Sample Booklet - ECS | STAAR MASTER Test Practice...

Sample BookletGrade 8Science

Student Practice Book

Lori MammenEditorial Director

All New! Research-Based Series for TexasFor more than two decades, we have helped you achieve student success on Texas tests by providing the highest quality test-prep materials. With STAAR MASTER®, we continue our commitment to create research-based content that engages students and makes teaching easier.• Based on eligible TEKS and STAAR test blueprints • All new content with increased rigor • Emphasis on readiness standards • Assessment of process skills within context (mathematics, science, and social studies) • More open-ended (griddable) items (mathematics and science)

You know ECS from TAAS MASTER™ and TAKS MASTER®. Rest assured. The content in the STAAR MASTER® series is 100% new and developed according to the TEA test blueprints for STAAR™.

© ECS Learning Systems, Inc.

STAAR MASTER® Sample Booklet

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3© ECS Learning Systems, Inc.

STAAR MASTER® Sample BookletT

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CredibleSame ECS quality and rigor

• based on eligible TEKS and STAAR™ test blueprints

• practice items marked with complexity level (L, M, or H)

• questions labeled with “skill tags” • targeted practice in a variety of contexts

AuthenticReflects key characteristics

of STAAR™• increased rigor• emphasis on readiness standards• more open-ended (griddable) items (mathematics and science)

• assessment of process skills within context (mathematics, science, and social studies)

FreshIncludes brand-new materials • all new content • range of topics to interest students• clear and consistent page layout• complete answer keys for teachers

We make teaching easier!SM

ECS Learning Systems, Inc.P.O. Box 440 • Bulverde, TX 78163-0440

1.800.688.3224

You have used our TAAS and TAKS MASTER® books—now expect the same ECS quality and rigor with…

Reading • Mathematics • Writing • Social Studies • ScienceEnglish and Spanish versions

ecslearningsystems.com

All Content!New



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ISBN: 978-1-60539-XXX-XCopyright infringement is a violation of Federal Law.©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,

translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,

or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,

or for commercial sale is strictly prohibited. Printed in the United States of America. STAAR MASTER is a Registered Trademark of ECS Learning Systems, Inc.Disclaimer Statement

ECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment when

selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity of

your students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,

and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property or

person, that results from the performance of the activities in this publication.

STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with or

sponsored by the Texas Education Agency or the State of Texas.

Math, Grade 5Form ASpanish Version

Practice Test

Date

Name

Since 1982

ISBN: 978-1-60539-XXX-XCopyright infringement is a violation of Federal Law.©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,


or otherwise) without prior written permission from ECS Learning Systems, Inc.Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,

or for commercial sale is strictly prohibited. Printed in the United States of America. STAAR MASTER is a Registered Trademark of ECS Learning Systems, Inc.Disclaimer Statement





person, that results from the performance of the activities in this publication.STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with or


ReadingGrade 3

Form ASpanish Version

Practice Test

Date

Name

Since 1982

STAAR MASTER is a registered trademark of ECS Learning Systems, Inc. STAAR is a trademark of the Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with or sponsored by the Texas Education Agency or the State of Texas. Rev. 01/12 SMIFC

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Student Practice Books • Practice TestsReading • Mathematics • Writing • Social Studies • Science

English • Spanish Grades 3–8

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STAAR MASTER® Practice Tests

EnglishReading, Grade 3Reading, Grade 4Reading, Grade 5Reading, Grade 6Reading, Grade 7Reading, Grade 8

Math, Grade 3Math, Grade 4Math, Grade 5Math, Grade 6Math, Grade 7Math, Grade 8

Writing, Grade 4Writing, Grade 7

Science, Grade 5Science, Grade 8

Social Studies, Grade 8

SpanishReading, Grade 3Reading, Grade 4Reading, Grade 5

Math, Grade 3Math, Grade 4Math, Grade 5

Science, Grade 5

EnglishReading, Grade 3Reading, Grade 4Reading, Grade 5Reading, Grade 6Reading, Grade 7Reading, Grade 8

Math, Grade 3Math, Grade 4Math, Grade 5Math, Grade 6Math, Grade 7Math, Grade 8

Writing, Grade 4Writing, Grade 7

SpanishReading, Grade 3Reading, Grade 4Reading, Grade 5

Math, Grade 3Math, Grade 4Math, Grade 5

Reading and Math Grades 3–5 available now. Reading and MathGrades 6–8, Writing, and Spanish Versions for Reading and Mathavailable soon. Form B available 2012–2013 school year. STAAR MASTER® Practice Tests are non-returnable.

FREE Teacher Guide included with each pack. Consumable practice tests—may not be reproduced.

Rese

arch BasedISBN: 978-1-60539-786-3

Copyright infringement is a violation of Federal Law.

©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited.

Printed in the United States of America. STAAR MASTER is a Registered Trademark of ECS Learning Systems, Inc.

Disclaimer Statement

ECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.

STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.

MathematicsGrade 5

Form A

Practice Test

DateName

Since 1982

ISBN: 978-1-60539-XXX-X


©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,




or for commercial sale is strictly prohibited.










WritingGrade 4

Form A

Practice Test

Date

Name

Since 1982

ISBN: 978-1-60539-778-8


©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,




or for commercial sale is strictly prohibited.










Reading

Grade 3Form A

Practice Test

Date

Name

Since 1982

An assessment tool—works well withSTAAR MASTER® Student Practice Books

®

® ®

®

®

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Selected pages from

STAAR MASTER®

Student Practice BookScience, Grade 8

for the State of Texas Assessments of Academic Readiness

Teacher Guide


ISBN: 978-1-60539-747-4

Copyright infringement is a violation of Federal Law.© 2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.Photocopying of graphic organizers by a classroom teacher at a non-profit school who has purchased this publication for his/her ownclass is permissible. Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutionsand tutoring centers, or for commercial sale is strictly prohibited. Printed in the United States of America. STAAR MASTER is a registered trademark of ECS Learning Systems, Inc.

Disclaimer StatementECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.STAAR is a trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.




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STAAR MASTER® Student Practice Book, Teacher Guide—Science, Grade 8

Dear Texas Educator,

Since 1982, ECS Learning Systems has created quality K–12 teaching materials, training,and media. As a Texas-based publisher of the highest quality test-prep materials, we havealways shared your commitment to lead your students to success on Texas tests—TEAMS, TAAS, TAKS, and now the STAAR™. With STAAR MASTER ®, we continue our commitment to create research-based content that engages students and makesteaching easier.

^e STAAR MASTER series includes new, challenging content to prepare students for the rigor of the 2012STAAR. It’s what you have come to expect from the most trusted source in Texas testing. Check our Web siteoften for the latest information at ecslearningsystems.com/staarmaster.

As you use STAAR MASTER in your classroom, we hope to hear from you! Send us your story and let usknow:

• Why you need our product(s)

• How you use them in your classroom

• What outcomes and results you are experiencing

At ECS, we strive to provide educators like you with easy-to-use and eZective materials that make teachingeasier. We count it as a privilege to have you as a customer, and we hope that our products continuouslyexceed your expectations.

Please let us know how well the STAAR MASTER products worked in your classroom. Also, please spread theword—many of our new customers are referred by teachers like you.

Sincerely,

Your ECS Team

p.s. It’s easy to share your story! Visit our Re:^ink blog at ecslearningsystems.com/blog and click the Re:Tell button.

ECS Learning Systems, Inc. • P. O. Box 440 • Bulverde, TX 78163-0440ecslearningsystems.com

1. 800.688.3224 (t) • 1. 877.688.3226 (f ) • [email protected]

Table of ContentsWhat’s Inside the Student Practice Book? ..........3

Descriptions of STAAR MASTER ®

Complexity Levels............................................5

How to Use This Book .......................................6

Some Notes on Teaching Science........................6

Instructional Strategies ......................................7

Graphic Organizers............................................9

Achieving Success in Science............................12

Science Vocabulary...........................................13

Master Skills List .............................................14

Answer Key ......................................................17

References ........................................................20



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The STAAR MASTER ® Student Practice Book providespractice and review material for the Grade 8 Scienceportion of the State of Texas Assessments of AcademicReadiness (STAAR™).

• Authentic practice items reflect the contentstudents are expected to know.

• The practice items focus on the 2009–2010STAAR-eligible Science Texas EssentialKnowledge and Skills (TEKS) [Texas EducationAgency, 2010b] standards.

• The practice items cover a broad range of topicsand ideas of interest to eighth-grade students.

• Practice items are grouped according toreporting category.

• Some practice items address multiplestandards/expectations, thereby assessing in amore rigorous and authentic manner.

• More than half of the practice items incorporateinvestigation and reasoning skills, as appropriate.

• Each question is labeled for easy identification of the TEKS-based standard and expectationaddressed in the question.

• Practice items that test investigation andreasoning skills include labels to identify thespecific standard and expectation addressed inthe item.

• Selected items are “griddable items,” whichreflects the format used randomly throughoutthe actual STAAR assessment.

• Charts, graphs, and diagrams are integratedwithin practice items when relevant to thestandards.

Items in the STAAR MASTER Student Practice Bookaddress the following science concepts:

• Matter and energy• Force, motion, and energy• Earth and space• Organisms and environments

Practice-Item Skills TagsEach practice item is labeled with a “skills tag” (seeFigure 1) for easy identification of the TEKS-basedstandard and expectation addressed in the item. Thetag also notes the complexity level of the item. (Formore information about complexity levels, refer to “Descriptions of STAAR MASTER ® ComplexityLevels,” page 5. )

Griddable ItemsIn addition to multiple-choice items, STAAR Scienceassessments will include open-ended questions knownas “griddable items” (Texas Education Agency, 2010d).This type of assessment item allows students todetermine an answer without the influence of givenanswer choices. The eighth-grade STAAR Scienceassessment will include four griddable items. Theanswer grid will have seven columns with one columndesignated for a fixed decimal point (see Figure 2,below). Correct answers are positive numbers thatrange from 0 to 9999.99. To indicate their answer,students must appropriately enter the number in theboxes and then fill in the corresponding bubbles.Students will not grid the units (e.g., liters). It isacceptable to grid extra zeroes that do not affect thevalue of the correct answer.

This Teacher Guide includes—• an overview of the Student Practice Book andkey characteristics of the STAAR

• descriptions of STAAR MASTER complexitylevels

• a master list of STAAR-eligible standards andexpectations addressed in the Science TEKS

• strategies for test preparation and scienceinstruction

• a complete answer key (with correspondingcomplexity levels for the practice items)

What’s Inside the Student Practice Book?

Figure 2: Griddable Itemfor Eighth-Grade Science

8.5F (M)

5. In a chemical reaction, 24 grams ofcarbon reacted with exactly 64 gramsof oxygen. The product of this reactionwas carbon dioxide. How many gramsof carbon dioxide were formed?

Record your answer in the boxes. Then fill in the bubbles. Be sure to use the correct place value.

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8.5A (L)

1. All atoms are composed of three basic three parts are—

d ions

8.5C (M)

4. Elements in the Periodic Table havesomething in common if they—

h ame ro

Reporting Category 1Properties of matter and energy and their interactions Exercise 1

Figure 1: Practice-Item Skills Tag

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Readiness vs. Supporting StandardsThe eligible, or tested, TEKS are divided into“readiness standards” and “supporting standards,” withgreater emphasis on the former. Readiness standardsaddress broader, deeper ideas and are deemed morecritical for students to know. Supporting standardsaddress more narrowly defined ideas and will still beassessed, although not emphasized. The STAARMASTER® Student Practice Book mirrors this balance of readiness and supporting standards to providemeaningful, authentic student practice for theSTAAR™ assessment.

Scientific Investigation and Reasoning SkillsFor the STAAR, scientific investigation and reasoningskills are not tested in isolation under a separatereporting category. These critical skills are nowincorporated into at least 40% of the practice itemsfrom eligible TEKS and are reported along with thosecontent standards (Texas Education Agency, 2010c).Similarly, in the STAAR MASTER Student PracticeBook, students are asked to demonstrate theseimportant investigation and reasoning skills withinthe context of practice items for other standards.When one of these skills is incorporated into a practiceitem, the standard and expectation are identified abovethe practice item (see Figure 3, below).

Increased RigorThe STAAR program is described as “significantlymore rigorous” (Texas Education Agency, 2010a) thanthe Texas Assessment of Knowledge and Skills (TAKS).But what does rigor mean in assessment? For theSTAAR program, it means the cognitive complexity ofitems will increase to assess skills at a greater depth.Also, the test will include more griddable items,allowing students to arrive at answers independentlythrough open-ended response. The STAAR MASTERStudent Practice Book provides items written at varyinglevels of complexity to accommodate this increase inrigor. (Refer to the “Depth of Knowledge” section onthis page and page 5 for more information about thelevels of complexity in practice items.)

AlignmentAccording to the mandate of No Child Left Behind(2001), states are required to develop assessments thattightly align to their content standards. To ensure thatthis requirement is met, states and districts oftenconduct alignment studies. In such a study, anassessment is compared to the state’s content standards.If an assessment is rigorous, the study will not yieldlarge disparities between the cognitive demands of theexpectations and those of the assessment.

Depth of KnowledgeNorman Webb’s (2002) “depth of knowledge” model iscurrently one of the most influential alignment modelsin the field of education. “Depth of knowledge”describes the degree of complexity of knowledge acurricular item requires. Webb identifies four levels ofdepth of knowledge: recall (Level 1), skill or concept(Level 2), strategic thinking (Level 3), and extendedthinking (Level 4). Distinct cognitive demands occurduring each activity, or thinking process, level. Theitems in the STAAR MASTER Student Practice Bookwere aligned to the TEKS using a modified version ofthe “depth-of-knowledge” model (see “Descriptions ofSTAAR MASTER ® Complexity Levels,” page 5).During the alignment process, the complexity level ofeach item (designated “Low,” “Moderate,” or “High”)was determined. The level of each practice item can befound in the Answer Key.

Figure 3: Practice Item Testing ScientificInvestigation and Reasoning Skills

8.3B Use models to represent aspects of the natural world.

7.5C; 8.3B (M)

5. The diagram below represents anenergy pyramid.

A snake eats a mouse that feeds ongrasses and other plants. On whichlevel of the energy pyramid would themouse appear?

A Level AB Level BC Level CD Level D

A

B

C

D

© ECS Learning Systems, Inc. � STAAR MASTER® Science, Grade 8, Teacher Guide4

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Descriptions of STAAR MASTER®Complexity Levels

The following descriptions provide an overview of thethree complexity levels used to align the STAARMASTER® Student Practice Book items to the eligibleScience TEKS. Each explanation details the kinds ofthinking required at each level. However, they do notrepresent all of the possible thought processes for eachlevel.

Low Complexity (L)Low-complexity items align with the TEKS at Level 1 ofthe Webb (2002) model. Items of low complexity mayinvolve recalling or recognizing—but not analyzing—basic science concepts. An item may ask students torecognize or use—but not interpret—a well-knownformula or simple process for completing a task. Items ofthis complexity may require identifying the meaning ofbasic science terminology. At this cognitive level, studentsmay need to locate details in a chart, graph, or diagram. Alow-complexity item may ask students to recall, identify,recognize, arrange, locate, measure, use, or define basicinformation and concepts.

Moderate Complexity (M)Moderate-complexity items align with the TEKS at Level 2 of the Webb model. Items of moderate complexityinvolve both comprehension and the subsequentprocessing of information. Students may be asked to makeinferences or identify a cause-and-effect relationship.However, students are not required to go beyond the textto determine an answer. At this cognitive level, studentsmay need to identify similarities and differences. Itemsmay involve determining answers by using informationfrom a chart, graph, or diagram. Items of this complexitymay ask students to predict, organize, classify, compare,interpret, distinguish between examples and nonexamples,summarize, identify relationships, select an appropriateprocess or formula, observe, or collect, organize, anddisplay information.

High Complexity (H)High-complexity items align with the TEKS at Level 3and/or Level 4 of the Webb model.* Items of highcomplexity require students to use strategic, multi-stepthinking; develop a deeper understanding of theinformation; and extend their thinking beyond the page.The items at this level are non-routine and more abstract.Students are asked to demonstrate more flexible thinking,apply prior knowledge, make and test conjectures, andsupport their responses. High-complexity items mayrequire students to generalize based on patterns. Itemsmay involve interpreting information from a complexgraph, table, or diagram. At this cognitive level, studentsmust justify the reasonableness of a solution or an answerwhen more than one solution or answer exists. Studentswill use concepts to develop answers and to explain theirprocesses. A high-complexity item may ask students toplan, reason, explain, compare, differentiate, drawconclusions, cite evidence, analyze, synthesize, apply, or prove.

*Note: Although state standards may include expectationsthat require extended thinking, many large-scale assessmentitems are not classified at Level 4. Performance and open-ended assessments may require activities at Level 4.

8.5B (M)

1. Protons are found in the nucleus ofeach element’s atoms. Which of thefollowing statements about protons is correct?

A Every atom can gain or loseprotons in its nucleus.

B Every atom has an equal numberof protons and electrons.

C Every element has a uniquenumber of protons in its atoms.

D Every element loses protons whenreacting with another element.

8.5A (L)

1. A normal atom is called a neutralatom. A neutral atom has the samenumber of—

A protons and orbitalsB neutrons and protonsC protons and electronsD neutrons and electrons

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8.3B; 7.6A (H)

1. The carbon cycle is a complex processthat recycles carbon atoms over andover again on Earth. One sciencewriter has stated that the carbon cycle“may be the most important process”on Earth. Which of the followingstatements best supports this writer’sclaim?

A Carbon is one of the four mostabundant elements on Earth.

B Carbon is the main component of fossil fuels like oil, coal, andnatural gas.

C The complete carbon cycle hasmany sources that can returncarbon to the Earth.

D New carbon atoms cannot becreated, but living things need aconstant supply of carbon.

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How to Use This Book

Effective Test PreparationWhat is the most effective way to prepare students forany science competency test? Experienced educatorsknow that the best test preparation includes threecritical components—

• a strong curriculum that is aligned with thecontent and skills to be assessed

• effective, relevant, and varied instructionalmethods that allow students to learn contentand skills in many different ways

• targeted practice that familiarizes students withthe specific content and format of the test

Obviously, a strong curriculum and effective, relevant,and varied instructional methods provide thefoundation for all appropriate test preparation.Contrary to what some might believe, merely “teachingthe test” performs a great disservice to students.Students must acquire knowledge, practice skills, andhave specific educational experiences that can never beincluded on tests limited by time and in scope. For thisreason, resources like the STAAR MASTER ® StudentPractice Book should never become the heart of thecurriculum or replace strong instructional methods.

Targeted PracticeThe STAAR MASTER Student Practice Book does,however, address the final element of effective testpreparation (targeted test practice). This bookfamiliarizes students with—

• the specific content of Texas’ competency test• the general format of competency tests

When students become familiar with both the contentand the format of a test, they know what to expect onthe actual test. This, in turn, improves their chances for success.

Using STAAR MASTER® ProductsUsed as part of the regular curriculum, the STAARMASTER Student Practice Book allows teachers to—

• pretest skills students need for the actual test• determine students’ areas of strength and/or

weakness• provide meaningful test-taking practice for

students• ease students’ test anxiety• communicate test expectations and content to

parents

Some Notes on Teaching Science

In 2007, the International Academy of Educationpublished a booklet titled Teaching Science by John R. Staver. The booklet presents several research-based principles for teaching science, as well as practicalapplications for incorporating these principles intoinstruction. The eight principles are listed below, butscience teachers should read the entire booklet to learnmore about each principle and its related practicalapplications.

Principles for Teaching Science

1. Teaching as a purposeful means to an endThink of science teaching as a purposeful means to an important end: student learning.

2. Core scientific ideasConcentrate on the core scientific ideas that have the greatest importance.

3. Deep scientific understandingPromote deep scientific understanding through teaching that mirrors the nature and characteristics of inquiry in science, the values of science, and the body of scientific knowledge.

4. Complexity of learningWhen designing and teaching science lessons, consider the complex interaction between learners’ biological maturation, prior knowledge and experience, and reasoning abilities, so the lessons challenge but do not overwhelm learners’ cognitive capabilities.

5. Active construction of scientific knowledgeTeach with strategies and techniques that help learners become active thinkers.

6. Science content and students’ interestsConnect science content with students’ interests and personal lives, with societal issues, and with other school subjects.

7. Expectations for learningFor all students, set high expectations for learning.

8. Students’ anxieties and conflictsUse teaching strategies that lessen students’ potential anxieties and perceived conflicts when teaching scientific ideas that may be controversial for learners, even though they are not controversial among scientists.

© ECS Learning Systems, Inc. � STAAR MASTER® Science, Grade 8, Teacher Guide6

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Reporting Category 1Exercise 1

1. C (L) 2. A (L) 3. B (M) 4. A (M)

5. D (M)

Exercise 2

1. A (M) 2. D (M) 3. B (M) 4. B (L)

5. A (M) 6. C (M)

Exercise 3

1. B (L) 2. A (L) 3. C (M) 4. C (L)

5. 88 (M)

Exercise 4

1. C (L) 2. D (M) 3. C (L) 4. B (M)

5 D

4

2

4

2

Exercise 14

1. A (H) 2. A (M) 3. A (M) 4. D (M)

Exercise 15

1. B (M) 2. B (M) 3. B (L) 4. B (M)

5. B (L) 6. B (M)

Exercise 16

1. B (M) 2. D (M) 3. A (M) 4. D (M)

5. C (M)

Exercise 17

1. C (M) 2. 3 (M) 3. B (M) 4. A (M)

5. A (L)

Exercise 18

Answer Key

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Selected pages from

STAAR MASTER®

Student Practice BookScience, Grade 8for the State of Texas Assessments

of Academic Readiness


ISBN: 978-1-60539-746-7

Copyright infringement is a violation of Federal Law.© 2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited.

Printed in the United States of America. STAAR MASTER is a registered trademark of ECS Learning Systems, Inc.

Disclaimer StatementECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.STAAR is a trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.



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STAAR MASTER® Student Practice Book—Science, Grade 8

ECS Learning Systems, Inc.P. O. Box 440

Bulverde, TX 78163-0440ecslearningsystems.com

1.800.688.3224 (t)1.877.688.3226 (f )

[email protected]

Table of Contents

Grade 8 Science Reference Materials .........................................................................3

Periodic Table of Elements ........................................................................................4

Reporting Category 1................................................................................................5

Matter and Energy

Reporting Category 2 ...................................................................................................28

Force, Motion, and Energy


Earth and Space


Organisms and Environments



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8.5A (L)

1. A normal atom is called a neutralatom. A neutral atom has the samenumber of—

A protons and orbitalsB neutrons and protonsC protons and electronsD neutrons and electrons

8.5B (M)

2. A chemical reaction occurs whenatoms of two or more elements reactwith each other. Atoms of twodifferent elements react with eachother when they have—

A neutral electrical chargesB unfilled outer electron shellsC stable electron arrangementsD equal numbers of protons and

neutrons

8.5E (L)

3. What new substance was formed in thechemical reaction shown below?

4P + 5O2 2P2O5

A OxygenB PentoxideC PhosphorusD Phosphorus pentoxide

7.5C; 8.3B (M)

4. Which of the following best explainsthe Law of Conservation of Mass?

A In a chemical reaction, the mass of the products always equals themass of the reactants.

B In a chemical reaction, the mass of the products is usually greaterthan the mass of the reactants.

C In a chemical reaction, the mass of the products is usually less thanthe mass of the reactants.

D In a chemical reaction, the mass ofthe products cannot be determinedfrom the mass of the reactants.

7.5C; 8.3B (M)

5. The diagram below represents anenergy pyramid.

A snake eats a mouse that feeds ongrasses and other plants. On whichlevel of the energy pyramid would themouse appear?

A Level AB Level BC Level CD Level D

A

B

C

D

phosphorus oxygen phosphoruspentoxide

Exercise 10Reporting Category 1Properties of matter and energy and their interactions

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© ECS Learning Systems, Inc. 14 STAAR MASTER® Student Practice Book—Science, Grade 8



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8.3B; 8.6A (M)

1. Two weights are attached to a springscale, as shown in the diagram below.

The spring scale should show a reading of—

A 0 N C 30 NB 15 N D 150 N

8.2D; 8.4A; 8.6B (M)

2. Jake hits a baseball with his bat. Thetable shows the velocity of the baseballover a six-second period of time.

Based on information in the table,which of the following best explainswhat is happening as the ball moves?

A The baseball is falling.B The baseball is accelerating.C The baseball is slowing down.D The baseball is changing direction.

8.6C (H)

3. Marco was using a new bottle ofketchup but became frustrated whenthe ketchup would not flow from thebottle. He turned the ketchup bottleupside down and hit the bottom of the bottle, but the ketchup still did not flow from the bottle. Which of the following best explains Marco’sexperience with the ketchup bottle?

A For every action, there is an equalbut opposite reaction.

B The acceleration of an object by a force is inversely proportional to its mass.

C An object at rest tends to stay at rest unless acted on by anunbalanced force.

D An object in motion tends to stayin motion unless acted on by anunbalanced force.

6.8A; 8.3B (M)

4. The diagram below shows apendulum’s bob at a certain point in its swing.

Which of the following would createthe greatest potential energy of thependulum’s bob?

A Pulling the bob back to point AB Pulling the bob back to point BC Pushing the bob forward to point ED Pushing the bob forward to point C

Time Velocity

0 s 0 m/s, North

1 s 5 m/s, North

2 s 10 m/s, North

3 s 15 m/s, North

4 s 20 m/s, North

5 s 25 m/s, North

6 s 30 m/s, North

Velocity of Baseball

15N 15N

A

B

CD

E

Exercise 8Reporting Category 2Force, motion, and energy and their relationships

© ECS Learning Systems, Inc. STAAR MASTER® Student Practice Book—Science, Grade 8

This page may not be reproduced.

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In the diagram below, the Moon and theSun are at a right angle to each other. Usethe diagram to answer questions 4 and 5.

8.3B; 8.7C (M)

4. What kind of tides occur on Earthwhen the Moon and the Sun arepositioned as shown in the diagramabove?

A Lunar tidesB Neap tidesC Solar tidesD Spring tides

8.3B; 8.7C (M)

5. Which of the following best describesthe tides that occur on Earth when theMoon and the Sun are positioned asshown in the diagram above?

A Lower than normal high tides and lower than normal low tides

B Higher than normal high tides and lower than normal low tides

C Lower than normal high tides and higher than normal low tides

D Extremely high tides and extremelylow tides once during the day

8.9C (L)

6. In what way is a topographic mapdifferent from other kinds of maps?

A Only a topographic map showsnatural features on Earth.

B Only a topographic map showsmanmade features on Earth.

C Only a topographic map shows the shape and elevation of land.

D Only a topographic map shows all four compass directions.

8.8D (L)

7. Astronomers use the light year as aunit of measure. A light year is used tomeasure—

A distanceB energyC speedD time

Reporting Category 3Components, cycles, patterns, and natural events of Earth and space systems Exercise 1

Moon

Earth Sun



49



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Use the following information to answer question 4.

The Sulzberger Ice ShelfThe Sulzberger Ice Shelf is a large

ice formation found in northernAntarctica, about 8,000 miles south ofJapan. The ice shelf is about 85 mileslong and 50 miles wide. Until March2011, the Sulzberger Ice Shelf had notmoved for nearly 50 years.

The two satellite images to theright show the Sulzberger Ice Shelfafter an earthquake and resultingtsunami (tidal wave) occurred nearJapan on March 11, 2011. Theearthquake measured 9.0 on theRichter Scale.

Source: NASASatellite Image AMarch 12, 2011

Source: NASASatellite Image BMarch 16, 2011

Exercise 17Reporting Category 3Components, cycles, patterns, and natural events of Earth and space systems



73

8.2E; 8.3B; 8.9C (H)

4. Based on the information above, which of the following is a valid conclusion?

A The force of the earthquake and tsunami on March 11, 2011 was limited to areas near Japan.

B Events like earthquakes and tsunamis have the greatest impact on areas south of theactual events.

C The force of the earthquake and tsunami on March 11, 2011 had far-reachingconsequences.

D The Sulzberger Ice Shelf in Antarctica was already weak and, therefore, likely to bedamaged by an earthquake or tsunami.



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Use the following information to answer questions 1 and 2.

Reporting Category 4Living organisms: structures, functions, interdependence Exercise 6

Hypoxia

Hypoxia is a condition in which natural waters contain lower-than-normal levels of dissolved oxygen. Hypoxia can occur when high levels of nutrients and chemicals enter water as a result of human actions. The Gulf of Mexico contains the largest hypoxic zone in the United States.

Source: United States Environmental Protection Agency



83

8.2E; 8.3B; 8.11B (H)

1. The map above shows how severalrivers in the United States carry waterto the Mississippi River Basin. TheMississippi River then empties into theGulf of Mexico. The hypoxic zone inthe Gulf of Mexico was most likelycaused by the—

A chemicals and nutrients carried inthe river waters and into the gulf

B mixing of ocean water with theriver water that emptied into the gulf

C large quantity of water carried to the Mississippi River and intothe gulf

D location and size of the MississippiRiver compared to the Gulf ofMexico

7.10B; 8.2E; 8.11B (H)

2. Which of the following would be themost likely effect of hypoxia on afreshwater ecosystem?

A A greater diversity of plant andanimal life in the ecosystem

B A decrease in the levels ofpollutants in the ecosystem’s water

C A decrease in the ecosystem’s fishpopulation due to large fish kills

D An increase in available food forsecondary consumers in theecosystem

Source: United States EnvironmentalProtection AgencyHypoxic Zone

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It’s On The TestFrom TestSMART® Student Practice Books to elementary-level skills practice,

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