PhD Science Texas - Level 5 - Benchmark 2

Name:

Date:

Earth Processes

The photograph shows layers of sedimentary rock in the Grand Canyon. Observe the photograph.

▪ Wind or water deposited large piles of sediments.

▪ Plants in an ancient swamp were turned into fossils.

▪ Plants and animals died and were buried by sediments.

▪ Pressure turned the layers into liquid and trapped them between rocks.

1. Circle the box that belongs in the photograph to show how the layers of sedimentary rock formed.

2. Circle one statement that describes how the sedimentary rock layers formed.

Hurricane Harvey

Hurricane Harvey hit the Texas coast in 2017. Houston, Texas, received more than 50 inches of rain. Flooding from Hurricane Harvey carried sediment into rivers and turned the water brown.

Observe the photograph.

3. Circle one landform that the flooded river may create in the future.

▪ Delta

▪ Volcano

▪ Mountain

▪ Sand dune

4. Describe how the water cycle causes rain to fall in Texas. Use the numbers 1 through 4 to put the events of the water cycle in order. Write one number on each blank.

Rain falls in Texas.

Water vapor condenses into clouds.

The Sun causes ocean water to evaporate.

Water droplets combine to form raindrops.

Properties of Ice Pops

A liquid ice pop was placed in the freezer. Observe the table.

Properties of an Ice Pop at Different Times

5. Circle one graph that shows the temperature of the ice pop over time.

6. Circle two properties of the ice pop that changed over time.

▪ Mass

▪ Color

▪ Volume

▪ Light energy

▪ State of matter

Ecosystems

In the Northern Great Plains, less grass grows in winter than in summer. Observe the food web model.

Northern Great Plains Food Web

Hawk

Snake Frog Sparrow

Grasshopper

Grass

7. Circle one choice that shows how energy flows in the food web model.

▪ Grass Sparrow Frog Hawk

▪ Grass Grasshopper Sparrow Snake

▪ Grass Frog Snake Grasshopper

▪ Grass Grasshopper Hawk Snake

8. Circle the statement that best predicts how the amount of energy available to the frog changes when less grass grows.

▪ Less energy is available for the frog.

▪ More energy is available for the frog.

▪ The frog does not get energy from grass.

▪ The energy available to the frog does not change.

The yellow-footed rock wallaby lives in the rocky shrubland ecosystem in Australia.

9. The table shows ways that wallabies interact with different environmental factors. Write abiotic or biotic in each row to complete the table.

Wallaby Interaction

Eat grass Shelter under rocks

Are eaten by foxes

Drink rainwater

Abiotic or Biotic

Observe the food web model.

10. Match the part of the food web with its main source of energy. Use the words in the word bank to complete the table.

grass fox wallaby Sun wild dog soil

Wallaby Grass Fox

Organism

Source of Energy

Rocky Shrubland Food Web

Yellow-footed rock wallaby

Human action can either help or hurt wallabies.

11. Circle one human action that can help wallabies survive.

▪ Removing water from the ecosystem

▪ Adding more grass to the ecosystem

▪ Adding more foxes to the ecosystem

▪ Adding more wild dogs to the ecosystem

12. Match the part of the food web with its role in the ecosystem. Use the words in the word bank to complete the sentences.

The eats producers.

The eats consumers.

The makes its own food.

The is the original source of energy for the food web.

13. Some goats escape from farms and live in the rocky shrubland ecosystem. Goats eat grass. Observe the food web model.

Part A: Circle the statement that best predicts how the goats will change the flow of matter in the food web.

▪ There will be less matter available to wallabies.

▪ There will be more matter available to wallabies.

▪ The amount of matter that flows in the food web will not change.

Part B: Use evidence from the food web model to explain the prediction you chose in Part A.

Grizzly Bears in Their Environment

Grizzly bears live in woodland ecosystems. A healthy woodland ecosystem includes organisms that live in forests and near rivers.

14. The table shows interactions in the woodland ecosystem. Write abiotic or biotic in each row to complete the table.

Interaction

Fish eat water bugs.

Bears breathe in oxygen.

Fish hide behind rocks.

Bears eat fish and berries.

Berry plants absorb carbon dioxide.

Abiotic or Biotic

Grizzly bear cubs live with their mother until they are about 2 years old. Mother grizzly bears teach their cubs how to hunt for fish and find berries to eat.

15. Circle the statement that best explains how learning to hunt helps grizzly bear cubs survive.

▪ Grizzly bear cubs can get food for themselves.

▪ Grizzly bear cubs can get food for their mothers.

▪ Grizzly bear cubs can find water to drink.

▪ Grizzly bear cubs can protect themselves against fish.

Observe the life cycle.

Grizzly Bear Life Cycle

Cub (0–2 years old)

•Lives with mother

•Learns to find food

Adult (4–20 years old)

•Lives alone

•Can reproduce

Young adult (2–4 years old)

•Lives alone

•Hunts and finds food

16. The table shows descriptions of bears. Identify the life stage for each description. Write cub, young adult, or adult in each row to complete the table.

Description Life Stage

Finds a mate

Is 3 years old

Learns to catch fish

Gives birth to two cubs

Watches its mother find food

Beadnose is an adult female grizzly bear that lives in Katmai National Park in Alaska.

Tundra is her cub.

Observe the photographs.

17. The table shows some physical traits of the bear cub. Write acquired or inherited in each row to complete the table.

Physical Trait

Tundra has two ears.

Tundra has brown fur.

Tundra has a scar above her eye.

Acquired or Inherited

Beadnose Tundra

Forces and Motion

The model shows a baseball player hitting a baseball with a bat.

Motion of a Baseball

Motion

18. Circle one statement that describes how the force of the bat changes the motion of the ball.

▪ The force of the bat pulls the ball.

▪ The force of the bat pushes the ball.

▪ The force of the bat repels the ball.

▪ The force of the bat attracts the ball.

19. Read the investigation question.

Question: How does the motion of the ball change after a player hits it with a bat?

Circle one measuring tool that should be used to answer the investigation question.

▪ A scale to measure the mass of the ball

▪ A thermometer to measure temperature

▪ A wind vane to measure the direction of the wind

▪ A meter stick to measure the distance the ball travels

Maglev Trains

Maglev trains use magnets to move. A prototype maglev train system is designed in a classroom. A magnet is used to test the materials for building the prototype. Observe the diagram and the table.

Train car made of nonmagnetic materials

Train base made of magnetic materials

Magnets on rails

Magnets on train

Nail

Wax stick

Paper clip

Cardboard

Plastic block

Material Observations

Pulled by the magnet

Not pulled by the magnet

Pulled by the magnet

Not pulled by the magnet

Not pulled by the magnet

20. Circle two materials that can be used to build the train base.

▪ Nail

▪ Wax stick

▪ Paper clip

▪ Cardboard

▪ Plastic block

The magnets are tested to find out how much mass the prototype train can move. Observe the table.

21. Circle one choice to predict the greatest mass that 5 magnets could move.

▪ 60 g

▪ 80 g

▪ 100 g

▪ 120 g

Organism Structures and Functions

Giraffes and acacia trees have structures that help them survive in a savanna environment. Observe the tables.

Giraffe

Structure Function

Long legs Run fast

Brown and white fur Provide camouflage

Acacia Tree

Structure Function

Thorns

Provide protection

Long roots Reach deep water

22. Circle one way the structures of giraffes and acacia trees help the organisms survive in their environment.

▪ Both organisms have structures that help them move quickly.

▪ Both organisms have structures that help them hunt for food.

▪ Both organisms have structures that help them avoid being eaten.

▪ Both organisms have structures that help them blend in with their environment.

The underground caves at Carlsbad Caverns National Park do not get sunlight. The photographs and tables show information about the structures of two animals that live in the dark caves.

Brazilian Free-Tailed Bat

Cave Cricket

Structure Function

Wings Fly

Large ears Hear quiet sounds

23. Read the claim.

Structure Function

Long legs Jump high and far

Long antennae Feel surroundings

Claim: Bats and crickets use their structures to survive in the cave environment. Use evidence from the tables to support the claim.

Monarch Butterfly Survival

Monarch butterflies use instinctual behavior traits to help them survive in their environment. Observe the photographs and read the information.

Monarch butterflies come out of a chrysalis. Monarch butterflies can fly.

Monarch butterflies use their antennae to find food.

Monarch butterflies use a proboscis to drink nectar from flowers.

24. Circle one statement that describes how instinctual behavior traits help monarch butterflies survive.

▪ Butterflies have two wings.

▪ Brightly colored wings warn predators.

▪ Butterflies use their antennae to find food.

▪ A proboscis is long enough to reach nectar in flowers.

Orcas Working Together

Orcas hunt in groups in the Norwegian Sea. Observe the images and read the observations.

A young orca hunts alone. A school of fish swim away as the orca swims toward them.

Adult orcas and young orcas hunt for food. They work together to trap a school of fish by surrounding them.

25. Circle one piece of evidence you could use to determine whether orcas hunting as a group is a learned behavior.

▪ Fish swim in schools.

▪ Fish swim away from a young orca.

▪ A young orca hunts a school of fish alone.

▪ Adult orcas show young orcas how to surround fish.

26. Circle one statement that best describes how hunting fish as a group can help an orca survive.

▪ The orca can get less food.

▪ The orca can get more food.

▪ The orca can hunt for other types of food.

▪ The orca can get the same amount of food.

Level 5 Benchmark 2 Rubric

Score each student’s Benchmark. The rubric describes evidence of student work that meets expectations. Use the Score column to record the student’s points for each item. Name:

1

Choice 1 is incorrect. Compaction is downward pressure. Choice 2 is incorrect. Cementation is not an upward process.

Choice 3 is correct.

Choice 4 is incorrect. Cementation is not a downward process.

2 5.5B

5.10B

Choice 1 is correct.

Choice 2 is incorrect. Fossilized plants do not lead to the formation of sedimentary rock.

Choice 3 is incorrect. Plant and animal remains do not form sedimentary rock.

Choice 4 is incorrect. Pressure compacts sediment to form sedimentary rock, but the layers are not turned into liquid.

3 5.1E

5.5B 5.10C

Choice 1 is correct.

Choice 2 is incorrect. A flooded river cannot create a volcano. Choice 3 is incorrect. A flooded river cannot create a mountain.

Choice 4 is incorrect. A flooded river cannot create a sand dune.

4 5.5B 5.10A Line 1: 4 Line 2: 2 Line 3: 1 Line 4: 3

5 5.1F

5.5A

3.6A

Choice 1 is incorrect. The ice pop’s temperature does not increase over time. Choice 2 is correct.

Choice 3 is incorrect. The ice pop’s temperature does not stay the same over time. Choice 4 is incorrect. The ice pop’s temperature only decreases over time. The temperature does not increase.

6 5.3A 5.5G 5.6A

Choice 1 is incorrect. The mass of the ice pop does not change over time. Choice 2 is incorrect. The color of the ice pop does not change over time.

Choice 3 is correct.

Choice 4 is incorrect. The change in temperature indicates a change in the ice pop’s thermal energy, not its light energy.

Choice 5 is correct.

7 5.1G 5.5E 3.12B

Choice 1 is incorrect. The food web does not show that sparrows eat grass. Choice 2 is correct.

Choice 3 is incorrect. The food web does not show that frogs eat grass. Choice 4 is incorrect. The food web does not show that snakes eat hawks.

8 5.1G

5.5E 5.12B

Choice 1 is correct.

Choice 2 is incorrect. Less grass provides less available energy.

Choice 3 is incorrect. Frogs indirectly obtain energy from grass by eating grasshoppers. Choice 4 is incorrect. Less grass provides less available energy.

Choice 1 is incorrect. Removing water would harm wallabies. Choice 2 is correct.

Choice 3 is incorrect. Adding more foxes would increase predation on wallabies. Choice 4 is incorrect. Adding more wild dogs would increase predation on wallabies.

Choice 1 is correct.

Choice 2 is incorrect. Goats eat grass, which decreases the amount of matter available for wallabies.

Choice 3 is incorrect. Goats eat grass, which decreases the amount of matter available for wallabies.

2 points: The student identifies that (1) the goats and wallabies both eat grass, and (2) if the goats eat the grass, there will be less grass available for wallabies.

1 point: The student identifies one of the two criteria required for 2 points.

5.13B Choice 1 is correct.

Choice 2 is incorrect. Cubs do not need to get food for their mothers. Choice 3 is incorrect. Learning to hunt does not help cubs find water. Choice 4 is incorrect. Cubs do not need protection against fish.

Choice 1 is incorrect. The force of the bat acts as a push, not a pull, on the ball. Choice 2 is correct.

Choice 3 is incorrect. The force of the bat acts as a push on the ball. No magnetic forces are acting on the ball.

Choice 4 is incorrect. The force of the bat acts as a push on the ball. No magnetic forces are acting on the ball.

19 5.1B 5.5B

3.7B

Choice 1 is incorrect. A scale is not needed because the mass of the ball stays constant.

Choice 2 is incorrect. A thermometer cannot measure the ball’s motion.

Choice 3 is incorrect. A wind vane cannot measure the ball’s motion.

Choice 4 is correct.

20 5.1B

5.5A

4.6A

Choice 1 is correct.

Choice 2 is incorrect. A wax stick is not magnetic.

Choice 3 is correct.

Choice 4 is incorrect. Cardboard is not magnetic.

Choice 5 is incorrect. A plastic block is not magnetic.

21 5.2C 5.5A

4.6A

Choice 1 is incorrect. The data table shows that 60 grams can be pulled by 3 magnets.

Choice 2 is incorrect. The pattern in the data shows that each magnet pulls 20 grams. The greatest mass 5 magnets could pull is 100 grams.

Choice 3 is correct.

Choice 4 is incorrect. The pattern in the data shows that each magnet pulls 20 grams. Six magnets would be required to pull 120 grams.

22 5.3A

5.5F

5.13A

Choice 1 is incorrect. Acacia trees do not have structures that help them move quickly. Choice 2 is incorrect. Acacia trees do not hunt for food.

Choice 3 is correct.

Choice 4 is incorrect. Neither of the listed acacia tree structures helps the trees blend into their environment.

23 5.3A

5.5F

5.13A

3 points: The student identifies that (1) bats use their ears and crickets use their antennae to sense their surroundings, (2) both animals use their structures to get information about their environment, and (3) the structures help the animals meet their needs in the dark cave environment.

2 points: The student identifies two of the three criteria required for 3 points.

1 point: The student identifies one of the three criteria required for 3 points.

24 5.3A 5.5B

5.13B

Choice 1 is incorrect. Wings are a physical trait.

Choice 2 is incorrect. Bright colors are a physical trait.

Choice 3 is correct.

Choice 4 is incorrect. A proboscis is a physical trait.

25 5.1B

5.13B

26

5.1E

5.5B

5.13B

Answer Key Item PointsScore

Choice 1 is incorrect. Fish swimming in schools does not provide information about learned behaviors of orcas.

Choice 2 is incorrect. Fish swimming away does not provide information about learned behaviors of orcas.

Choice 3 is incorrect. An orca hunting alone does not provide information about learned behaviors of orcas.

Choice 4 is correct.

Choice 1 is incorrect. Hunting with a group can provide access to more food. Choice 2 is correct.

Choice 3 is incorrect. The data do not describe orcas hunting for other types of food. Choice 4 is incorrect. Hunting with a group can provide access to more food.

1

1

Total Points 39

Score

Benchmark 2 Alignment Map

For teacher reference, this alignment map lists the Texas Essential Knowledge and Skills assessed by each item in the Benchmark. Item

1 The student identifies (5.1G) that compaction is downward pressure that causes sedimentary rocks to form (5.5B) in the model (5.10B).

2 The student identifies that deposition of sediment by wind and water caused (5.5B) the formation of sedimentary rock (5.10B).

3 The student uses observations (5.1E) to identify that a flooded river can create (5.5B) a delta (5.10C).

▪ 5.10B Model and describe the processes that led to the formation of sedimentary rocks and fossil fuels.

Scientific and Engineering Practices

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

Recurring Themes and Concepts

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 5.10B Model and describe the processes that led to the formation of sedimentary rocks and fossil fuels.

N/A

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 5.10C Model and identify how changes to Earth’s surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes.

4 The student explains how the Sun causes (5.5B) ocean water to evaporate, which leads to rain in Texas (5.10A).

5 The student identifies the pattern (5.5A) in the data to select the line graph (5.1F) that shows the temperature of the ice pop decreasing over time (3.6A).

▪ 5.10A Explain how the Sun and the ocean interact in the water cycle and affect weather.

▪ 5.1E Collect observations and measurements as evidence.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 3.6A Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water.

N/A

▪

5.1F Construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 5.5A Identify and use patterns to explain scientific phenomena or to design solutions.

ItemIntegration of Standards Content Standards

6 The student uses data to explain (5.3A) that the volume and the state of matter (5.6A) of the ice pop changed while it was in the freezer (5.5G).

▪ 5.6A Compare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy.

Scientific and Engineering Practices Recurring Themes and Concepts

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.

7 The student uses the food web model (5.1G) to identify the flow of energy (3.12B) in a food chain (5.5E).

▪ 3.12B Identify and describe the flow of energy in a food chain and predict how changes in a food chain such as removal of frogs from a pond or bees from a field affect the ecosystem.

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

▪ 5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

8 The student uses the model (5.1G) to predict how the flow of energy changes in the food web (5.12B) when there is less grass (5.5E).

9 The student examines interactions within an ecosystem (5.5D) to determine how abiotic and biotic factors help organisms survive (5.12A).

10 The student uses the food web model (5.1G) to describe the flow of energy (4.12B) in the food web (5.5E).

▪ 5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

▪ 5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

▪ 4.12B Describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers.

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

N/A

▪ 5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

▪ 5.5D Examine and model the parts of a system and their interdependence in the function of the system.

▪ 5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

11 The student uses evidence to explain (5.3A) how human activities can help (5.12C) cycle matter through the ecosystem (5.12B) to promote wallaby survival (5.5B).

▪ 5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

▪ 5.12C Describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

12 The student uses the food web model (5.1G) to describe the flow of energy (5.5E) and roles of organisms and the Sun in a food web (4.12B).

13A The student uses evidence to predict (5.3A) how human activities can affect (5.5B) the cycling of matter in a food web (5.12B) and have a negative impact on the wallaby ecosystem (5.12C).

▪ 4.12B Describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers.

▪ 5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

▪ 5.12C Describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

13B The student uses evidence to explain (5.3A) how the addition of goats to the ecosystem affects (5.5B) the cycling of matter in the rocky shrubland food web (5.12B).

14 The student examines interactions within an ecosystem (5.5D) to determine how abiotic and biotic factors help different organisms survive (5.12A).

▪ 5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

Scientific and Engineering Practices Recurring Themes and Concepts

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

N/A

▪ 5.5D Examine and model the parts of a system and their interdependence in the function of the system.

ItemIntegration of Standards Content Standards

15 The student explains how mother grizzly bears teaching their young to hunt results (5.5B) in increased chances of cub survival (5.13B).

▪ 5.13B Explain how instinctual behavior traits such as turtle hatchlings returning to the sea and learned behavior traits such as orcas hunting in packs increase chances of survival.

Scientific and Engineering Practices Recurring Themes and Concepts

16 The student explores the grizzly bear life cycle model (3.13B) to identify the developmental stages of bears (5.3A).

17 The student identifies patterns (5.5A) in the physical appearance of a mother bear and her cub to differentiate (5.3A) between inherited and acquired physical traits (4.13B).

18 The student uses a model to explain (5.3A) that the force of the bat affects (5.5B) the baseball’s motion by pushing the ball (3.7A).

19 The student determines that a meter stick is needed to investigate (5.1B) how a hit from a bat causes (5.5B) the baseball’s motion to change (3.7B).

▪ 3.13B Explore, illustrate, and compare life cycles in organisms such as beetles, crickets, radishes, or lima beans.

N/A

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

N/A

▪ 4.13B Differentiate between inherited and acquired physical traits of organisms.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.5A Identify and use patterns to explain scientific phenomena or to design solutions.

▪ 3.7A Demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls.

▪ 3.7B Plan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 5.1B Use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

ItemIntegration of Standards Content Standards

20 The student uses patterns in the data (5.5A) to select materials based on observations of magnetic properties (4.6A) in a maglev train prototype (5.1B).

21 The student identifies the pattern in the data (5.5A) and uses the pattern to calculate (5.2C) the mass pulled by five magnets in a prototype maglev train (4.6A).

▪ 4.6A Classify and describe matter using observable physical properties, including temperature, mass, magnetism, relative density (the ability to sink or float in water), and physical state (solid, liquid, gas).

▪ 4.6A Classify and describe matter using observable physical properties, including temperature, mass, magnetism, relative density (the ability to sink or float in water), and physical state (solid, liquid, gas).

Scientific and Engineering Practices Recurring Themes and Concepts

▪ 5.1B Use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems.

▪ 5.5A Identify and use patterns to explain scientific phenomena or to design solutions.

22 The student uses data to explain (5.3A) that both organisms have structures that make it hard to eat them (5.5F), allowing them to survive in a savanna environment (5.13A).

23 The student analyzes the structures and functions (5.5F) of the two organisms and explains (5.3A) how the structures help them survive in caves (5.13A).

24 The student uses data to identify (5.3A) an instinctual behavior trait (5.13B) that helps monarch butterflies survive (5.5B).

▪ 5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

▪ 5.2C Use mathematical calculations to compare patterns and relationships.

▪ 5.5A Identify and use patterns to explain scientific phenomena or to design solutions.

▪ 5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

▪ 5.13B Explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavior traits such as orcas hunting in packs increase chances of survival.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

ItemIntegration of Standards Content Standards

25 The student identifies that observing adult orcas showing young orcas how to surround fish (5.1B) could determine whether hunting in groups is a learned behavior (5.13B).

▪ 5.13B Explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavior traits such as orcas hunting in packs increase chances of survival.

26 The student uses observations (5.1E) to predict that hunting in groups will increase an orca’s chance of survival (5.13B) by having access to more food (5.5B).

▪ 5.13B Explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavior traits such as orcas hunting in packs increase chances of survival.

Scientific and Engineering Practices Recurring Themes and Concepts

▪ 5.1B Use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems.

▪ 5.1E Collect observations and measurements as evidence.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

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