Summary of k-5 Science teks
Kindergarten:
In Kindergarten, students will observe and describe the patterns of objects, events, and organisms that appear around them. Students will manipulate, record , identify and sort parts of systems such as animals, plants, and simple objects. They observe and record changes in weather, and life cycles of organisms in their natural environment. They observe and identify the basic needs of organisms. They also identify, describe and observe rocks, soil and water and how these are useful as resources for life.
Grade 1:
First grade students sort objects and events to form patterns including identification, prediction, and the creation of patterns in charts, graphs, and numerical representation. Students investigate systems to understand how parts within these systems interact. They continue to observe, describe, and record changes in the environment such as weather, seasons, and life cycles of organisms. They compare and give examples of the ways living organisms depend on each other for their basic needs. Earth science concepts include sources of water, rocks, soil, and how these are recycled.
Grade 2:
Second grade students classify and sequence organisms, objects, and events to identify patterns. Systems are manipulated to observe how parts (essential and non-essential) within systems can interact. Changes are identified, analyzed, and recorded to explain force and motion, evaporation, weather, the night sky, and seasons. The water cycle, gases of the atmosphere, rocks and soil, and uses of other natural resources are also studied.
Grade 3:
Third grade students continue their observations of simple systems and describe the role of various parts within the system such as germination of seeds and simple toys. They observe, measure, and record forces causing changes in objects and changes on the Earth (such as weathering, subsidence and earthquakes). They learn how matter has physical properties such as temperature and magnetism and they identify matter as solids, liquids, and gases. They observe and describe habitats and ecosystems and how environmental changes affect the objects and organisms within those ecosystems. Students also begin to identify species and adaptations within those species for survival and simple concepts related to reproduction.
Grade 4:
Fourth grade students identify and describe complex systems and predict what happens when parts of a system are removed. They identify patterns of change such as weather, metamorphosis, symmetry, and objects in the night sky. Matter and its physical properties are tested, comparing data about states of matter, conduction, density, and buoyancy. Students learn how adaptations may increase survival in past and present species. They observe likenesses and differences within offspring to distinguish between inherited traits and learned characteristics. They identify that certain past events affect present and future events using fossils, and changes in growth, erosion, dissolving, weathering and flow. They test properties of soils and summarize the effects of the oceans on land. Students also identify the Sun as the major source of energy for the Earth.
Grade 5:
Fifth grade students continue to know how a system is a collection of processes that interact. They identify and describe examples of daily, weekly, lunar, and seasonal cycles including life cycles of plants and animals. They identify the significance of water, carbon, and nitrogen cycles. They continue to study the physical properties of matter, the conduction and insulation of heat, electricity, and the production of sound. They observe and measure constant properties of everyday substances such as boiling points and melting points. They differentiate among forms of light, heat, electrical, and solar energy. They study reflection and refraction of light. They continue to learn about adaptation and the unique niche of some organisms in an ecosystem. They identify traits that are inherited in plants and animals. Students now interpret how landforms are the result of a combination of constructive and destructive forces. Past and present events that affect the future help students understand the formation of Earth’s renewable, nonrenewable, and inexhaustible resources. Gravity, gravitational forces in the solar system, and the physical characteristics of the Earth, are also identified and compared.
Obtained through the Stellar Project website, a TEA grant funded project.
In Kindergarten, students will observe and describe the patterns of objects, events, and organisms that appear around them. Students will manipulate, record , identify and sort parts of systems such as animals, plants, and simple objects. They observe and record changes in weather, and life cycles of organisms in their natural environment. They observe and identify the basic needs of organisms. They also identify, describe and observe rocks, soil and water and how these are useful as resources for life.
Grade 1:
First grade students sort objects and events to form patterns including identification, prediction, and the creation of patterns in charts, graphs, and numerical representation. Students investigate systems to understand how parts within these systems interact. They continue to observe, describe, and record changes in the environment such as weather, seasons, and life cycles of organisms. They compare and give examples of the ways living organisms depend on each other for their basic needs. Earth science concepts include sources of water, rocks, soil, and how these are recycled.
Grade 2:
Second grade students classify and sequence organisms, objects, and events to identify patterns. Systems are manipulated to observe how parts (essential and non-essential) within systems can interact. Changes are identified, analyzed, and recorded to explain force and motion, evaporation, weather, the night sky, and seasons. The water cycle, gases of the atmosphere, rocks and soil, and uses of other natural resources are also studied.
Grade 3:
Third grade students continue their observations of simple systems and describe the role of various parts within the system such as germination of seeds and simple toys. They observe, measure, and record forces causing changes in objects and changes on the Earth (such as weathering, subsidence and earthquakes). They learn how matter has physical properties such as temperature and magnetism and they identify matter as solids, liquids, and gases. They observe and describe habitats and ecosystems and how environmental changes affect the objects and organisms within those ecosystems. Students also begin to identify species and adaptations within those species for survival and simple concepts related to reproduction.
Grade 4:
Fourth grade students identify and describe complex systems and predict what happens when parts of a system are removed. They identify patterns of change such as weather, metamorphosis, symmetry, and objects in the night sky. Matter and its physical properties are tested, comparing data about states of matter, conduction, density, and buoyancy. Students learn how adaptations may increase survival in past and present species. They observe likenesses and differences within offspring to distinguish between inherited traits and learned characteristics. They identify that certain past events affect present and future events using fossils, and changes in growth, erosion, dissolving, weathering and flow. They test properties of soils and summarize the effects of the oceans on land. Students also identify the Sun as the major source of energy for the Earth.
Grade 5:
Fifth grade students continue to know how a system is a collection of processes that interact. They identify and describe examples of daily, weekly, lunar, and seasonal cycles including life cycles of plants and animals. They identify the significance of water, carbon, and nitrogen cycles. They continue to study the physical properties of matter, the conduction and insulation of heat, electricity, and the production of sound. They observe and measure constant properties of everyday substances such as boiling points and melting points. They differentiate among forms of light, heat, electrical, and solar energy. They study reflection and refraction of light. They continue to learn about adaptation and the unique niche of some organisms in an ecosystem. They identify traits that are inherited in plants and animals. Students now interpret how landforms are the result of a combination of constructive and destructive forces. Past and present events that affect the future help students understand the formation of Earth’s renewable, nonrenewable, and inexhaustible resources. Gravity, gravitational forces in the solar system, and the physical characteristics of the Earth, are also identified and compared.
Obtained through the Stellar Project website, a TEA grant funded project.
K-5 Science teks and higher order thinking
The following chart of Bloom's Taxonomy helps identify approximately what level of evaluation occurs at each grade level provided in the K-5 Science TEKS. These verbs and questioning clues contribute to the development of higher order thinking. Each color represents the verbs that occur in abundance throughout each level of the TEKS. For example, the red verbs used most in the Kindergarten TEKS are identify, record, describe, and reason. It is east to see that they lie in the lower level of Bloom's Taxonomy.
KINDERGARTEN - Lie in the lower level of Bloom's Taxonomy
1ST GRADE - Lie in lower/medium level of Bloom’s Taxonomy
2ND GRADE - Lie in lower/medium level of Bloom’s Taxonomy
3RD GRADE - Lie in medium level of Bloom’s Taxonomy
4TH GRADE - Lie in middle/upper level of Bloom’s Taxonomy
5TH GRADE - Lie in middle/upper level of Bloom’s Taxonomy
Throughout grade progression, it can be seen that a higher level use of verbs is occurring. This use of higher level verbs represent the use of higher order thinking strategies.
KINDERGARTEN - Lie in the lower level of Bloom's Taxonomy
1ST GRADE - Lie in lower/medium level of Bloom’s Taxonomy
2ND GRADE - Lie in lower/medium level of Bloom’s Taxonomy
3RD GRADE - Lie in medium level of Bloom’s Taxonomy
4TH GRADE - Lie in middle/upper level of Bloom’s Taxonomy
5TH GRADE - Lie in middle/upper level of Bloom’s Taxonomy
Throughout grade progression, it can be seen that a higher level use of verbs is occurring. This use of higher level verbs represent the use of higher order thinking strategies.
blooms_taxonomy.doc | |
File Size: | 76 kb |
File Type: | doc |
The images below show a "word cloud" that display the approximate abundance of each word that is located in each grade level TEKS. The larger words occur the most while the smaller ones occur the least. The largest sized verbs in each grade level were chosen to incorporate into Bloom's Taxonomy. To use Wordle and create a word cloud, click on the link below.
Vertical ALignment of TEKS
Examples of vertical alignment in science TEKS. Each grade level takes knowledge from prior grade levels and adds more information that will contribute to future grade levels.
Space: The Solar System and the Universe
• identify, observe, and discuss objects in the sky (Pre-K)
• observe and describe what happens during changes in the earth and sky (Pre-K)
• observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun (K)
• observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun (1)
• observe, describe, and record patterns of objects in the sky, including the appearance of the Moon (2)
• construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions (3)
• identify the planets in Earth’s solar system and their position in relation to the Sun (3)
• 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)
• identify and compare the physical characteristics of the Sun, Earth and Moon (5)
Earth: Seasons, Climate, and Weather
• observe and describe weather changes from day to day and over seasons (K)
• identify events that have repeating patterns, including seasons of the year and day and night (K)
• record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy (1)
• identify characteristics of the seasons of the year and day and night (1)
• demonstrate that air is all around us and observe that wind is moving air (1)
• measure, record and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data (2)
• identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation (2)
• explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions (2)
• observe, measure, record, and compare weather changes in different locations at the same time that include air temperature, wind direction, and precipitation (3)
• describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle (3)
• measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key (4)
• describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process (4)
• collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time (4)
• differentiate between weather and climate (5) • explain how the Sun and the ocean interact in the water cycle (5)
Space: The Solar System and the Universe
• identify, observe, and discuss objects in the sky (Pre-K)
• observe and describe what happens during changes in the earth and sky (Pre-K)
• observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun (K)
• observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun (1)
• observe, describe, and record patterns of objects in the sky, including the appearance of the Moon (2)
• construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions (3)
• identify the planets in Earth’s solar system and their position in relation to the Sun (3)
• 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)
• identify and compare the physical characteristics of the Sun, Earth and Moon (5)
Earth: Seasons, Climate, and Weather
• observe and describe weather changes from day to day and over seasons (K)
• identify events that have repeating patterns, including seasons of the year and day and night (K)
• record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy (1)
• identify characteristics of the seasons of the year and day and night (1)
• demonstrate that air is all around us and observe that wind is moving air (1)
• measure, record and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data (2)
• identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation (2)
• explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions (2)
• observe, measure, record, and compare weather changes in different locations at the same time that include air temperature, wind direction, and precipitation (3)
• describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle (3)
• measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key (4)
• describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process (4)
• collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time (4)
• differentiate between weather and climate (5) • explain how the Sun and the ocean interact in the water cycle (5)
vertical_alignment_of_science_teks.pdf | |
File Size: | 160 kb |
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