Easy, fun way to help your students learn life science vocabulary AND prepare for the 5th grade science STAAR test!
*This product is designed to help students master academic vocabulary and can be used to supplement a well-balanced science curriculum.
*Flipper Puzzles are self-checking and give kids practice with essential science vocabulary
*Includes 7 puzzles (70 words) including—Ecosystems, Food Chains and Food Webs, Environmental Changes, Carbon Dioxide and Oxygen Cycle, Adaptations, Inherited Traits and Learned Behaviors, and Insect Metamorphosis
*Aligns with Life Science Vocabulary Snip-its! units available in my store
*Students match words and definitions, then flip the board to reveal a simple science image
*Addresses 5th grade science TEKS to help prepare students for the STAAR test
EASY TO SET UP AND USE
1. Using cardstock, copy words with image on the back and cut the word cards out. Copy the definition board on cardstock. Laminate for durability (optional).
2. Mix cards up and have students match words to definitions, adding word cards to definition board. Then, have students place a paper on top (to hold word cards in place), flip over the board, and reveal the image. If the image doesn’t look right, have them try again.
PREVIEW AND DOWNLOAD
*Preview includes ENTIRE product so you can make sure the product fits your needs before purchasing. There are 4 sheets tiled on each page in the preview. Product download is a PDF with 24 pages which includes the teacher's guide.
WANT MORE 5th GRADE SCIENCE VOCABULARY RESOURCES?
*PHYSICAL SCIENCE Vocabulary Snip-its!
*PHYSICAL SCIENCE Vocabulary Flipper Puzzles
*EARTH SCIENCE Vocabulary Snip-its!
*EARTH SCIENCE Vocabulary Flipper Puzzles
*LIFE SCIENCE Vocabulary Snip-its!
*LIFE SCIENCE Vocabulary Flipper Puzzles
*PHYSICAL, EARTH, and LIFE Science Vocabulary Snip-its! Bundle
VOCABULARY--5.9ABCD and 5.10ABC
carbon dioxide and oxygen cycle
***A few words are included on more than one page because they fit the standard and are important for students to master.***
(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:
(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;
(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;
(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and
(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.
(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:
(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;
(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and
(C) describe the differences between complete and incomplete metamorphosis of insects.
As a Texas teacher, the products I make are designed around the standards for the state of Texas, known as the Texas Essential Knowledge and Skills (TEKS) and are carefully crafted to help students be successful on the Texas STAAR test. I use the challenge of the TEKS and released STAAR assessments as models to guide me when putting together lessons and materials for my students. Thus, I am careful to post products that, in my judgment, align with these standards. I am not affiliated in any way with these entities and any and all claims of alignment are my claims, not those of the groups behind the TEKS or STAAR test. Please contact me if you have questions.