A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
identify the roots, stems, leaves, flowers, fruits, and seeds of plants and compare how those structures help different plants meet their basic needs for survival;
explore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment; and
describe how variations of traits within a population lead to structural, behavioral, and physiological adaptations that influence the likelihood of survival and reproductive success of a species over generations.
analyze the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; and
explain how the interactions that occur among systems that perform functions of transport, reproduction, and response in plants are facilitated by their structures.
AQUA.13.B
describe how adaptations allow an organism to exist within an aquatic environment; and
AQUA.13.C
compare adaptations of freshwater and marine organisms.
Recurring themes and concepts — Connections to the content
Recurring themes and concepts provide a connective structure for scientific ideas across disciplines. The connection(s) below show some ways that teachers can help students understand how the content they are learning fits into the broader understanding of science. These connections do not represent all possible connections that might be made but highlight some that are appropriate for this grade level.
Patterns
Patterns are regular sequences that can be found throughout nature.
There are patterns in the types of structures that organisms have to help them survive in their environments. For example, animals that live in the Arctic tend to have blubber, padded feet, and white coloration.
Model the interdependence and parts of a system
A system is a whole made of parts that work together. It has components and boundaries. It can interact with or be part of other systems.
For an organism (system) to thrive in its environment, all of its needs must be met. Each need is met when the organism's structures (parts) perform specific tasks.
Relationship between structure and function
A structure is an organized arrangement of particles, parts, or elements in a substance, body, or entity. A function is the purpose or reason for something to exist in a system. The function of a structure depends on the shapes of and relationships among its essential parts.
The structures of different organisms are specialized for certain functions. For example, desert animals tend to have large feet that prevent them from sinking in the sand.
Cross-curricular Connections
The cross-curricular connections are designed to help educators make content connections between the science TEKS and math, English language arts and reading, social studies, and technology applications. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.
Expand All
Social Studies
SS.5.8.A describe how and why people have adapted to and modified their environment in the United States such as the use of human resources to meet basic needs
English Language Arts and Reading
ELAR.5.13.E demonstrate understanding of information gathered