into a liquid. G When water reaches its boiling point, the steam is hotter than the water but the liquid water does not become hotter. H While water does expand slightly when heated, the effect of this is small compared to the water loss due to boiling. J Correct! At its boiling point, water becomes steam (water vapor), which expands to become a gas. This causes the amount of water in the pot to decrease. 5.5B, 5.2D 1.1 States of Matter, Mixtures, and Solutions 13

16 Solutions 5.5C A solution is a type of mixture in which one or more substances are dissolved in another substance. The particles of the substances spread out evenly. Every sample of the solution will be identical. The dissolved substances will loose all or most of their physical properties. The cups of tea shown look exactly the same, but one cup contains sugar and the other cup contains salt. Sugar and salt are both small, white crystals that will dissolve in water. Will they retain any of their physical properties? Sugar When stirred into the hot tea, the sugar and the salt lose their color and structure. However, they retain their distinct taste. Your Turn 3.5C On the chart, record the physical properties of salt and sugar that changed or did not change when dissolved in the hot tea. Hint: You don t need to fill in every blank line. Substance Changed Not Changed Sugar Salt Vocabulary When a substance dissolves in another substance it becomes completely mixed and loses some of its physical properties. Unlawful to photocopy or project without permission Sirius Education Solutions Salt Name some other substances that will dissolve in water. 14 Grade 5 Science Unit 1 Matter and Energy

17 Diagnostic Test Item 5.5C Sirius Education Solutions Unlawful to photocopy or project without permission 3 A student has three beakers, each containing 100 ml of warm water. The student adds the same amount of a different substance to each beaker, then stirs the water in each beaker. After letting the beakers sit for 5 minutes, the student observes the beakers. Beaker Q Beaker R Beaker S Which of the beakers could contain sugar? A Beaker Q B Beaker R C Beaker S D None of the beakers Explanation A Beaker Q contains a substance that has a greater density than water. It sinks to the bottom but does not dissolve. B Correct! After stirring and sitting for five minutes, the substance added to Beaker R cannot be seen, so this beaker contains a solution. Because sugar dissolves in water to form a solution, the substance added to Beaker R could be sugar. C Beaker S shows the substance floating on top of the water. Because sugar does not float on top of water, S is incorrect. D This answer choice is incorrect because Beaker R could contain sugar. 1.1 States of Matter, Mixtures, and Solutions 15

18 1.1 STAAR Practice 3.5C, 5.5B, 5.5C Read each question carefully and choose the best answer. 1 Ice is placed into a glass of room-temperature water. After a few minutes, the ice begins to melt and there are droplets of water on the outside of the glass. Which best explains these changes? A Water from the ice melted is now on the outside of the glass. B The ice evaporated and condensed on the outside of the glass. (3.5C, 5.2D) C The water in the glass became warmer and condensed on the outside of the glass. D The water in the glass became colder, cooling the glass and causing water vapor in the air to condense on the outside of the glass. 2 A chef places some butter in a skillet, melts it, and places it on a cool countertop. Unlawful to photocopy or project without permission Sirius Education Solutions When the chef looks at the pan thirty minutes later, the butter (3.5C, 5.2D) F is still liquid G is almost solid H has evaporated J is still bubbling 16 Grade 5 Science Unit 1 Matter and Energy

19 3 A student makes a mixture using two of the substances below. Then the student separates the mixture using water. Sirius Education Solutions Unlawful to photocopy or project without permission Sand Salt Iron filings Gravel The mixture the student made most likely contained A Gravel and sand B Salt and sugar C Gravel and iron filings D Salt and iron filings Sugar cubes 4 Some white marbles and iron ball bearings are mixed together in a container. The marbles and the ball bearings are the same size. (5.5B) Which method could NOT be used to separate the marbles from the ball bearings? (5.5B, 5.2B) F Use a magnet to attract the ball bearings. G Pour the mixture through a mesh screen. H Weigh a marble and a ball bearing. Then separate by weight. J Hand-separate the objects in the mixture by color. 1.1 States of Matter, Mixtures, and Solutions 17

20 5 Lemonade contains water, lemon juice, and sugar. A student poured a glass of lemonade, tasted it, and then stirred. Which of the following most likely occurred when the sugar was added? (5.5C) A The taste of the lemonade became sweeter. B The color of the lemonade became darker. C The water and the lemon juice separated into two layers. D The sugar sank to the bottom of the lemonade. 6 A runner mixes energy drink powder into a glass of water. After taking a slip, the runner thinks the drink is too strong. What can the runner do to make the taste less strong? F Add more powder to the mixture. G Pour out some of the mixture. H Add more water to the mixture. J Remove some of the powder from the mixture. (5.5C) Unlawful to photocopy or project without permission Sirius Education Solutions 18 Grade 5 Science Unit 1 Matter and Energy

21 7 An artist prepared a pallet with watercolor paints and painted all morning. The pallet was accidently left uncovered. Sirius Education Solutions Unlawful to photocopy or project without permission The next afternoon, the artist most likely observed that A the paint colors mixed together, creating a single color B the water in the paint evaporated, leaving solid paint C the paint evaporated, leaving a clean palette D the paint on the pallet had not changed (5.5C, 5.2D) 8 Two students are investigating whether the temperature of water affects the speed at which food coloring will dissolve in it. They have a beaker filled with ice water and a beaker filled with very hot water. At the same time, the students place 25 drops of food coloring into each beaker. Which of the following is most likely to occur? (3.5C, 5.2B) F The food coloring dropped into cold water will mix faster because the cold water particles are vibrating fast enough to become water vapor. G The food coloring dropped into hot water will mix faster because the warm water particles are vibrating faster. H The food coloring will mix with the water in both beakers equally fast because the water particles are vibrating the same speed. J The food coloring will not mix with the water in either beaker because food coloring is not soluble in water. 1.1 States of Matter, Mixtures, and Solutions 19

22 1.2 Classifying Matter 5.5A The student is expected to 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. (Readiness) In this section, you will learn some new ways to classify matter based on the matter s density, solubility, and magnetism. You will also learn that different types of matter conduct thermal (heat) energy and electrical energy differently. Get Ready Suppose you have these objects to sort into two groups based on their physical properties. Cork Paper clip Pencil Scissors Eraser Cotton ball Identify one way to classify the objects into two different groups. Explain your groupings. Group 1 Group 2 Unlawful to photocopy or project without permission Sirius Education Solutions Identify two additional objects that could go in each group, and tell which group they belong to. 20 Grade 5 Science Unit 1 Matter and Energy

23 Physical Properties of Matter 5.5A A physical property of matter is a characteristic that can be observed, measured, and tested without changing the matter. Sirius Education Solutions Unlawful to photocopy or project without permission The pumpkin in the illustration has a smooth surface and the coconut has a rough surface. Their textures are different. You can use a scale to compare their weights. Texture and weight are physical properties. Mass and Density Mass and density are physical properties of matter. Mass is the measure of the amount of matter in an object. Density is the amount of mass per unit volume. The illustration below will help you understand this. Bread Bread Cube A Compressed into a mass Bread Bread Cube B The slice of bread and the compressed bread have the same mass because no bread was added or taken away. The matter in Bread Cube B is more compact so its density is greater than the density of Bread Cube A. 1.2 Classifying Matter 21

24 Comparing Density Relative density is how dense one type of matter is compared to another. The diagrams below show a way to densities of solids and liquids. Compare the Density of Three Solid Objects A Sphere A rests on the surface of the water. Its density is less than the density of the water. B Sphere B floats in the middle of the water. Its density is greater than Sphere A but less than Sphere C. Sphere C sinks to the bottom of the tank. Its density is greater than the density of the water. Honey Water Compare the Densities of Three Liquids Cooking Oil Blended Liquids C Three Hours Later Cooking Oil Water Honey Three substances are blended together. When you observe the mixture three hours later, you can conclude that: Honey has the greatest density because it sinks to the bottom. Water floats on the honey, so it is less dense than honey. Cooking oil floats on the water, so it is less dense than water. Think on This The relative density of substances determines whether one substance will sink or float in another substance. Here, the density of each sphere is compare to the density of water. Unlawful to photocopy or project without permission Sirius Education Solutions 22 Grade 5 Science Unit 1 Matter and Energy

25 Diagnostic Test Item 5.5A, 5.2D Unlawful to photocopy or project without permission 4 During a demonstration, a teacher fills a beaker with equal amounts of water and oil. The students observe that the oil floats on the surface of the water. Then the teacher drops a plastic ball into the beaker. The students observe that the ball sinks through the oil and floats on the surface of the water. Ball Oil Water Based on these observations, which statement correctly describes the densities of the oil and the ball? F The oil and the ball are both more dense than the water. G The oil and the ball are both less dense than the water. H The oil is less dense than the water and the ball is more dense than the water. J The oil is more dense than the water and the ball is less dense than the water Sirius Education Solutions Explanation F If something is more dense than water it will sink in the water, but the oil and water both float. G Correct! The oil and the ball both float on the water, demonstrating that they are less dense than the water. H If the ball were more dense than the water, it would sink to the bottom of the beaker. J If the oil were more dense than the water, it would sink below the water in the beaker. 1.2 Classifying Matter 23

26 Solubility in Water Solubility is the ability of one substance to dissolve in another substance. A water-soluble substance will dissolve in water. The diagram shows what happens when salt and pepper are stirred into pure, warm water. Stir well Salt Pepper Where is the salt? Salt is water-soluble so you can no longer see it. The pepper is still visible because it is insoluble in water. If you boiled away the water, the salt and pepper would remain. Magnetism Magnets are objects made of materials that can attract (pull) or repel (push) other magnetic objects without touching them. The force between magnets and the objects they attract or repel is called magnetism.a magnet has no effect on nonmetals such wood, plastic, rubber, or glass. The recycling industry uses powerful electromagnets to separate different materials. When the electromagnet is turned on, it picks up magnetic materials. When it is turned off, it drops them. Vocabulary The prefixes inand non- mean NOT. Insoluble means, is NOT soluble. Did You Know? Not all metals are magnetic. Iron, nickel, and cobalt are the most common magnetic materials. A magnet has no effect on nonmetals such as wood, plastic, rubber, or glass. Unlawful to photocopy or project without permission Sirius Education Solutions 24 Grade 5 Science Unit 1 Matter and Energy

27 Ability to Conduct or Insulate Conductors are substances that have the ability to move thermal (heat) energy or electrical energy easily. Metals are good conductors of electricity and thermal heat energy. Unlawful to photocopy or project without permission Insulators are substances that conduct thermal energy and electricity poorly. Plastic, rubber, wood, glass, and air are good insulators. Copper is a good conductor. It allows electricity to flow through this wire easily. The wire s vinyl covering is an insulator. It does not allow electricity to flow through it, which protects against fire and electrical shocks. This skillet is made of a material that conducts thermal energy well. Its handle and knob are made of a thermal insulator. They keep the handle and knob from getting to hot to touch safely. Air is a good thermal insulator. Birds puff up their feathers in cold weather. The air trapped in their feathers holds their body heat in. Sirius Education Solutions Your Turn 5.5A Hot drinks often have a cardboard sleeve around them. Use science vocabulary words to explain the purpose of the sleeve. Hot Tea 1.2 Classifying Matter 25

28 Diagnostic Test Item 5.5A 5 A student uses copper wire to connect the light bulb to a battery, and the light bulb lights up. When the student replaces the copper wire with aluminum wire, the light bulb also lights up. Wire Battery Wire Which statement best describes the main purpose of the copper and the aluminum in the wires? A The copper and the aluminum conduct heat energy out of the wires. B The copper and the aluminum insulate the wires so they do not become too hot. C The copper and the aluminum conduct electrical energy through the wires. D The copper and the aluminum conduct electrical energy and prevent it from leaving the wires. Explanation A While copper and aluminum are good thermal conductors, this is not their main purpose in lighting the light bulb. B Copper and aluminum are both metals that are good conductors, not insulators. C Correct! Copper and aluminum are electrical conductors, which allows an electric current to flow through them. D While copper and aluminum conduct electricity, they do not prevent electrical energy from leaving the wire. This is the function of the insulator that covers the wire. Unlawful to photocopy or project without permission Sirius Education Solutions 26 Grade 5 Science Unit 1 Matter and Energy

29 1.2 STAAR Practice 5.5A Read each question carefully and choose the best answer. Sirius Education Solutions Unlawful to photocopy or project without permission 1 Two friends walk on the beach with their shoes on. When they take their shoes off, the hot sand burns the bottoms of their feet. Which of the following does NOT explain this experience? (5.5A) A Heat is conducted from the sand to their feet. B Their shoes are good thermal insulators. C The sand absorbed heat from the sun and became hot. D The bottoms of their shoes are good thermal conductors. 2 A student fills two cups with water and adds salt to one of the cups. The salt dissolves in the water. Then the student places identical blocks of wood in each cup. The block in the salt water floats, but the block in the pure water sinks. Salt water Pure water Based on these observations, which statement correctly describes the density of the wood blocks? (5.5A, 5.2D) F The blocks are more dense than the pure water and the salt water. G The blocks are less dense than the pure water and the salt water. H The blocks are more dense than the pure water but less dense than the salt water. J The block are less dense than the pure water but more dense than the salt water. 1.2 Classifying Matter 27

30 3 A student stirred powdered cocoa into a mug of hot water until the powder disappeared. Which statement best explains why the cocoa powder was not visible? (5.5A, 5.3A) A The cocoa powder condensed into the hot water. B The cocoa powder settled at the bottom because it is has a greater density than water. C The cocoa powder dissolved because it is soluble in water. D The cocoa powder had a greater mass than the hot water so, it dissolved. 4 Some iron beads were poure into a bowl of plastic beads. Which property could NOT be used to separate the beads? F Solubility G Magnetism H Density J Color (5.5A, 5.2B) 5 A cook looks for salt in the pantry and finds four labeled containers. Which of the following labels indicates that salt is in the container? (5.5A) Unlawful to photocopy or project without permission Sirius Education Solutions Clear Brown A Liquid C Solid Soluble in water Insoluble in water White White B Solid D Solid Soluble in water Insoluble in water 28 Grade 5 Science Unit 1 Matter and Energy

31 6 A student has three jars. One jar contains salt, one contains,glass beads, and one contains iron shavings. The student records the following observations about the contents of the jars. Sirius Education Solutions Unlawful to photocopy or project without permission Jar Color Attracted to a Magnet? Soluble in Water? 1 Gray 2 Clear 3 White How should the student correctly label the jars? F G Jar 1: Salt Jar 2: Glass beads Jar 3: Iron shavings Jar 1: Iron shavings Jar 2: Salt Jar 3: Glass beads H J Jar 1: Iron shavings Jar 2: Glass beads Jar 3: Salt Jar 1: Glass beads Jar 2: Iron shavings Jar 3: Salt 7 In a science lab, students observed and recorded some properties of four liquids. They recorded the results in a table. Liquid Mass (g) Density (g/ml) Color Water Clear Corn Oil Yellow Syrup Brown Rubbing alcohol Clear (5.5A) Then the students poured the liquids into a graduated cylinder. After 5 minutes, the students observed the mixture of liquids had separated into four separate layers. Based on the information in the table, what is the order of the liquids in the graduated cylinder, from bottom to top? (5.5A, 5.2G) A Water, rubbing alcohol, corn oil, syrup B Syrup, water, corn oil, rubbing alcohol C Rubbing alcohol, corn oil, water, syrup D Syrup, corn oil, rubbing alcohol, water 1.2 Classifying Matter 29

32 1 Study Guide and Review Check ( ) the concepts you know. Place a star ( ) next to the key terms you know. 1.1 Matter, Mixtures, and Solutions 3.5C, 5.5B, 5.5C Key Concepts Matter exists in three states,, and. The physical state of matter depends on its. All matter is made up of very small. Water in its gaseous form is called. Water naturally occurs in all three. is the process of a liquid changing into a gas. is the process of a gas changing into a liquid. is the process of a liquid changing into a solid. A substances. A is a combination of two or more is a mixture in which one substance is into another substance. Key Terms condensation dissolved evaporation freezing gas liquid mixture particles physical states solid solution temperature water vapor Unlawful to photocopy or project without permission Sirius Education Solutions 30 Grade 5 Science Unit 1 Matter and Energy

33 1.2 Classifying Matter 5.5A Unlawful to photocopy or project without permission Sirius Education Solutions Key Concepts A can be observed, measured, and tested without changing the type of substance it is. The amount of mass per unit volume is an object s. is a force that can or certain objects that are not touching. Substances that conduct thermal and electrical energy poorly are called. A substance that will dissolve in water is called. is a measure of the amount of matter in an object. The ability of one substance to dissolve into another is called. Substances that allow thermal and electrical energy to move easily are called. is how dense one type of matter is compared to another. Key Terms attract conductors density insulators magnetism mass physical property relative density repel solubility water soluble 1.2 Classifying Matter 31

34 1 Post Test Read each question carefully and choose the best answer. 1 Early one morning, a student observes droplets of water on the grass outside of the school. When the student goes out later in the day, the sun is shining and the grass is dry. What process explains why the grass became dry? (3.5C, 5.2D) A The evaporation of liquid water B The condensation of water vapor C The freezing of liquid water D The melting of solid water 2 A mixture of sand and iron filings is poured onto a shallow box. A student pulls a magnet through the mixture. Unlawful to photocopy or project without permission Sirius Education Solutions The most likely result is that (5.5B, 5.2D) F the iron filings will stick to the magnet, but the sand will be left behind G the sand will stick to the magnet, but the iron filings will be left behind H the sand and the iron filings will stick to the magnet J neither the sand nor the iron filings will stick to the magnet GO ON 32 Grade 5 Science Unit 1 Matter and Energy

35 16 Grade 5 Science Unit 1 Matter and Energy Sirius Education Solutions 1.1 STAAR Practice 3.5C, 5.5B, 5.5C Read each question carefully and choose the best answer. 1 Ice is placed into a glass of room-temperature water. After a few minutes, the ice begins to melt and there are droplets of water on the outside of the glass. Which best explains these changes? A Water from the ice melted is now on the outside of the glass. B The ice evaporated and condensed on the outside of the glass. 16 Grade 5 Science Unit 1 Matter and Energy (3.5C, 5.2D) C The water in the glass became warmer and condensed on the outside of the glass. D The water in the glass became colder, cooling the glass and causing water vapor in the air to condense on the outside of the glass. 2 A chef places some butter in a skillet, melts it, and places it on a cool countertop. When the chef looks at the pan thirty minutes later, the butter F is still liquid G is almost solid H has evaporated J is still bubbling Test-taking tip (3.5C, 5.2D) Correct answer 1 STAAR Practice Guide 3.5C 1 5.5B 2 3, 5 5.5C 4, 6 Difficult 6 Answers and Explanations Assignment Guide with a Difficult item 1 D is correct because as the ice in the glass melts, the water in the glass becomes colder and makes the glass itself colder. If the air is warmer than the glass, the water vapor in the air will condense onto the surface of the glass. 2 G is correct because as the skillet with melted butter sits on the cool countertop it cools down, causing the butter to cool and begin to become solid again. Full solutions at point of use Teacher s Edition includes full solutions for all STAAR Practice questions.

36 STAAR is a registered trademark of the Texas Education Agency, which does not endorse this program or its content. GRADE 5 SCIENCE CONTENTS UNIT 1 Matter and Energy 1.1 Matter, Mixtures and Solutions 1.2 Classifying Matter Visit SiriusEducationSolutions.com for additional STAAR resources. GRADE 5 SCIENCE ZINGERS Solving the Most-Missed STAAR Test Items 2018 Streamlined TEKS UNIT 2 Force, Motion, and Energy 2.1 Energy 2.2 Properties of Light 2.3 Force and Motion 1 2 CUMULATIVE REVIEW Builds test-taking skills and confidence. Engages all students with challenging test items. Promotes student thinking with interactive instruction. UNIT 3 Earth and Space 3.1 Sedimentary Rocks and Fossil Fuels 3.2 Changes to Earth s Surface 3.3 Renewable and Nonrenewable Resources 3.4 Climate, Weather, and the Water Cycle 3.5 The Earth, the Sun, and the Moon 1 3 CUMULATIVE REVIEW UNIT 4 Organisms and Environments 4.1 Ecosystems 4.2 Changes in Ecosystems 4.3 Structures and Behaviors for Survival 1 4 CUMULATIVE REVIEW English/Spanish Glossary Printed in Texas on recycled paper