Program

Highlights
Grades K–5
 Where Wonder and Science Connect
Science is all about trying to figure out how
things work. It is about cultivating students’
natural wonder about the world around
them, making it memorable and meaningful.
Experience Science is where wonder and
™

science connect.
Hands-on
• Experience
Engagement Literacy
5E
Experiences

• Experience STEM

Support Topics

Three-Dimensional
• Experience
Success Phenomena-Based

2 Experience Science
 SEPs
Science and
Engineering
Practices

CCCs
3D Cross-
Science Cutting
Concepts

DCIs
Disciplinary
Core Ideas

A Phenomena-Driven,
3-Dimensional
K-5 Science Program
Designed in
Collaboration
with Teachers

Experience Science 3
 Program Components
Available in English and Spanish

¿Cómo se relacionan las propiedades

1

1-323-22291-X
de los materiales con su uso?
EXPERIENCIA

TEXAS

ISBN 978-1-323-22291-1
Lo que necesitas

Lee y Actividad de
entérate la estación de

Photo Credit: Monkey Business Images/Shutterstock

lectura

How can we model

2
states of mat ter?
1 2 3 STAAR
EXPERIENCE

®
TEKS Grade 3-5
What materials are best Predecir
1

Identificar SacarPreparation
conclusiones Workbook
 Estación de lectura | La materia

to make pool toys? What You Need

Student Activity
EXPERIENCE

En parejas, predigan en qué se Identifica y describe Explica por qué las sustancias de
diferencian las propiedades de las propiedades físicas. algunosTexas Experience
utensilios de cocina seScience helps you prepare your

Copyright © Savvas Learning Company LLC. All Rights Reserved

los utensilios de cocina de metalWhat
de las propiedades de los que
You explica
Luego, Need en qué
se diferencian las
students
usan para propósitos
Luego, resume el texto.
TEKS summaries,
STAAR® success with test-taking strategies,
forespecíficos.
and an array of diagnostic
balloons and
Companion
confetti water
no son de metal. propiedades de los standards-based assessments. Test-taking strategies
metales de las propiedades
various blocks
provide students with effective, practical techniques
demagnet
los que no sontub
metales.
for STAAR® success. TEKS summaries provide a detailed
funnel paper

1
overview of STAAR® test standards. Practice and markers

balance ruler
Observe
2assessments reflect the quality and design of STAAR®
test items. In addition to this print resource, you’ll find
digital 3
Mode l assessment and progress monitoring tools
1 2 3 Observe the materials
and online that allow you to track student
Complete the steps. Your
Explainunderstanding
 Hands-On Station | Matter

complete the table.

and readiness throughout the Compar
poster year. e and contrast solids,
should show how
Predict Test
AC_ELS25_SE05_TX_T01_E01_BSC.indd Page 2 26/12/22 5:56 PM user Observe particles look in each
/141/SA00719/Sci_Next_Gen_TX_Elementary/NA/SE/Sci_Next_Gen_TX_Elementary/G5/XXXXX ...
liquids, and gases. Use
your
state

Reserved
observations from the
Read about the properties the pool Follow the steps to test the Write the results of each test of matter. activity
and information from
toy company is looking for. Then materials and observe their in the table. the model

Company LLC. All Rights

Copyright © Savvas Learning Company LLC. All Rights Reserved

to write your explanations.

 STEAM Station | Matter

predict which materials will work physical properties.

best for the toys.
GRADE 5

Copyright © Savvas Learning

[Link]

4 Communicate Write a recommendation to the toy company. Compare and Share any allergies with
your teacher. Wear safety
goggles. Wipe up spills
contrast the properties of the substances you tested. immediately.

Wipe up any spills immediately.

AC_ELS25_SE05_TX_T01_E02_
[Link] Page 3 26/12/22
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en_TX_Elementary/G5/XXXXX
...

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 Station Cards: Student Activity Companion

Hands-on, Literacy, and STEAM (Grades 3-5)

b Topic Reader
a

Read About It
b Matter Can Change Lectura del tema
La materia Catherine Little

Magnets Lee y entérate

puede cambiar
and Motion Los imanes y Catherine Little

el movimiento

mass
the amount of matter
[Link]
in an object masa
cantidad de materia
Photo Credit: Martin Shields/Alamy Stock Photo
Copyright © Savvas Learning Company LLC. All Rights Reserved.
ISBN 978-1-4869-3790-5
[Link] 90000 >

ISBN 978-1-4869-3916-9
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/141/SA00719/Sci_Next_Gen_TX_Elementary/NA/SE/Sci_Next_Gen_TX_Elementary/G5/XXXXX
Page 9 26/12/22 7:10 PM user ...
que hay en un objeto
9 781486 937905
90000 >

Photo Credit: Martin Shields/Alamy Stock Photo

Copyright © Savvas Learning Company LLC. All Rights Reserved.
TXS25_LVR05_TX_T01_OL_MatterCanChange_ER_jun14JD.indd Custom H 2022-10-24 2:55 PM
ge All Pages 09/01/23 5:17 PM f-0366 /141/SA00719/Sci_Next_Gen_TX_Elementary/NA/SE/Sci_Next_Gen_TX_Elementary/GK/XXXXX ... 9 781486 939169

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Vocabulary Cards
AC_ELS25_SE0K_TX_T02_RA_CVR_SPA_1428514120.indd All Pages 10/02/23 14:22

 Read About It Topic Readers

Collection
(By Topic at Grades K-2)

Lab Kit Options

Support Exploration

For illustration only

4 Experience Science
 TEXAS TEXAS

TEACHER GUIDE
STAAR® TEKS Grade 5 Grade 5 Grade K-2
Preparation Workbook
Texas Experience Science helps you prepare your
Test Teacher Guide Teacher Copy of
Preparation Workbook
students for STAAR® success with test-taking strategies,
TEKS summaries, and an array of diagnostic and
Student Activities
standards-based assessments. Test-taking strategies
provide students with effective, practical techniques
for STAAR® success. TEKS summaries provide a detailed
overview of STAAR® test standards. Practice and
assessments reflect the quality and design of STAAR®
test items. In addition to this print resource, you’ll find The Galveston Island Historic Pleasure Pier is a popular
digital assessment and progress monitoring tools location in Galveston, Texas. The pier extends more
online that allow you to track student understanding than 300 meters over the Gulf of Mexico and is home to
and readiness throughout the year. several high-speed thrill rides, including a roller coaster.
How did engineers design rides at the pier so that
forces make the rides fun, fast, and safe? Explore forces
and construction in Topic 2 as well as other phenomena
in our world with Experience Science!

GRADE 5 GRADE 5
GRADE 2

[Link] [Link]
[Link]

FPO FPO
FPO

Standards-Based Test AC_ELS25_TG05_TX_FC.indd Page 1 03/01/23 7:43 PM user

Teacher Guide /142/SA00836/Exp_Sci_Elem/NA/TG/2022/English/G5/XXXXXXXXXX/Layout/Cover

Teacher Copy of
Preparation Workbook Student Activities
(Grade 5) (Grades K-2)

Experience Science Grade 5

Digital Resources
• Teacher Key Ideas
Presentations
• Vocabulary Games
• Songs
• Standards-Based
Content Games
(Legends of Learning)
• Videos and more!
Seamless integrations with more than two dozen major edtech applications offer plug-and-play interoperability with top classroom tools.

PLEDGE
Endorsed

CERTIFIED
And Many More!
Experience Science 5
Experience
Engagement
Activate students’ ideas through firsthand
experiences where students learn science
by doing science.

Phenomena-
Driven
Name
Instruction
Anchoring Phenomenon
How can sunlight power devices?

What I Think
1. Claim Write a claim about the phenomenon you observed.
Photo Credit: Brostock/Shutterstock

2. Evidence Present facts and data that support your claim.

Claim
Anchoring Phenomena
Evidence Videos and Activities
Reasoning
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Spark curiosity and engage students in

scientific thinking and writing with
Claim-Evidence-Reasoning activities.
3. Reasoning Construct an explanation using science ideas about how your
evidence supports your claim.

Cut Line Fold Line

Quick Tip: Patterns on Earth 49

Students can cut

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out activity sheets
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and add them to a

science notebook.

6 Experience Engagement
 Editable Anchor Charts
Preview content, organize newly learned
information, and refer to as review at the end
of Topics.

Name

Anchor Chart Patterns on Earth

1. Draw and label a diagram of the water cycle over the water and land. Include
the following labels: evaporation, condensation, and precipitation.

2. Label and number the steps on the diagram with these labels: erosion,
deposition, weathering.

3. Identify some advantages and disadvantages of using the natural resources

shown in the image.

4. Describe how energy from natural resources can be used and conserved.

materials are
broken apart

materials are
moved

Copyright © Savvas Learning Company LLC. All Rights Reserved.

hydroelectric
dam
crop plants

fossil fuels materials are

deposited

Cut Line Fold Line Patterns on Earth 51

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Additional Alternate Phenomena

Suggestions in the Teacher Guide present familiar
alternatives to connect students to the Topic content.

Available in
English and
Spanish

Vocabulary Games
Vocabulary games provide practice and
application of key academic words in a
fun and competitive format.

Experience Engagement 7
Authentic Experiences
Connect science ideas to students’ lives with phenomena and
hands-on experiences.

Everyday Phenomena
Videos, Photos,
and Demos
Videos, photos, and quick and easy
demonstration activities invite students
to observe and ask questions as they
grapple with the everyday phenomena.

Realistic timestamps and

grouping suggestions!

SCAN TO
WATCH

8 Experience Engagement
 EX
resealable bag water food coloring marke

Ready-Made Stations sand spoon tape graduate

cylinde
Easy to set up stations allow students to experience phenomena hands-on, connect
science to literacy, and integrate STEAM connections.
1 2 3

 Hands-On Station | Patterns on Earth

Develop a Model Observe Use a Model
How can we model the water cycle?
1

Follow the steps to make a model Describe how Draw a diagram of your model that
EXPERIENCE

What You Need of the water cycle. Hands-On Stations

different parts of the
water cycle happen
shows parts of the water cycle.

resealable bag water food coloring marker Student-led activities require little to no
in the model.

sand spoon tape graduated

teacher direction.
cylinder

1 2 3
4 Explain Compare the model of the water cycle to the actual
 Hands-On Station | Patterns on Earth

Observe
Develop a Model
Follow the steps to make a model Describe how
Use a Model
Draw a diagram of your model that
water cycle. Promote
of the water cycle. different parts of the shows parts of the water cycle.
safety!

Copyright © Savvas Learning Company LLC. All Rights Reserved

water cycle happen
in the model.

4 Explain
water cycle.
Compare the model of the water cycle to the actual
Wipe up spills immediately. Do not touch hot objects, including light bulbs.

Wipe up spills immediately. Do not touch hot objects, including light bulbs.

Lab Kit Options

Support Exploration

How are sunlight, water,

1
and weather related?
EXPERIENCE

What You Need

Read About It Literacy Station

Literacy Stations
Activity

Photo Credit: Alexey Stiop/Shutterstock

Support literacy as you teach science concepts. 1 2 3
 Literacy Station | Patterns on Earth

Relate Notice Summarize

a Write about some weather As you read, look Draw a diagram to demonstrate
b Topic Reader conditions you have experienced. for information about the steps of the water cycle. Then

Copyright © Savvas Learning Company LLC. All Rights Reserved

a
the water cycle and summarize the text.

Read About It
b Matter Can Change Lectura del tema how it is related

La materia Catherine Little to weather.

Magnets Lee y entérate
puede cambiar
and Motion Los imanes y Catherine Little

el movimiento

[Link]

ISBN 978-1-4869-3790-5
[Link] 90000 >

comparar
9 781486 937905 ISBN 978-1-4869-3916-9
90000 >

AC_ELS25_SE0K_TX_T02_RAI_CVR.indd Page All Pages 09/01/23 5:17 PM f-0366 /141/SA00719/Sci_Next_Gen_TX_Elementary/NA/SE/Sci_Next_Gen_TX_Elementary/GK/XXXXX ...

TXS25_LVR05_TX_T01_OL_MatterCanChange_ER_jun14JD.indd Custom H
9 781486 939169
2022-10-24 2:55 PM

compare mostrar en qué se

show how two parecen dos cosas
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AC_ELS25_SE0K_TX_T02_RA_CVR_SPA_1428514120.indd All Pages 10/02/23 14:22

things are alike Photo Credit: Stephaniellen/Shutterstock

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Photo Credit: Stephaniellen/Shutterstock

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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What materials are best

1

to make pool toys?

EXPERIENCE

What You Need

various blocks magnet tub

STEAM Stations
balance ruler
Allows students to enhance problem-solving
1
Predict
2
Test
3
Observe
skills and apply knowledge in new situations.
Read about the properties the pool Follow the steps to test the Write the results of each test
toy company is looking for. Then materials and observe their in the table.
Copyright © Savvas Learning Company LLC. All Rights Reserved
 STEAM Station | Matter

predict which materials will work physical properties.

best for the toys.

Use as a
Project-Based
4 Communicate
contrast the properties of the substances you tested.
Write a recommendation to the toy company. Compare and Assessment!

Wipe up any spills immediately.

Experience Engagement 9
Key Ideas
Presentations
and Videos
Ready-made presentation slides and videos
help simplify instruction.

Presentations with Student

Fully
Engagement Activities Editable!
Ready-made scripted facilitator slides in Use Online
Savvas Realize® help you guide students or Offline
through each Experience.

Provides
Teacher Talk
and
Differentiation

10 Experience Engagement
 Key Ideas Videos
Engaging videos provide simple content
explanations. Ideal support for English Learners
or absent students. (Closed Captioned)

SCAN TO
WATCH

WalkSTEM® Tours
Sponsored by talkSTEM, connect students
to related, real-world phenomena near their
home or school.

Experience Engagement 11
Make It
Memorable
Easily integrate Science, Technology, 1

Engineering, Arts, and Mathematics

(STEAM) while connecting students to
STEAM career professionals.
2

Games
Assignable
within
Savvas Realize

Science Concept Games

Science concept games, contributed by
Legends of Learning, are included online
and are correlated to the standards.

Virtual Labs
Immersive virtual labs
engage students in fun
but complex digital inquiry.

Simulations help students

make sense of scientific
concepts and engage in
scientific inquiry. (Grade 5)

12 Experience Engagement
 Real-World
STEAM
Professionals

4 Savvas “Fab 4” Contributors

1 Kevin J. DeBruin 3 Dr. Tracy Fanara
Former NASA Rocket Environmental Engineer
Scientist Founder of Research Scientist for
3 Space Class NOAA
2 Tamara Robertson 4 Maynard Okereke
Television Host Aka Hip Hop M.D.
and Producer Civil Engineer
OSHA-Certified Chemical
& Biomolecular Engineer

SCAN TO
WATCH

Key Ideas Videos

Real scientists and engineers help
students make sense of phenomena.

Experience Engagement 13
 Experience
Support
Point-of-need tools ensure thatEXPERIENCE
you are 3 | NATURAL RESOURCES AND CONSERVATION

prepared to teach.
EXPERIENCE 1 | WATER CYCLE AND WEATHER Explore
TEKS 4.11A, 4.1A, 4.1B, 4.5B
How can a town decrease its During the Stations  
3
environmental impact?

Explore
EXPERIENCE SCAN TO What You Need
Students explore and build understanding toward TEKS 4.11A, 4.11B
OVERVIEW WATCH the following stations.
TEKS 4.10A, 4.1G, 4.2A, 4.3A, 4.5A,
research materials

4.5B, 4.5E, 4.5G

ns on Earth 3 How can we model the  STEAM Station

During the Stations

Photo Credit: I AM NIKOM/Shutterstock

1 2 water cycle?

1 EXPERIENCE
 STEAM Station | Patterns on Earth

Plan Compare Analyze

Solutions
Students explore and build understan
How can a town decrease its environmental im
Review the information in the table Use the information to decide What You Need
and discuss the impacts of using Conduct research to how the town should change their

Copyright © Savvas Learning Company LLC. All Rights Reserved

following stations.
fossil fuels. gather information about natural resource use.

Background
renewable resources.

Preview the Topic

resealable bag water food coloring marker

STATION SETUP STEAM Station Card, computer, butcher paper, ST

4 Propose Solutions Write a letter explaining how the town
can reduce negative environmental impacts.
Activity sand spoon tape graduated

In this topic, students learn about patterns on Earth. First, in Experience 1, they
 Hands-On Statio
cylinder

learn about Earth’s water cycle and differentiate between weather and climate.
Then, in Experience 2, they identify the processes of weathering, erosion, and
Videos
1 2 SAFETY Remind
3 students to demonstrate safe practices during inve
 Hands-On Station | Patterns on Earth
Develop a Model Observe Use a Model
outlined in Texas Education Agency–approved safety standards.
How can we model the w
Follow the steps to make a model Describe how Draw a diagram of your model that
deposition. Finally, in Experience 3, they explore renewable and nonrenewable
Refresh your knowledge
AC_ELS25_SE04_TX_T05_E03_BSC.indd 3 of the water cycle. 15/12/22 12:33 PM different parts of the shows parts of the water cycle.

Copyright © Savvas Learning Company LLC. All Rights Reserved

water cycle happen

natural resources. STEAM Station Card in the model.

WHAT TO EXPECT Students will review SETUP

the advantages
Hands-Onand disadvC
Station
to teach resources used inSTATION
as you prepare nonrenewable a hypothetical [Link],
Thengraduated
they will
STEAM Station Activity 4 marker,
Explain
sand, spoon,
water cycle.
Compare the model of the water cycle to the actual

PREVIEW ANCHORING PHENOMENON each Topic. advantages and disadvantages of three renewable resources or othe
that would help the town reduce its environmental
SAFETY Make sure impact.
to wipe Students
up spills Wipe up spills immediately. Do not touch hot objects, including light bulbs.

Students watch and respond the Anchoring Phenomenon Video of a solar-

nd Video research and information aboutduring
the town to write a letter
investigations explaining
as outlined in Te
powered device and differentiate between the parts that collect energy and the
could use one renewable resource to decrease its environmental imp
AC_ELS25_SE04_TX_T05_E01_BSC.indd 3 15/12/22 12:04 PM

parts that use energy. As students progress through the Experiences, they will Hands-On Station Card standards.
eos
answer the Anchoring Phenomenon question, How can sunlight power devices?
Hands-On StationGUIDE
ActivitySTUDENT PLANNINGWHAT Remind TOstudents
EXPECT that they need
Students will to
follu
Mastering
Mastering sources when conducting research of theabout
water a topic. Tell
cycle in students
a plastic thatThn
bag.
Cross-Cutting
Recurring Themes Concepts
and Concepts source of information they find parts
will beofreliable.
the water Ask:
cycle and fill in a ta
eracy Teacher Background draw a of
• How can you find reliable sources diagram to show how water is
information?
Watch the Teacher Background Video Patterns on Earth Identify
to refreshCause-and-Effect
your knowledge
The recurring theme • What keywords will you useexplain how the sun is part of the wat
to conduct your research?
of topic content. Key concepts to support instruction of Relationships
this topic: water cycle on Earth.
Focus on Mastery
nergy, Nathan J. Briffa
r State, Benjamin Lee water, wind, or ice.
and concept
• Erosion is the process by which particles are broken away and removedof identifying
by cause-and-
effect relationships supports the big
• What information will you look for in your sources?
GUIDE STUDENT PLANNING Remin
idea of explaining the advantages and GUIDED INQUIRY PROCEDURE If students
follow have difficulty
the procedure closely tofinding
achiev r
ra Hartley Support•student
Deposition understanding
is the laying down of eroded particles. information, suggest potential keywords such as Notebooks
use their Science “advantages of sola
when m
disadvantages of using Earth’s renewable
de Books by connecting the SEPs andthatCCCs and “disadvantages of solar energy.” Demonstrate how to enter the
he World: The Science
• The water cycle is the way and nonrenewable
water moves around Earth Mastering
Mastering
natural resources,
in different forms. Scientific
such Science and and students
the search bar for an Internet search.
communicate what they thin
Suggest that students first rese
as wind, water, sunlight, plants, animals, Ask:
on Planet Earth for to content.
• Renewable resources are natural resources that cannot be used up or that can Engineering
EngineeringPractices
Practices
of energy to learn more about it before looking specifically for advan
aw McKinney be replaced. coal, oil, and natural gas, within the strand • What do you that
wantthey
to learn about
of Earth and space. disadvantages. Make sure students understand are not sim
tory About Erosion, • Nonrenewable resources are natural resources that can be used up or that Develop Explanations While completing • How can models help you underst
on the “best” renewable resource, but rather the best resource for th
cannot be easily replaced. the Hands-On Station, encourage students
on the information provided about the town.
• What role do you predict the sun
ources, Jennifer to use the model they built to develop
explanations for how the water cycle
es as read-alouds Teacher Prep works. Have students share with a partner
DIFFERENTIATED INSTRUCTION
their explanation of the water cycle. Ask DIFFERENTIATED INSTRUC
group activities to In addition to the Teacher Background Video, there are Teacher Prep Videos to What are three ways Compare
your model supports
and Contrast To support comprehension,
e the topic. You help you prepare for every Experience. These include a preview of the Experience Integrate Vocabularyremind studen
To support co
o go with the Topic your explanation?
as well as classroom management strategies to make every Science Experience a that when they compare and contrast
for this they tell howModel
Experience. two things
how are s
to se
of the topic. success! and different. Model how to compare
display and contrast Vocabulary
the relevant the advantages Card
disadvantages of each natural resource. Ask What itgood
as they experience in theresults com
investiga
Common Misconceptions using each resource? What badevaporation,
results comepoint fromoutusinghoweach
it isresou
relev
As students explore the content, be attentive to common misconceptions that may
arise and address as needed. Common misconceptions are listed in bold type. The
definition.
Misconceptions
subsequent text explains the misconceptions. Virtual Lab   Challenge For students who are read
• The terms weathering and erosion mean the same thing. Remind students As students explore the content,index cards additional science words
The Best Power for the Place Students determine the ideal energy
that weathering is the breaking down of landforms and that erosion is the be attentive to common
a power plant based on the number of homes it serves.
removal of tiny pieces of matter from landforms.
• Reducing, reusing, and recycling are equally effective methods to conserve
misconceptions that may arise
resources. Explain that reducing the use of resources is by far the most
Virtual Labwater when
and address as needed.
effective method of the three. Point out that turning off lights and
not in use are just two of many ways to reduce resources.
144 Topic 5 Patterns on Earth

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n Earth 128 Topic 5 Patterns on Earth
 a

b
c

 Literacy Station Model Questions

How do plants’ structures help Look forstructures
How do plants’ the bluehelp font for

1
them survive?

EXPERIENCE
them survive?  suggestions that guide What You Need

STATION SETUP Literacy Station Card, Read About It Plant Structure and student learning.
Function, Vocabulary Activity Cards, Literacy Station Activity a Read About It Literacy Station
Activity

Photo Credit: natalia bulatova/Shutterstock

WHAT TO EXPECT Students will generate questions before, during, and after b
c
1 2 3
reading the Read About It Plant Structure and Function. After reading, students Predict
Think about the plants in your
Explain
As you read, look
Draw Conclusions
Describe the structures and

will explain the function of a plant’s leaves, describe how a leaf adaptation can help

 Literacy Station | Organisms

community. Write about why you for information to functions a plant would need to

Copyright © Savvas Learning Company LLC. All Rights Reserved

think plants can survive in some explain the function survive in an environment.

a plant survive, and tell how a plant’s roots help it survive. Students will then draw places but not in other places.
Discuss your ideas with a partner.
of plants’ leaves
and roots.

conclusions about how a plant’s structures can help it survive in its environment.

GUIDE STUDENT THINKING Tell students that asking questions can help them Differentiate
deepen their understanding of the text. Have students generate questions about
the functions of plant structures before, during, and after reading. Ask: AC_ELS25_SE04_TX_T07_E01_BSC.indd 1 01/12/22 10:11 AM for Multiple
Literacy Station Card
• What questions do you have about plant structures before you start reading?
Literacy Station Activity Proficiency
• As you read, what do you learn about plant structures and functions?
• What questions do you have after reading? How will you find the answers? Read About It Levels
Vocabulary Activity Cards
MLL TARGETED SUPPORT Multilingual
Reading 4E Guide students to identify glossed words or other linguistic
supports that aid comprehension.
Language Support
Vocabulary Support
Respond Using Vocabulary After the
• Beginning Read aloud the sentence on page 2 in which the term adaptation Provide
Explore linguistically
activities, accommodated
ask students to come up
is defined. Have students determine the meaning either through context with two or three questions about plant
clues, peer support, or by looking up the word in a dictionary.
content-based
structures language
and functions. Have students instruction
exchange questions with a partner, who
• Intermediate Guide students to read page 2 aloud. Then have them at all four proficiency
will then provide an answer using the
levels.
complete this sentence frame: Waxy leaves are an ______ for plants that live terms structure and function.
in dry environments.
• Advanced Have students read aloud the text. Guide them to tell which
supports helped them understand unfamiliar words.
• Advanced High Have student pairs read alternating paragraphs of the text Address Misconceptions
and tell what supports helped them clarify the text.
Do all plants have the same structures
and functions? Students may know that
plants can have roots, stems, and leaves,
After the Stations   but think that they are the same in all
plants. While different plants may indeed
have the same structures, the features of
REVISIT EVERYDAY PHENOMENON  those structures can vary depending on
the plant’s environment. For example,
Have students apply what they learned in the stations to the Everyday Phenomenon
roots can be short or they can be long
What features help the plants survive in their environment? Students may want to
and spread in all directions. Leaves might
discuss with a partner any new understandings they have about the phenomenon.
be large and flat in one environment, but
They can revisit their ideas and questions in the Everyday Phenomenon Activity.
thin and pointed in another environment.
Stems might be thin and flexible, or
EXIT TICKET they can be thick and rigid. The nature
of the structure helps the plant survive
Have students answer the question, What is one example of a plant adaptation to the varying conditions of different
a desert environment? Collect exit tickets and refer back to them throughout the environments.
Experiences.

Experience 1 Plant Structure and Function 193

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Beyond the Classroom

Connect students to local phenomena
by encouraging them to observe and
problem solve in their communities.

Experience Support 15
 Support Planning
Personalize your instructional approach according to your schedule,
teaching style, or classroom needs.

EXPERIENCE 1 | AT-A-GLANCE

Water Cycle and Weather

Downloadable ANCHORING
How can sunlight power devices?
and Editable PHENOMENON

Daily Lesson Objectives Vocabulary

Plans Online!
Students will describe and • climate
illustrate the continuous • precipitation
movement of water • water cycle
above and on the surface
• weather
of Earth through the
water cycle. Students will
explain the role of the
sun as a major source of Standards
energy in the water cycle.
Students will differentiate
to Come
between weather and
climate.

Teacher Prep Videos Teacher Prep Video Remember to watch or listen to the
Teacher Prep Video to prepare to teach this Experience!

Describe how to set up stations

and provide content Engage (15–20 min) Explore (30–45 min)
background information. How are sunlight, water,

1
and weather related?

EXPERIENCE
How can we model the water cycle?

1
What You Need

EXPERIENCE
What You Need
Read About It Literacy Station
Activity

Stiop/Shutterstock
resealable bag water food coloring marker

1 2 3

Photo Credit: Alexey

sand spoon tape graduated
cylinder
Summarize
Notice

| Patterns on Earth
Relate
1 2
As you read, look
3
Draw a diagram to demonstrate
the steps of the water
cycle. Then

Reserved
 Hands-On Station | Patterns on Earth
Write about some weather
for information about summarize the text.
conditions you have experienced. Develop a Modelthe water cycleObserve Use a Model

TEKS 4.6B, 4.6C, 4.1D, 4.5A

Company LLC. All Rights

and
Follow the steps to make how it is related
a model Describe how Draw a diagram of your model that
of the water cycle. to weather. different parts of the shows parts of the water cycle.

Copyright © Savvas Learning Company LLC. All Rights Reserved

water cycle happen

 Literacy Station

Copyright © Savvas Learning

in the model.

4 Explain
water cycle.
Compare the model of the water cycle to the actual

r
What happens to matte
15/12/22 12:04 PM
3

Wipe up spills immediately. Do not touch hot objects, including light bulbs.

when it is mixed?
ndd 1
AC_ELS25_SE04_TX_T05_E01_BSC.i
EXPERIENCE

What happens when materials

3

What You Need

AC_ELS25_SE04_TX_T05_E01_BSC.indd 3 15/12/22 12:04 PM

are combined?
Everyday Phenomenon Stations 
EXPERIENCE


dentify prior knowledge
What You Need

Demo  
Literacy Station
Read About It
Activity

Manageable
erstock

 Hands-On Station
Photo Credit: Vadim Zakharishchev/Shutt

soil water vegetable oil

What happens to the water in open and closed containers?

n exist as a liquid or 1 2 3 How can we model the water cycle? Students will develop a
and Easy2 to Fit Activate student thinking about the water cycle and weather with
cups balance

Discuss
Identify
model of the water cycle.
1 3 this video. Students will revisit the Everyday Phenomenon after
conserved
Relate Describe how mass is
Read about mixtures when snacks are mixed
together.
Reserved

things
Talk with a partner about
and solutions. Write about what
you have mixed to eat or drink.
Predict Demonstrate Then, talk to a partner
Collect Data completing the Explore stations.
Company LLC. All Rights

what you learned.

Into Your Day

you learned about mixtures.
| Matter

en though the type of one the steps to

Includeofat least Follow
Think about how the properties Record all your measurements in

 Literacy Station
after they term.
 Hands-On Station | Matter

the materials may changevocabulary measure the masses the table.

Copyright © Savvas Learning Company LLC. All Rights Reserved

are mixed. Discuss your predictions. of the substances

 Literacy Station

Copyright © Savvas Learning

and the masses of

the two mixtures.

How are sunlight, water, and weather related? Have

example of matter in 4 Evaluate Calculate the total mass of the mixtures. Compare the
mass of the materials before and after mixing and determine if any
students synthesize information in the Read About It to create
example. Ask What
properties changed.

12/11/22 6:58 PM
new understanding about the water cycle.
matter? AC_ELS25_SE04_TX_T
01_E03_BSC.indd 1
Wipe up spills immediately.

AC_ELS25_SE04_TX_T01_E03_BSC.indd 3 12/11/22 6:58 PM

ibe the physical state of Station Cards

Station Card Activities
ations. Say:
ixtures and solutions. 124 Topic 5 Patterns on Earth

racy and

are materials with

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ers as they share

Communicating Clearly Ask students to
consider how they can use a few simple
sentences to convey their understanding
Thinking Like a Scientist
properties of substances
Station, students will read of what happens when materials are
them. combined. Encourage students to write
drafts of their explanations and reasoning
lassroom expectations and then edit them to be clearer and Encourage students to think like a scientist with examples
ed to rotate between more concise. This will help students
nd chimes can be used to master how to clearly communicate their
of real-world applications of scientific processes and
conclusions. suggestions for facilitating discussion.

16 Experience Support
 Toggle Fast Track
switch filters Create the fastest learning
Fast Track path to standards
Resources mastery.
Online!

Content Support
 CONNECT TO Literacy!
READING In the Literacy Station, students will focus on the VOCABULARY During the Key Ideas
Cross-content connections and
skill synthesize information to deepen their understanding
of the water cycle by drawing a diagram to illustrate the steps
Presentation, direct students to this
Experience’s Vocabulary Cards. Have
activity prompts are integrated
in it.
WRITING On the Key Ideas Activity, students will write a short
students work in pairs to ask a question
about each vocabulary word and to
throughout the Teacher Guide.
story about a water droplet’s travel through the water cycle. give an answer that demonstrates
understanding of the word’s meaning.
The cards will help students master the a
domain-specific vocabulary terms they
b
will use throughout the topic and on c
assessments.

Targeted
Resources for
Standards
Explain/Elaborate (30–45 min) Evaluate (15–20 min)
Mastery

Grab and Go
Key Ideas Presentation   Quiz  
Resources
Water Cycle and Weather Use this time to check for student
sense-making and connect to the Anchoring Phenomenon.
Water Cycle and Weather Complete the quiz for this Experience
to determine where students need additional help with
Reduce teacher prep and
understanding the water cycle and weather.
support new grade-level teachers
Key Ideas Video   and substitutes.
REVISIT ANCHORING PHENOMENON
Water Cycle and Weather Find out about the weather and water
cycle from someone who studies the weather. How can sunlight power devices? Have students revisit their
previous thinking about the Anchoring Phenomenon.

WalkSTEM Activity  
Where is the water? Take a walking tour to locate water in the
water cycle.

Experience 1 Water Cycle and Weather 125

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Embedded Differentiation
Teacher Guide notes provide
on-the-spot modifications, strategies,
and accessible learning.

Experience Support 17
Build Vocabulary
Build academic language with integrated vocabulary strategies,
word walls, and interactive science notebook activities.

b
c

Name

Vocabulary Water Cycle and Weather

Use these cards to practice the Experience vocabulary.

Science Notebooking climate

the average weather in a
region over a long time

Vocabulary, writing, and lab activities provide ample

daily opportunities for students to record in their science
notebooks and demonstrate their understanding of precipitation
when water falls from the sky
as rain, snow, hail, or sleet
science concepts.

the way that water moves

water cycle around Earth in different
forms
Copyright © Savvas Learning Company LLC. All Rights Reserved.

the condition of the air at a

weather
certain place and time

Plus Science
Cognates

EXPLAIN
Cut Line Fold Line Patterns on Earth: Water Cycle and Weather 73

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18 Experience Support
 bout It correct answers are the forces, pushes, gravity, and friction, but students may
What You Need

EXP
answer in broader terms, such as by drawing arrows to indicate the directions
Anchor
in which the forces are exerted.)
a
ents will Read Literacy Station

• Ask What is a contact force? (Accept any answer. Students should recall that

Photo Credit: Stanislav Duben/Shutterstock

About It Activity

have b a contact force occurs between two objects that are touching, such as the
n various c crayons
ground and the skateboard wheel.)
ent animals
1 2 3 • Ask What is a noncontact force? (Accept any answer. Students should describe
 Literacy Station | Animals

Copyright © Savvas Learning Company LLC. All Rights Reserved

a noncontact force as a force, such as gravity, that acts at a distance.)
Read Describe Share
n see • Share with students that the Anchor Chart serves as both a preview of the
Read Animal Parts. Use the word grasp Read your sentence
em when to write about a frog. to a partner. topic and their own graphic organizer for the topic. Students can return to their
ber Anchor Chart at any point to add details and notes. Cut Lin

same Savva

n their
AC_ELS25_SE0K_TX_T07_E01_BSC.indd 1 29/11/22 8:06 PM

Literacy Station Card

Literacy Station Activity Vocabulary  
the
ight eyes; Read About It Present and read through this topic’s Vocabulary Cards as a class: attract, contact
force, friction, gravity, interaction, magnetism, motion, noncontact force, pattern, p
Vocabulary Activity Cards poles, repel. Display the card for contact force and read aloud its definition. Ask
seen a a volunteer to act out an example, such as pushing a book or pulling a desk. pull
e answers.) Then display the card for noncontact force and point out the prefix non-. Remind
students that a prefix is added to the beginning of a base word and changes its
Vocabulary Support ELS25_SE04_TX_T02_B
Pho
Copyrig

meaning. Tell them that the prefix non- means “not.” Using their knowledge of
Multiple Meanings Point out that some prefixes, have students determine the meaning of noncontact force. (a force that ELS25_SE04_TX_T02_
[Link]

occurs between objects that are not in direct contact with each other). Add the Vocabu
words can have more than one meaning,
o topic Vocabulary Cards to the word wall. Vocabu
depending on how they are used. The
urvive. word part is one of those words. Present • Students many now complete the Vocabulary Preview Activity. They can return
students with sentences that use the word to this page as a reference for this topic’s vocabulary terms. This activity can be
d read printed and added to Science Notebooks.
part in different ways. Have students tell Topic Reader
ord and
what they think the word meaning is in • Consult the Station Card pages for strategies that build toward science E
each sentence. Say: vocabulary proficiency .and fulfill MLL. Object
ollow K

imal |
• I will play a part in the school play.
(“a role”)
EXPERIENCE 1 WATER CYCLE AND WEATHER
turns • An animal has many parts. (“something
Topic Readers  
ewly that helps make up a whole”) Present this topic’s set of Topic Readers. Encourage students to select books from
asp fish.
• The part in my hair was crooked.
(“a line in theTEKS
hair 4.10A,
where4.1G,
hairs4.2A,
go in4.3A, 4.5A,
the set that interest them or help to answer questions they have about the topic
Explore
content. These books may be read at any point before, during, or at the end of this
topic.
4.5B, 4.5E, 4.5G
opposite directions”) • Energy and Motion Around Us (Lexile: 570L)
How can we model the water cycle? During the Stations  
1

Explain that to determine the meaning

EXPERIENCE

• Objects in Motion (Lexile: 800L)

Students explore and build understanding toward TEKS 4.10A and 4.10C with the
of a word, readers can look at pictures or
What You Need

following stations.
• Engineering Safety (Lexile: 880L)
other words in the sentence.
fossilAND
EXPERIENCE 1 | WATER CYCLE fuel
resealable bag water food coloring marker

WEATHER TXS25_L

combustible
sand spoon tape graduated TXS25_LVR04_TX_T02_OL_ObjectsinMotion_aug2JM.indd

 Hands-On
formedStation
cylinder

day Topic R
1 2 3 a substance
 Hands-On Station | Patterns on Earth

ss with a from dead organisms

Develop a Model
fósil Observe Use a Model

Explore
How can we model the water cycle? 
Follow the steps to make a model Describe how Draw a diagram of your model that
of the water cycle. different parts of the shows parts of the water cycle.
Copyright © Savvas Learning Company LLC. All Rights Reserved

that can be used

water cycle happen

Address Misconceptions sustancia compuesta

in the model.

TEKS 4.10A, 4.1G, 4.2A, 4.3A, 4.5A, STATION SETUP Hands-On Station Card, resealable bag, water, food coloring,
4 marker, for energy Explain
sand, spoon, tape, graduatedacylinder, Hands-On Station Activity
Compare the model of the water cycle to the actual

Build
4.5B, 4.5E, 4.5G
Do all animals have fur? Remind Vocabulary partir
water cycle.
de organismos
How can we model the water cycle?
students that animals have different During the Stations
SAFETY Make sure to wipe up spills immediately 
muertos que se safe practices
to demonstrate
1

body
Proficency with
Wipe up spills immediately. Do not touch hot objects, including light bulbs.
EXPERIENCE

AC_ELS25_TG04_TX_T02_TL.indd Page 43 24/12/22 5:18 PM user /142/SA00836/Exp_Sci_

during investigations as outlined inunderstanding
Texas Education Agency–approved safety
Photo Credit: Vadim Ponomarenko/Shutterstock

see, and coverings, such as feathers (birds), scales Students explore

AC_ELS25_SE04_TX_T05_E01_BSC.indd 3
and build puede utilizar
toward TEKSpara
4.10A and 4.10C with the What You Need
15/12/22 12:04 PM
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Station CardWord Walls [Link] stations.

oughout Hands-On
(fish), and hard shells (insects). obtener energía resealable bag water food coloring marker

ELS25_SE04_TX_T05_BVC.indd 9 13/01/23 1:25 PM

Hands-On Station Activity sand spoon tape WHAT TO EXPECT Students will follow the provided procedure to build a model
graduated Photo Credit: Vadim Ponomarenko/Shutterstock

of the watercycleHands-On Station

cylinder
Copyright © Savvas Learning Company LLC. All Rights Reserved.

in a plastic bag. They will use their model to observe the four
1 2 3
 Hands-On Station | Patterns on Earth

Develop a Model Observe Use a Model parts of the water cycle and fill in a table with their observations. Students will
draw a diagram
Howtocan showwehow water is
model cycled
the waterin their model.
cycle? Finally, they will
Follow the steps to make a model Describe how Draw a diagram of your model that ELS25_SE04_TX_T05_BVC.indd 10 13/01/23 1:25 PM
of the water cycle. different parts of the shows parts of the water cycle.
Copyright © Savvas Learning Company LLC. All Rights Reserved

Experience 1 Animal Parts 177

water cycle happen
in the model.
explain how the sun is part of the water cycle and compare their model to the
STATION SETUP Hands-On Station Card, resealable bag, water, food coloring,
4 Explain
water cycle.
Compare the model of the water cycle to the actual water cyclemarker,
on Earth.
sand, spoon, tape, graduated cylinder, Hands-On Station Activity
Wipe up spills immediately. Do not touch hot objects, including light bulbs. GUIDE STUDENT PLANNING
SAFETY Make Remind
sure to wipe students
up spills that ittoisdemonstrate
immediately important that they
safe practices
AC_ELS25_SE04_TX_T05_E01_BSC.indd 3
follow the during
procedure closely to
investigations
15/12/22 12:04 PM
as achieve the
outlined in desired
Texas results.
Education Encourage students
Agency–approved safety to
Hands-On Station Card use their Science Notebooks when making observations about their model. Have
standards.
Mastering Scientific and
/142/SA00836/Exp_Sci_Elem/NA/TG/2022/English/GK/XXXXXXXXXX/Layout/Interior_Files/
Hands-On Station Activity ...
students communicate what they think will happen with their model.
WHAT TO EXPECT Students will follow the provided procedure to build a model
Ask:
Engineering Practices of the water cycle in a plastic bag. They will use their model to observe the four
• What do you
parts ofwant to learn
the water cycleabout
and fill the
in a water cycle
table with from
their this investigation?
observations. Students will
Develop Explanations While completing draw a diagram to show how water is cycled in their model. Finally, they will
• How can models help you understand scientific phenomena?
explain how the sun is part of the water cycle and compare their model to the
the Hands-On Station, encourage students
to use the model they built to develop
• What role
waterdocycle
youon predict
Earth. the sun has in the water cycle?

Teacher Guideexplanations for how the water cycle

works. Have students share with a partner
GUIDE STUDENT PLANNING Remind students that it is important that they
follow the procedure closely to achieve the desired results. Encourage students to
their explanation of the water cycle. Ask DIFFERENTIATED
use their Science INSTRUCTION
Notebooks when making observations about their model. Have
• Integrated science notebooking
Mastering
What are three ways Scientific
your model
prompts
supports and students communicate what they think will happen with their model.
Vocabulary To support comprehension, use the Vocabulary Cards
IntegrateAsk:
promoteyourwriting in Engineering
explanation?science. Practices for this Experience.
• What doModel
you wanthow to setabout
to learn up the
theactivity.
water cycleDuring
from the
this activity,
investigation?
Develop Explanations While completing display the•relevant
How canVocabulary
models help Card and explain the definition to the students
• Support diverse groupings with
the Hands-On Station, encourage students
you understand scientific phenomena?
as they experience
• What roleit in
dothe
youinvestigation.
predict the sunFor has example,
in the water pull the card for
cycle?
Differentiated Instruction boxes.
to use the model they built to develop
explanations for how the water cycle evaporation, point out how it is relevant in the activity, and then explain the
definition.
works. Have students share with a partner
their explanation of the water cycle. Ask DIFFERENTIATED INSTRUCTION
What are three ways your model supports Challenge For students who are ready for a challenge, have them write on
Integrate Vocabulary To support comprehension, use the Vocabulary Cards
your explanation? index cards
foradditional science
this Experience. words
Model howthat areuprelated
to set to the
the activity. investigation.
During the activity,
display the relevant Vocabulary Card and explain the definition to the students
as they experience it in the investigation. For example, pull the card for
evaporation, point out how it is relevant in the activity, and then explain the
Experience Support 19
definition.
Challenge For students who are ready for a challenge, have them write on
index cards additional science words that are related to the investigation.
Experience Connections
Experience Science K-5 provides a variety of cross-content explorations,
so you can cover more standards in each Experience without additional
effort or time.

Read About It Mass and Density

Let’s take a look at two ways you might
Students practice comprehension learn more about an unknown type of
matter. First, you could find its mass.
skills and strategies through the Mass is the amount of matter in an
object. Scientists measure the mass of
Read About It passages in the some types of matter by using balances.

Literacy Stations. Another physical property you can

observe is an object’s relative density.
Relative density is an object’s ability to
sink or float in water. Objects that are
less dense than water will float, but those

Photo Credit: fotosv/Shutterstock; Science Source

that are more dense than water will sink.

R A balance displays
the mass of objects
in grams.

R Two objects that look

like they have similar

Copyright © Savvas Learning Company LLC. All Rights Reserved.

a
properties may have
different relative b
densities. To check
for relative density,
place objects in
FPO water to see if they Read About It
float or sink.

Matter

EXPLORE
10 Matter: Properties of Matter
By Topic
at Grades
[Link]
K-2

AC_ELS25_SE02_TX_T01_RAI_CVR.indd Page All Pages 09/01/23 6:03 PM f-0366 /141/SA00719/Sci_Next_Gen_TX_Elementary/NA/SE/Sci_Next_Gen_TX_Elementary/G2/13232 ...

Topic Reader

Resources in
Your State
Benjamin Lee

Read Aloud Topic Readers

Trade Books Topic Readers provide
additional opportunities
Use related trade book titles ISBN 978-1-4869-3782-0
90000 >
to reinforce concepts.
to introduce or close a Topic.
9 781486 937820

TXS25_LVR04_TX_T05_OL_ResourcesinYourState_Aug15.indd Custom H 2022-10-24 12:52 PM

20 Experience Support
 Literacy Station

Name

How can we classify matter?

1 Notice
Name
Look around you. Then list in your Science Notebook as many different kinds of
observable matter as you can. Work with a partner to compare your lists.
Everyday Phenomenon
2 Identify

Writing
Why does water appear on the inside
A. What is matter?
of a window on a cold, rainy day?

Synthesize new information

with integrated writing
opportunities.
B. How do we measure the mass of solid matter?

Engage Your Mind

Photo Credit: New Africa/ Shutterstock

1. Describe or draw your observations.

Writing
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Opportunities
C. What physical properties of matter can we measure or observe to classify it?
Copyright © Savvas Learning Company LLC. All Rights Reserved.

2. Write questions about solids, liquids, and gases you want to investigate.
Name

EXPLORE
Cut Line Fold Line Matter: Properties of Matter 13 Benjamin Franklin
You will…
● Work with a team to investigate Benjamin Franklin’s life.
AC_ELS25_SE04_TX_ACTPK_T01_E01_LIT.indd 13 14/12/22 3:28 PM

● Develop a claim about a museum exhibit in Franklin’s honor.

ENGAGE
Cut Line Fold Line Matter: Solids, Liquids, and Gases 27 ● Propose artifacts to include in the exhibit that support your claim.

What You Need to Know

A museum needs your help! They would like to create a special exhibit about
AC_ELS25_SE04_TX_ACTPK_T01_E02_EP.indd 27 14/12/22 3:30 PM
Benjamin Franklin but aren’t sure how to focus the exhibit. Your job is to convince
them with a claim. A claim is a statement of your position or perspective on a
topic. In order to develop and communicate your claim, you’ll need to learn about
your topic, determine your position or point of view, and then find examples and

Social Studies Connections evidence to support your claim. Your claim should state what part of Franklin’s
life the exhibit should focus on. The artifacts you select will support your claim.

Steps

Connect science and social studies topics 1. Read and Investigate Meet with your team and read the texts. You can use
context clues to help you figure out the meaning of unfamiliar words. Underline,
highlight, and make note of evidence in the texts to help you support your claim.
with cross-content presentations and activities 2. Create a Claim What should be the focus of the special museum exhibit? Your

on Savvas Realize®. claim is your opinion about the focus of the special museum exhibit on Benjamin
Franklin. Your team should all agree on your claim.

Name

How can you show

Benjamin Franklin
Copyright © Savvas Learning Company LLC. All Rights Reserved.
Savvas is not responsible for any modifications made by end users to the content posted in its original format.

weather data?
1. Collect Data Record the data your teacher provides
for days 1-4 in the table. Use a thermometer.
Record the temperature for today.

Sample data: Day 1 Day 2 Day 3 Day 4 Today

Temperature

2. Graph Use the temperatures in the table to color the

thermometers.

Math Connections
Make connections to math content using student
data analysis activities found in the Student
Cut Line Fold Line
Patterns in the Sky: Weather
Copyright © Savvas Learning Company LLC. All Rights Reserved.
EXPLORE
Activity Companion and Virtual Labs.
Savvas is not responsible for any modifications made by end users to the content posted in its original format.

Experience Support 21
Experience
Success
Ensure standards mastery as students acquire
new knowledge, skills, and ways of understanding
the world around them.

Learning
Progressions
Ensure full coverage of
the standards with
a guide to the Topic
Learning Progressions,
across grade levels.

Exit Tickets | Checks for

Understanding
Encourage students to reflect on their
understanding of the goals of the lesson.

Fully
Editable!

22 Experience Success
 What materials are best
1

to make pool toys?

EXPERIENCE

What You Need

various blocks magnet tub

balance ruler STEAM Stations |

1 2 3 PBL
Predict Test Observe
STEAM Stations provide an
Read about the properties the pool Follow the steps to test the Write the results of each test
toy company is looking for. Then materials and observe their in the table. opportunity for students to

Copyright © Savvas Learning Company LLC. All Rights Reserved

 STEAM Station | Matter

predict which materials will work physical properties.

best for the toys. demonstrate understanding
through a problem-based
learning activity that integrates
4 Communicate Write a recommendation to the toy company. Compare and
contrast the properties of the substances you tested.
science, technology, engineering,
art, and mathematics.
Wipe up any spills immediately.

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Writing
Short constructed response items
require students to demonstrate
understanding in writing.

Experience Success 23
Assessment Online or

Options Customizable
Print Options

Choose from a variety of online and printable/editable diagnostic,

formative, summative, and performance-based assessments.

Readiness Assessments
• Topic-level

Diagnostic Tools
• Entry-level
• Scaffolded Question Probes

Formative Assessments
• E xit Tickets
• Lesson Quizzes
Auto-graded
• Writing Prompts
Assessments
• Topic Reviews
• Labs and Activities

Summative Assessments
• Topic-level Assessments

• Constructed-response Topic Tests

• Standards-based Practice Assessments

• End-of-Year Assessments

24 Experience Success
 Plus the NEW
ExamView® for
More Customization

Name

How can you combine materials to

build the strongest tower?
1 Define the Problem

Performance-Based
How can you test the strength of a tower?

_______________________________________________________

_______________________________________________________
Assessments
2 Design
Use reliable resources to research famous towers such as the
Reunion Tower in Dallas, Texas, or the Eiffel Tower in Paris, France.
• STEAM Activities
Use your research to design a model tower.

Draw your tower design. Your tower needs to be tall and will be tested
• Hands-on Explorations
for its strength. Label the materials you will use.

Secure Item Test Bank

• Contains banks of questions organized by Standard

and DOK.
• Provides a variety of question types including
written responses.
Cut Line Fold Line EXPLORE

• Allows you to modify assessments easily for Matter: Combined Materials

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diverse needs.
Savvas is not responsible for any modifications made by end users to the content posted in its original format.

• Makes it easy to create multiple versions

with answer keys.

Experience Success 25
Technology Enhanced
Test Item Practice

Hot Spot Drag and Drop Short Constructed

Response

Multipart Multiselect
STRATEGY Underlining
Key Words and Phras
es
Understanding key, or
important, words and
questions. Sometimes phrases is crucial to answe
a question directly asks ring
the question uses key you for a definition. Other
words, so you’ll need times,
Either way, when you to understand and apply
see a key word or phrase them.
there are multiple key , think about what it means
words, think about how . If
they relate to each other.
Sample Question
7. The diagram shows the
cycling of matter in a
the consumer to its food food web. Each arrow
points from
TEXAS
source.

Wolf
Deer
Owl
Plant

Test PrepSTAAR
Tools TEKS
Preparation Workbook
®
Grade 5 Mouse
Hare

Test
Fox

Texas Experience Science helps you prepare your The population of deer
Preparation Workbook
in this ecosystem has

• Tables, Charts, and Graph Practice

students for STAAR® success with test-taking strategies, describes the MOST recently declined. Which
LIKELY consequence statement
TEKS summaries, and an array of diagnostic and to a predator of deer?
standards-based assessments. Test-taking strategies A Wolves will leave the area to find other
prey.
provide students with effective, practical techniques B Plants will thrive since the numbe

• Critical Writing Activities

r of deer is declining.
for STAAR® success. TEKS summaries provide a detailed
C Owls will hunt for other kinds of prey.
overview of STAAR® test standards. Practice and
assessments reflect the quality and design of STAAR® D Mice will thrive since they will have
more plants to eat.
test items. In addition to this print resource, you’ll find

• Standard-Based Practice Activities

digital assessment and progress monitoring tools
online that allow you to track student understanding
and readiness throughout the year.

• Standard-Based Test Preparation

Workbook (Grade 5) GRADE 5
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Reserved.

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FPO

26 Experience Success
Be Empowered with Student Data
• Intregrates with District Learning Management Systems (LMS)
such as Google Classroom™, Canvas®, and Schoology®.
• Supports online assessments with question banks of technology
enhanced test items.
• Allows for district assessment sharing.
• Provides actionable data for classroom modifications and remediation.

Science

[Link] [Link] [Link] [Link]

Data-based
Remediation

Available Savvas Realize® Data Reports

Teacher View Administrator View
• Class Mastery by Standard • Performance by Standard
• Student Mastery • Standards Mastery Snapshot
• Average Mastery • Scores on Assessments
• Item Analysis • Scores by Standard Detail
• Progress by Student or Summary
• And more!
Experience Success 27
 Experience It
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Manager for more information.
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