Easy, fun way to help your students learn 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 22 puzzles (220 words)
--7 Physical Science puzzles (70 words) including—Properties of Matter, Freezing/Melting/Boiling, Mixtures & Solutions, Energy Uses, Electricity and Circuits, Properties of Light, and Forces
--8 Earth Science puzzles (80 words) including—Sedimentary Rocks and Fossil Fuels, Landforms, Alternative Energy, Fossils, Weather and Climate, The Sun and the Water Cycle, Earth’s Rotation, The Sun, Earth, Moon System
--7 Life Science 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 Physical Science Vocabulary Snip-its! vocabulary units available in my TPT 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. For the preview, there are 4 sheets tiled on each page. Product download is a PDF with 75 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
PHYSICAL SCIENCE VOCABULARY--5.5ABCD and 5.6ABCD
The Law of Conservation of Energy
EARTH SCIENCE VOCABULARY--5.7ABCD and 5.8ABCD
oil (petroleum) and natural gas
agents of erosion
mouth of a river
slow changes to Earth’s surface
biofuel or biomass
LIFE SCIENCE VOCABULARY--5.9ABCD and 5.10ABCD
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.***
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and
(D) design an experiment that tests the effect of force on an object.
(7) Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to:
(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels;
(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice;
(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and
(D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models.
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
(A) differentiate between weather and climate;
(B) explain how the Sun and the ocean interact in the water cycle;
(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and
(D) identify and compare the physical characteristics of the Sun, Earth, and Moon.
(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 students. Thus, I am careful to post products that, in my judgment, address those 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.