Mr. Bouyer
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TEKS Curriculum Links
§112.22. Science, Grade 6.
(a) Introduction.
(1) In Grade 6, the study of science includes
conducting field and laboratory investigations using scientific methods,
analyzing data, making informed decisions, and using tools such as beakers, test
tubes, and spring scales to collect, analyze, and record information. Students
also use computers and information technology tools to support scientific
investigations.
(2) As students learn science skills, they
identify components of the solar system including the Sun, planets, moon, and
asteroids and learn how seasons and the length of the day are caused by the tilt
and rotation of the Earth as it orbits the Sun. Students investigate the rock
cycle and identify sources of water in a watershed. In addition, students
identify changes in objects including position, direction, and speed when acted
upon by a force.
(3) Students classify substances by their
chemical properties and identify the water cycle and decay of biomass as
examples of the interactions between matter and energy. They identify life
processes and the relationships between structure and function of organisms.
(4) Science is a way of learning about the
natural world. Students should know how science has built a vast body of
changing and increasing knowledge described by physical, mathematical, and
conceptual models, and also should know that science may not answer all
questions.
(5) A system is a collection of cycles,
structures, and processes that interact. Students should understand a whole in
terms of its components and how these components relate to each other and to the
whole. All systems have basic properties that can be described in terms of
space, time, energy, and matter. Change and constancy occur in systems and can
be observed and measured as patterns. These patterns help to predict what will
happen next and can change over time.
(6) Investigations are used to learn about the
natural world. Students should understand that certain types of questions can be
answered by investigations, and that methods, models, and conclusions built from
these investigations change as new observations are made. Models of objects and
events are tools for understanding the natural world and can show how systems
work. They have limitations and based on new discoveries are constantly being
modified to more closely reflect the natural world.
(b) Knowledge and skills.
(1) Scientific processes. The student conducts
field and laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field
and laboratory investigations; (Chapters 1-14, and 16) and
(B) make wise choices in the use and
conservation of resources and the disposal or recycling of materials.
(Chapters 1,4,6,12, and 13)
(2) Scientific processes. The student uses
scientific inquiry methods during field and laboratory investigations. The
student is expected to:
(A) plan and implement investigative
procedures including asking questions, formulating testable hypotheses, and
selecting and using equipment and technology;
(Chapters 1-10,13,14 & 16)
(B) collect data by observing and measuring;
(Chapters 1-16)
(C) analyze and interpret information to
construct reasonable explanations from direct and indirect evidence;
(Chapters 1 - 16)
(D) communicate valid conclusions; and
(Chapters 1 - 16)
(E) construct graphs, tables, maps, and
charts using tools including computers to organize, examine, and evaluate data.
(Chapters 1 - 16)
(3) Scientific processes. The student uses
critical thinking and scientific problem solving to make informed decisions. The
student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and theories, as to their strengths and
weaknesses using scientific evidence and information;
(Chapters 4,9,16)
(B) draw inferences based on data related to
promotional materials for products and services;
(Chapters 1,6)
(C) represent the natural world using models
and identify their limitations;
(Chapters 1,2,4,5,6,7,8,10,11,12,14,15,16)
(D) evaluate the impact of research on
scientific thought, society, and the environment; and
(Chapters 4,7,11,12,13,16)
(E) connect Grade 6 science concepts with
the history of science and contributions of scientists.
(Chapters 1,2,4,12,13,16)
(4) Scientific processes. The student knows how
to use a variety of tools and methods to conduct science inquiry. The student is
expected to:
(A) collect, analyze, and record information
using tools including beakers, petri dishes, meter sticks, graduated cylinders,
weather instruments, timing devices, hot plates, test tubes, safety goggles,
spring scales, magnets, balances, microscopes, telescopes, thermometers,
calculators, field equipment, compasses, computers, and computer probes; and
(Chapters 1-14,16)
(B) identify patterns in collected
information using percent, average, range, and frequency.
(Chapters 3,6,8,13,14,15,16)
(5) Scientific concepts. The student knows that
systems may combine with other systems to form a larger system. The student is
expected to:
(A) identify and describe a system that
results from the combination of two or more systems such as in the solar system;
and
(Chapter 16)
(B) describe how the properties of a system
are different from the properties of its parts.
(Chapter 12)
(6) Science concepts. The student knows that
there is a relationship between force and motion. The student is expected to:
(A) identify and describe the changes in
position, direction of motion, and speed of an object when acted upon by force;
(Chapters 3,16)
(B) demonstrate that changes in motion can
be measured and graphically represented; and
(Chapters 3,11)
(C) identify forces that shape features of
the Earth including uplifting, movement of water, and volcanic activity.
(Chapter 3)
(7) Science concepts. The student knows that
substances have physical and chemical properties. The student is expected to:
(A) demonstrate that new substances can be
made when two or more substances are chemically combined and compare the
properties of the new substances to the original substances; and
(Chapter 2)
(B) classify substances by their physical
and chemical properties.
(Chapters 1,2)
(8) Science concepts. The student knows that
complex interactions occur between matter and energy. The student is expected
to:
(A) define matter and energy;
(Chapter 1)
(B) explain and illustrate the interactions
between matter and energy in the water cycle and in the decay of biomass such as
in a compost bin; and
(Chapters 5,8)
(C) describe energy flow in living systems
including food chains and food webs.
(Chapter 8)
(9) Science concepts. The student knows that
obtaining, transforming, and distributing energy affects the environment. The
student is expected to:
(A) identify energy transformations
occurring during the production of energy for human use such as electrical
energy to heat energy or heat energy to electrical energy;
(Chapters 1,9)
(B) compare methods used for transforming
energy in devices such as water heaters, cooling systems, or hydroelectric and
wind power plants; and
(Chapter 9)
(C) research and describe energy types from
their source to their use and determine if the type is renewable, non-renewable,
or inexhaustible.
(Chapter 9)
(10) Science concepts. The student knows the
relationship between structure and function in living systems. The student is
expected to:
(A) differentiate between structure and
function;
(Chapters 4,5,6,7)
(B) determine that all organisms are
composed of cells that carry on functions to sustain life; and
(Chapters 4,5,6,7)
(C) identify how structure complements
function at different levels of organization including organs, organ systems,
organisms, and populations.
(Chapters 4,6,7,8)
(11) Science concepts. The student knows that
traits of species can change through generations and that the instructions for
traits are contained in the genetic material of the organisms. The student is
expected to:
(A) identify some changes in traits that can
occur over several generations through natural occurrence and selective
breeding;
(Chapter 4)
(B) identify cells as structures containing
genetic material; and
(Chapters 4,5,6)
(C) interpret the role of genes in
inheritance.
(Chapter 4)
(12) Science concepts. The student knows that
the responses of organisms are caused by internal or external stimuli. The
student is expected to:
(A) identify responses in organisms to
internal stimuli such as hunger or thirst;
(Chapters 4,6,7)
(B) identify responses in organisms to
external stimuli such as the presence or absence of heat or light; and
(Chapters 4,6,7)
(C) identify components of an ecosystem to
which organisms may respond.
(Chapter 8)
(13) Science concepts. The student knows
components of our solar system. The student is expected to:
(A) identify characteristics of objects in
our solar system including the Sun, planets, meteorites, comets, asteroids, and
moons; and
(Chapter 16)
(B) describe types of equipment and
transportation needed for space travel.
(Chapter 16)
(14) Science concepts. The student knows the
structures and functions of Earth systems. The student is expected to:
(A) summarize the rock cycle;
(Chapter 10)
(B) identify relationships between
groundwater and surface water in a watershed; and
(Chapter 12)
(C) describe components of the atmosphere,
including oxygen, nitrogen, and water vapor, and identify the role of
atmospheric movement in weather change.
(Chapters 13,14,15)
Source: The provisions of this §112.22 adopted to be effective September 1, 1998, 22 TexReg 7647.
§112.23. Science, Grade 7.
(a) Introduction.
(1) In Grade 7, the study of science includes
conducting field and laboratory investigations using scientific methods,
critical-thinking, problem-solving, and using tools such as weather instruments
and calculators to collect and analyze information to explain a phenomenon.
Students also use computers and information technology tools to support
scientific investigations.
(2) As students learn science skills, they
identify gravity and phases of the moon as components of the solar system and
explore the effects of events such as hurricanes on the Earth. Students use
pulleys and levers to understand the relationship between force and motion.
Students then relate the concept to processes in the human organism such as the
movement of blood. In addition, students study chemical and physical properties
of substances by examining the tarnishing of metal or burning of wood as
examples of chemical processes, and by identifying physical properties used to
place elements on the periodic table.
(3) Students learn about kinetic and potential
energy and identify photosynthesis as an example of the transformation of
radiant energy from the Sun into chemical energy for use by plants. Students
investigate systems in humans to identify their structures and functions.
Student compare asexual and sexual reproduction to illustrate that genetic
materials are responsible for both dominant and recessive traits in organisms.
(4) Science is a way of learning about the
natural world. Students should know how science has built a vast body of
changing and increasing knowledge described by physical, mathematical, and
conceptual models, and also should know that science may not answer all
questions.
(5) A system is a collection of cycles,
structures, and processes that interact. Students should understand a whole in
terms of its components and how these components relate to each other and to the
whole. All systems have basic properties that can be described in terms of
space, time, energy, and matter. Change and constancy occur in systems and can
be observed and measured as patterns. These patterns help to predict what will
happen next and can change over time.
(6) Investigations are used to learn about the
natural world. Students should understand that certain types of questions can be
answered by investigations, and that methods, models, and conclusions built from
these investigations change as new observations are made. Models of objects and
events are tools for understanding the natural world and can show how systems
work. They have limitations and based on new discoveries are constantly being
modified to more closely reflect the natural world.
(b) Knowledge and skills.
(1) Scientific processes. The student conducts
field and laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field
and laboratory investigations; and
(B) make wise choices in the use and
conservation of resources and the disposal or recycling of materials.
(2) Scientific processes. The student uses
scientific inquiry methods during field and laboratory investigations. The
student is expected to:
(A) plan and implement investigative
procedures including asking questions, formulating testable hypotheses, and
selecting and using equipment and technology;
(B) collect data by observing and measuring;
(C) organize, analyze, make inferences, and
predict trends from direct and indirect evidence;
(D) communicate valid conclusions; and
(E) construct graphs, tables, maps, and
charts using tools including computers to organize, examine, and evaluate data.
(3) Scientific processes. The student uses
critical thinking and scientific problem solving to make informed decisions. The
student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and theories, as to their strengths and
weaknesses using scientific evidence and information;
(B) draw inferences based on data related to
promotional materials for products and services;
(C) represent the natural world using models
and identify their limitations;
(D) evaluate the impact of research on
scientific thought, society, and the environment; and
(F) connect Grade 7 science concepts with
the history of science and contributions of scientists.
(4) Scientific processes. The student knows how
to use tools and methods to conduct science inquiry. The student is expected to:
(A) collect, analyze, and record information
to explain a phenomenon using tools including beakers, petri dishes, meter
sticks, graduated cylinders, weather instruments, hot plates,
dissecting equipment, test tubes, safety goggles, spring scales, balances,
microscopes, telescopes, thermometers, calculators, field equipment, computers,
computer probes, timing devices, magnets, and compasses; and
(B) collect and analyze information to
recognize patterns such as rates of change.
(5) Science concepts. The student knows that an
equilibrium of a system may change. The student is expected to:
(A) describe how systems may reach an
equilibrium such as when a volcano erupts; and
(B) observe and describe the role of
ecological succession in maintaining an equilibrium in an ecosystem.
(6) Science concepts. The student knows that
there is a relationship between force and motion. The student is expected to:
(A) demonstrate basic relationships between
force and motion using simple machines including pulleys and levers;
(B) demonstrate that an object will remain
at rest or move at a constant speed and in a straight line if it is not being
subjected to an unbalanced force; and
(C) relate forces to basic processes in
living organisms including the flow of blood and the emergence of seedlings.
(7) Science concepts. The student knows that
substances have physical and chemical properties. The student is expected to:
(A) identify and demonstrate everyday
examples of chemical phenomena such as rusting and tarnishing of metals and
burning of wood;
(B) describe physical properties of elements
and identify how they are used to position an element on the periodic table; and
(C) recognize that compounds are composed of
elements.
(8) Science concepts. The student knows that
complex interactions occur between matter and energy. The student is expected
to:
(A) illustrate examples of potential and
kinetic energy in everyday life such as objects at rest, movement of geologic
faults, and falling water; and
(B) identify that radiant energy from the
Sun is transferred into chemical energy through the process of photosynthesis.
(9) Science concepts. The student knows the
relationship between structure and function in living systems. The student is
expected to:
(A) identify the systems of the human
organism and describe their functions; and
(B) describe how organisms maintain stable
internal conditions while living in changing external environments.
(10) Science concepts. The student knows that
species can change through generations and that the instructions for traits are
contained in the genetic material of the organisms. The student is expected to:
(A) identify that sexual reproduction
results in more diverse offspring and asexual reproduction results in more
uniform offspring;
(B) compare traits of organisms of different
species that enhance their survival and reproduction; and
(C) distinguish between dominant and
recessive traits and recognize that inherited traits of an individual are
contained in genetic material.
(11) Science concepts. The student knows that
the responses of organisms are caused by internal or external stimuli. The
student is expected to:
(A) analyze changes in organisms such as a
fever or vomiting that may result from internal stimuli; and
(B) identify responses in organisms to
external stimuli found in the environment such as the presence or absence of
light.
(12) Science concepts. The student knows that
there is a relationship between organisms and the environment. The student is
expected to:
(A) identify components of an ecosystem;
(B) observe and describe how organisms
including producers, consumers, and decomposers live together in an environment
and use existing resources;
(C) describe how different environments
support different varieties of organisms; and
(D) observe and describe the role of
ecological succession in ecosystems.
(13) Science concepts. The student knows
components of our solar system. The student is expected to:
(A) identify and illustrate how the tilt of
the Earth on its axis as it rotates and revolves around the Sun causes changes
in seasons and the length of a day; and
(B) relate the Earth's movement and the
moon's orbit to the observed cyclical phases of the moon.
(14) Science concepts. The student knows that
natural events and human activity can alter Earth systems. The student is
expected to:
(A) describe and predict the impact of
different catastrophic events on the Earth;
(B) analyze effects of regional erosional
deposition and weathering; and
(C) make inferences and draw conclusions
about effects of human activity on Earth's renewable, non-renewable, and
inexhaustible resources.
Source: The provisions of this §112.23 adopted to be effective September 1, 1998, 22 TexReg 7647.
§112.24. Science, Grade 8.
(a) Introduction.
(1) In Grade 8, the study of science includes
planning and conducting field and laboratory investigations using scientific
methods, analyzing data, critical-thinking, scientific problem-solving, and
using tools such as telescopes to collect and analyze information. Students also
use computers and information technology tools to support scientific
investigations.
(2) As students learn science skills, they
identify the roles of both human activities and natural events in altering Earth
systems. Students learn that stars and galaxies are part of the universe,
identify light years as a way to describe distance, and learn about scientific
theories of the origin of the universe. Cycles within Earth systems are studied
as students learn about lunar cycles and the rock cycle.
(3) Students examine information on the
periodic table to recognize that elements are grouped into families. In
addition, students demonstrate that exothermic and endothermic chemical
reactions indicate that energy is lost or gained during a chemical reaction.
Interactions in matter and energy are explored in solar, weather, and ocean
systems. Students identify the origin of waves and investigate their ability to
travel through different media.
(4) Students predict possible outcomes that
result from different genetic combinations and explore the extinction of some
species.
(5) Science is a way of learning about the
natural world. Students should know how science has built a vast body of
changing and increasing knowledge described by physical, mathematical, and
conceptual models, and also should know that science may not answer all
questions.
(6) A system is a collection of cycles,
structures, and processes that interact. Students should understand a whole in
terms of its components and how these components relate to each other and to the
whole. All systems have basic properties that can be described in terms of
space, time, energy, and matter. Change and constancy occur in systems and can
be observed and measured as patterns. These patterns help to predict what will
happen next and can change over time.
(7) Investigations are used to learn about the
natural world. Students should understand that certain types of questions can be
answered by investigations, and that methods, models, and conclusions built from
these investigations change as new observations are made. Models of objects and
events are tools for understanding the natural world and can show how systems
work. They have limitations and based on new discoveries are constantly being
modified to more closely reflect the natural world.
(b) Knowledge
and skills.
(1) Scientific processes. The student conducts
field and laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field
and laboratory investigations; and
(B) make wise choices in the use and
conservation of resources and the disposal or recycling of materials.
(2) Scientific processes. The student uses
scientific inquiry methods during field and laboratory investigations. The
student is expected to:
(A) plan and implement investigative
procedures including asking questions, formulating testable hypotheses, and
selecting and using equipment and technology;
(B) collect data by observing and measuring;
(C) organize, analyze, evaluate, make
inferences, and predict trends from direct and indirect evidence;
(D) communicate valid conclusions; and
(E) construct graphs, tables, maps, and
charts using tools including computers to organize, examine, and evaluate data.
(3) Scientific processes. The student uses
critical thinking and scientific problem solving to make informed decisions. The
student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and theories, as to their strengths and
weaknesses using scientific evidence and information;
(B) draw inferences based on data related to
promotional materials for products and services;
(C) represent the natural world using models
and identify their limitations;
(D) evaluate the impact of research on
scientific thought, society, and the environment; and
(E) connect Grade 8 science concepts with
the history of science and contributions of scientists.
(4) Scientific processes. The student knows how
to use a variety of tools and methods to conduct science inquiry. The student is
expected to:
(A) collect, record, and analyze information
using tools including beakers, petri dishes, meter sticks, graduated cylinders,
weather instruments, hot plates, dissecting equipment, test tubes, safety
goggles, spring scales, balances, microscopes, telescopes, thermometers,
calculators, field equipment, computers, computer probes, water test kits, and
timing devices; and
(B) extrapolate from collected information
to make predictions.
(5) Scientific processes. The student knows
that relationships exist between science and technology. The student is expected
to:
(A) identify a design problem and propose a
solution;
(B) design and test a model to solve the
problem; and
(C) evaluate the model and make
recommendations for improving the model.
(6) Science concepts. The student knows that
interdependence occurs among living systems. The student is expected to:
(A) describe interactions among systems in
the human organism;
(B) identify feedback mechanisms that
maintain equilibrium of systems such as body temperature, turgor pressure, and
chemical reactions; and
(C) describe interactions within ecosystems.
(7) Science concepts. The student knows that
there is a relationship between force and motion. The student is expected to:
(A) demonstrate how unbalanced forces cause
changes in the speed or direction of an object's motion; and
(B) recognize that waves are generated and
can travel through different media.
(8) Science concepts. The student knows that
matter is composed of atoms. The student is expected to:
(A) describe the structure and parts of an
atom; and
(B) identify the properties of an atom
including mass and electrical charge.
(9) Science concepts. The student knows that
substances have chemical and physical properties. The student is expected to:
(A) demonstrate that substances may react
chemically to form new substances;
(B) interpret information on the periodic
table to understand that physical properties are used to group elements;
(C) recognize the importance of formulas and
equations to express what happens in a chemical reaction; and
(D) identify that physical and chemical
properties influence the development and application of everyday materials such
as cooking surfaces, insulation, adhesives, and plastics.
(10) Science concepts. The student knows that
complex interactions occur between matter and energy. The student is expected
to:
(A) illustrate interactions between matter
and energy including specific heat;
(B) describe interactions among solar,
weather, and ocean systems; and
(C) identify and demonstrate that loss or
gain of heat energy occurs during exothermic and endothermic chemical reactions.
(11) Science concepts. The student knows that
traits of species can change through generations and that the instructions for
traits are contained in the genetic material of the organisms. The student is
expected to:
(A) identify that change in environmental
conditions can affect the survival of individuals and of species;
(B) distinguish between inherited traits and
other characteristics that result from interactions with the environment; and
(C) make predictions about possible outcomes
of various genetic combinations of inherited characteristics.
(12) Science concepts. The student knows that
cycles exist in Earth systems. The student is expected to:
(A) analyze and predict the sequence of
events in the lunar and rock cycles;
(B) relate the role of oceans to climatic
changes; and
(C) predict the results of modifying the
Earth's nitrogen, water, and carbon cycles.
(13) Science concepts. The student knows
characteristics of the universe. The student is expected to:
(A) describe characteristics of the universe
such as stars and galaxies;
(B) explain the use of light years to
describe distances in the universe; and
(C) research and describe historical
scientific theories of the origin of the universe.
(14) Science concepts. The student knows that
natural events and human activities can alter Earth systems. The student is
expected to:
(A) predict land features resulting from
gradual changes such as mountain building, beach erosion, land subsidence, and
continental drift;
(B) analyze how natural or human events may
have contributed to the extinction of some species; and
(C) describe how human activities have
modified soil, water, and air quality.
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