3.1.A Scientific Investigation and Reasoning. Demonstrate Safe Practices As Described In

TEKS/SEs:

Science Grade 3 3.1.A Scientific investigation and reasoning. Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat 3.2.C Scientific investigation and reasoning. Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data; 3.2.F Scientific investigation and reasoning. Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion 3.3.D Scientific investigation and reasoning. Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists 3.4.A Scientific investigation and reasoning. Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums 3.6.A - explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life; 3.6.C - observe forces such as magnetism and gravity acting on objects.

Grade 4 4.1.A Scientific investigation and reasoning. Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations 4.2.C Scientific investigation and reasoning. Construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data 4.2.F Scientific investigation and reasoning. Communicate valid, oral, and written results supported by data. 4.3.D Scientific investigation and reasoning. Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists 4.4.A Scientific investigation and reasoning. Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums 4.6.A - differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal; 4.6.D - design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.

Grade 5 5.1.A Scientific investigation and reasoning. Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations 5.2.C Scientific investigation and reasoning. Collect information by detailed observations and accurate measuring 5.2.F Scientific investigation and reasoning. Communicate valid conclusions in both written and verbal forms 5.3.D Scientific investigation and reasoning. Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists 5.4.A Scientific investigation and reasoning. Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums 5.6.A - explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy; 5.6.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 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; and

Math Grade 3 3.14.A Underlying processes and mathematical tools. Identify the mathematics in everyday situations 3.14.B Underlying processes and mathematical tools. Solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; 3.14.C Underlying processes and mathematical tools. Select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem 3.15.A Underlying processes and mathematical tools. Explain and record observations using objects, words, pictures, numbers, and technology

Grade 4 4.14.A Underlying processes and mathematical tools. Identify the mathematics in everyday situations 4.14.B Underlying processes and mathematical tools. Solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; 4.14.C Underlying processes and mathematical tools. Select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem 4.15.A Underlying processes and mathematical tools. Explain and record observations using objects, words, pictures, numbers, and technology

Grade 5 5.14.A Underlying processes and mathematical tools. Identify the mathematics in everyday situations 5.14.B Underlying processes and mathematical tools. Solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; 5.14.C Underlying processes and mathematical tools. Select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem 5.15.A Underlying processes and mathematical tools. Explain and record observations using objects, words, pictures, numbers, and technology

Language Arts Grade 3 3.2.C Reading/Beginning Reading/Strategies. Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). 3.3 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 3.4 B Reading/Vocabulary Development. Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs 3.11 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). 3.26.A.iii Research/Gathering Sources. Follow the research plan to collect information from multiple sources of information, both oral and written, including: data from experts, reference texts, and online searches 3.26.B Research/Gathering Sources. Use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics) 3.26.C Research/Gathering Sources. Take simple notes and sort evidence into provided categories or an organizer

Grade 4 4.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 4.4 B Reading/Vocabulary Development Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words 4.9 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). 4.24.A.ii Research/Gathering Sources Follow the research plan to collect information from multiple sources of information both oral and written, including: data from experts, reference texts, and online searches 4.24.B Research/Gathering Use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics) 4.24.C Research/Gathering Take simple notes and sort evidence into provided categories or an organizer

Grade 5 5.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 5.2.B Reading/Vocabulary Development. Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words 5.9 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). 5.24.A Research/Gathering Sources. Follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts