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Grade - 3
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(3.5) Science concepts. The student knows that systems exist in the world. The student is expected to:
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(A) observe and identify simple systems such as a sprouted seed and a wooden toy car; and
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(B) observe a simple system and describe the role of various parts such as a yo-yo and string.
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(3.6) Science concepts. The student knows that forces cause change.
The student is expected to:
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(A) measure and record changes in the position and direction of the motion of an object to which a force such as a push or pull has been applied; and
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(B) identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers.
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Force
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Earth's Ever-Changing
Surface
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(3.7) Science concepts. The student knows that matter has physical properties. The student is expected to:
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(A) gather information including temperature, magnetism, hardness, and mass using appropriate tools to identify physical properties of matter; and
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(B) identify matter as liquids, solids, and gases.
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Physical Properties
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States of Matter
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(3.8) Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student is expected to:
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(A) observe and describe the habitats of organisms within an ecosystem;
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(B) observe and identify organisms with similar needs that compete with one another for resources such as oxygen, water, food, or space;
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(C) describe environmental changes in which some organisms would thrive, become ill, or perish; and
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(D) describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or humans building a home.
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Habitats and Organisms
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Environmental Changes
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(3.9) Science concepts. The student knows that species have different adaptations that help them survive and reproduce in their environment. The student is expected to:
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(A) observe and identify characteristics among species that allow each to survive and reproduce; and
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(B) analyze how adaptive characteristics help individuals within a species to survive and reproduce.
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(3.10) Science concepts. The student knows that many likenesses between offspring and parents are inherited from the parents. The student is expected to:
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(A) identify some inherited traits of plants; and
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(B) identify some inherited traits of animals.
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(3.11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to:
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(A) identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources;
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(B) identify and record properties of soils such as color and texture, capacity to retain water, and ability to support the growth of plants;
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(C) identify the planets in our solar system and their position in relation to the Sun; and
(D) describe the characteristics of the Sun.
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Earth's Natural Resources
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Properties of Soil
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The Solar System
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Grade - 4
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(4.5) Science concepts. The student knows that complex systems may not work if some parts are removed. The student is expected to:
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(A) identify and describe the roles of some organisms in living systems such as plants in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and
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(B) predict and draw conclusions about what happens when part of a system is removed.
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(4.6) Science concepts. The student knows that change can create recognizable patterns. The student is expected to:
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(A) identify patterns of change such as in weather, metamorphosis, and objects in the sky;
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(B) illustrate that certain characteristics of an object can remain constant even when the object is rotated like a spinning top, translated like a skater moving in a straight line, or reflected on a smooth surface; and
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(C) use reflections to verify that a natural
object has symmetry.
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Recognizing Patterns in
Changes
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Motion and Properties
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Symmetry in Nature
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(4.7) Science concepts. The student knows that matter has physical properties. The student is expected to:
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(A) observe and record changes in the states of matter caused by the addition or reduction of heat; and
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(B) conduct tests, compare data, and draw conclusions about physical properties of matter including states of matter, conduction, density, and buoyancy.
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Changing States of Matter
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More Physical Properties
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(4.8) Science concepts. The student knows that adaptations may increase the survival of members of a species. The student is expected to:
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(A) identify characteristics that allow members within a species to survive and reproduce;
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(B) compare adaptive characteristics of various species; and
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(C) identify the kinds of species that lived in the past and compare them to existing species.
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Environments and
Adaptations
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(4.9) Science concepts. The student knows that many likenesses between offspring and parents are inherited or learned. The student is expected to:
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(A)distinguish between inherited traits and learned characteristics; and
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(B)identify and provide examples of inherited traits and learned characteristics.
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Traits and Characteristics
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(4.10) Science concepts. The student knows that certain past events affect present and future events. The student is expected to:
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(A) identify and observe effects of events that require time for changes to be noticeable including growth, erosion, dissolving, weathering, and flow; and
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(B) draw conclusions about "what happened before" using fossils or charts and tables.
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(4.11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to:
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(A) test properties of soils including texture, capacity to retain water, and ability to support life;
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(B) summarize the effects of the oceans on land; and
(C) identify the Sun as the major source of energy for the Earth and understand its role in the growth of plants, in the creation of winds, and in the water cycle.
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Soil Properties and
Experiments
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Energy from the Sun
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Grade - 5
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(5.5) Science concepts. The student knows that a system is a collection of cycles, structures, and processes that interact.
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(A) describe some cycles, structures, and
processes that are found in a simple
system; and
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(B) describe some interactions that occur
in a simple system.
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(5.6) Science concepts. The student knows that some change occurs in cycles.
|
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(A) identify events and describe changes
that occur on a regular basis such as in
daily, weekly, lunar, and seasonal
cycles;
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(B) identify the significance of the water,
carbon, and nitrogen cycles; and
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(C) describe and compare life cycles of
plants and animals.
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Earth Cycles
|
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Water, Carbon, Nitrogen
Cycle
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Life Cycles
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(5.7) Science concepts. The student knows that matter has physical properties
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(A) classify matter based on its physical
properties including magnetism, physical state, and the ability to conduct or insulate heat, electricity, and sound;
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(B) demonstrate that some mixtures maintain the physical properties of their ingredients;
(C) identify changes that can occur in the
physical properties of the ingredients of solutions such as dissolving sugar in water; and
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(D) observe and measure characteristic properties of substances that remain constant such as boiling points and
melting points.
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Properties of Matter
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Mixtures and Solutions
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Constant Properties
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(5.8) Science concepts. The student knows that energy occurs in many forms.
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(A) differentiate among forms of energy
including light, heat, electrical, and
solar energy;
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(B) identify and demonstrate everyday
examples of how light is reflected, such as from tinted windows, and refracted, such as in cameras, telescopes, and eyeglasses;
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(C) demonstrate that electricity can flow in a circuit and can produce heat, light, sound, and magnetic effects; and
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(D) verify that vibrating an object can produce sound.
|
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|
Forms of Energy
|
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Light
|
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Electricity
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Sound
|
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|
(5.9) Science concepts. The student knows that adaptations may increase the survival of members
of a species.
|
|
|
(A) compare the adaptive characteristics of
species that improve their ability to
survive and reproduce in an ecosystem;
|
|
|
(B) analyze and describe adaptive characteristics that result in an organism's unique niche in an ecosystem; and
|
|
|
(C) predict some adaptive characteristics
required for survival and reproduction by an organism in an ecosystem.
|
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|
(5.10) Science concepts. The student knows that likenesses between offspring and parents can be inherited or learned.
|
|
|
(A) identify traits that are inherited from
parent to offspring in plants and animals; and
|
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|
|
(B) give examples of learned characteristics that result from the influence of the environment.
|
|
|
Inherited vs Learned
characteristics
|
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|
(5.11) Science concepts. The student knows that certain past events affect present and future events.
|
|
|
(A) identify and observe actions that require time for changes to be measurable, including growth, erosion, dissolving, weathering, and flow;
|
|
|
(B) draw conclusions about "what happened before" using data such as from tree-growth rings and sedimentary rock sequences; and;
|
|
|
(C) identify past events that led to the formation of the Earth's renewable, non-renewable, and inexhaustible resources.
|
|
|
Changing Earth's Surface
|
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|
|
Learning from the Past
|
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|
|
Resources
|
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|
(5.12) Science concepts. The student knows that the natural world includes earth materials and objects in the sky.
|
|
|
(A) interpret how land forms are the result
of a combination of constructive and
destructive forces such as deposition of
sediment and weathering;
|
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|
(B) describe processes responsible for the
formation of coal, oil, gas, and minerals;
|
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|
|
(C) identify the physical characteristics of
the Earth and compare them to the
physical characteristics of the moon;
and
|
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|
|
(D) identify gravity as the force that keeps
planets in orbit around the Sun and the
moon in orbit around the Earth.
|
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|
|
Changing Earth's Surface
|
|
|
Resources
|
|
|
Interesting Moon
|
|
Gravity in the Solar
System
|
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|
Grade - 6
|
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|
(6.5) Scientific concepts. The student knows the differences between elements and compounds. The student is expected to:
|
|
|
(A) know that an element is a pure substance represented by chemical symbols;
|
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|
|
(B) recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere;
|
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|
(C) differentiate between elements and compounds on the most basic level;
|
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|
|
(D) identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.
|
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|
|
(6.6) Science concepts. The student knows matter has physical properties that can be used for classification. The student is expected to:
|
|
|
(A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability;
cycles;
|
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|
|
|
(B) calculate density to identify an unknown substance;
|
|
|
|
|
|
(C) test the physical properties of minerals, including hardness, color, luster, and streak.
|
|
|
Metals and Non-metals
Cycle
|
|
|
|
|
|
Classifying Minerals
|
|
|
|
|
(6.7) Science concepts. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to:
|
|
|
(A) research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources
|
|
|
|
|
|
(B) design a logical plan to manage energy resources in the home, school, or community.
|
|
|
|
|
|
|
(6.8) Science concepts.The student knows force and motion are related to potential and kinetic energy. The student is expected to:
|
|
|
(A) compare and contrast potential and kinetic energy;
|
|
|
|
(B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces;
|
|
|
|
(C) calculate average speed using distance and time measurements
|
|
|
|
(D) measure and graph changes in motion ;
|
|
|
|
(E) investigate how inclined planes and pulleys can be used to change the amount of force to move an object.
|
|
|
Potential and Kinetic
energy
|
|
|
Force and motion
|
|
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|
|
|
|
|
|
Simple Machines
|
|
|
|
|
(6.9) Science concepts. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to:
|
|
|
(A) investigate methods of thermal energy transfer, including conduction, convection, and radiation;
|
|
|
(B) verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting;
|
|
|
(C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.
|
|
Heat Transfer
Cycle
|
|
|
|
|
|
Energy Transformations
|
|
|
|
|
(6.10) Science concepts. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to:
|
|
|
(A) build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere
|
|
|
|
(C) identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; and
|
|
|
|
(D) describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.
|
|
|
|
(B) classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;
|
|
|
|
Plate Tectonics
|
|
|
|
|
|
|
|
|
Rock Cycle
|
|
|
|
|
(6.11) Science concepts. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to:
|
|
|
(A) describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets;
|
|
|
(B) understand that gravity is the force that governs the motion of our solar system;
|
|
|
(C) describe the history and future of space exploration, including the types of equipment and transportation needed for space travel
|
|
|
|
|
|
(6.12) Science concepts. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:
|
|
|
(A) understand that all organisms are composed of one or more cells;
|
|
|
|
(B) recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic;
|
|
|
|
(C) recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains;
|
|
|
|
|
(D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms;
|
|
|
|
|
(E) describe biotic and abiotic parts of an ecosystem in which organisms interact;
|
|
|
|
(F) diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.
|
|
|
Cell - The Basic Unit of
Life
|
|
|
|
|
|
|
Taxonomic Classification
|
|
|
|
|
|
Ecosystem - Levels of
Organization
|
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|
|
|
|
|
|
Grade - 7
|
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|
|
|
|
(7.5) Science concepts. The student knows that interactions occur between matter and energy. The student is expected to:
|
|
|
(A) recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis;
|
|
|
|
(B) demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin;
|
|
|
|
(C) diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.
|
|
|
Photosynthesis and Energy
Conversion
|
|
|
|
Cycling of Matter
|
|
|
|
Energy Flow in Ecosystems
|
|
|
|
|
(7.6) Science concepts. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to:
|
|
|
(A) identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur;
cycles;
|
|
|
|
|
|
(B) distinguish between physical and chemical changes in matter in the digestive system;
|
|
|
|
|
|
(C) recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars.
|
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|
|
|
|
|
(7.7) Science concepts. The student knows that there is a relationship among force, motion, and energy. The student is expected to:
|
|
|
(A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still;
|
|
|
|
|
|
(B)illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion; and
|
|
|
|
|
|
(C) demonstrate and illustrate forces that affect motion in everyday life such as emergence of seedlings, turgor pressure, and geotropism
|
|
|
|
Force, Work, and Energy
|
|
|
|
|
|
|
|
Forces Affect Plant Growth
|
|
|
|
|
(7.8) Science concepts. The student knows that natural events and human activity can impact Earth systems. The student is expected to:
|
|
|
(A) predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes;
|
|
|
|
(B) analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas;
|
|
|
|
(C) model the effects of human activity on groundwater and surface water in a watershed
|
|
|
Catastrophic Events and
Ecosystems
|
|
Slow changes in
ecoregions
|
|
|
Water Sheds
|
|
|
|
|
(7.9) Science concepts. The student knows components of our solar system. The student is expected to:
|
|
|
(A) analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere;
|
|
|
identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration.
|
|
|
|
|
|
(7.10) Science concepts. The student knows that there is a relationship between organisms and the environment. The student is expected to:
|
|
|
(A) observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;
|
|
|
|
(B) describe how biodiversity contributes to the sustainability of an ecosystem;
|
|
|
|
(C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.
|
|
|
|
Diversity of Life
|
|
|
|
|
|
Ecological Succession
|
|
|
|
|
(7.11) Science concepts. Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:
|
|
|
(A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification;
|
|
|
|
|
(B) explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb;
|
|
|
|
|
|
(C) identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals.
|
|
|
|
|
Using Dichotomous Keys
|
|
|
Variability and Survival
|
|
|
|
Natural Selection and
Selective Breeding
|
|
|
|
|
(7.12) Science concepts. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:
|
|
|
(A) investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;
|
|
|
|
(B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems
|
|
|
|
(C) recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms
|
|
|
|
|
(D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;
|
|
|
|
|
(E) compare the functions of a cell to the functions of organisms such as waste removal;
|
|
|
|
(F) recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life.
|
|
|
Internal Structural
Adaptations
|
|
|
Human Body Systems
|
|
|
Cells to Organisms
|
|
|
Plant Vs. Animal Cell
|
|
|
|
|
|
|
|
|
|
|
(7.13) Science concepts. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:
|
|
|
(A) investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight;
|
|
|
(B) describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance
|
|
|
|
|
|
(7.14) Science concepts.The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:
|
|
|
(A) define heredity as the passage of genetic instructions from one generation to the next generation;
|
|
|
|
(C) recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus .
|
|
|
|
(B) compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction;
|
|
|
|
Heredity and Genes
|
|
|
|
|
|
Types of Reproduction
|
|
|
|
|
Grade - 8
|
|
|
|
|
|
|
|
(8.5) Science concepts. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:
|
|
|
(A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud
|
|
|
|
(B) identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity;
|
|
|
|
(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements;
|
|
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(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts;
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(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed;
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(F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass.
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Structure of the Atom
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The Periodic table
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Chemical Reactions and
Equations
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(8.6) Science concepts. The student knows that there is a relationship between force, motion, and energy. The student is expected to:
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(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion;
cycles;
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(B) differentiate between speed, velocity, and acceleration;
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(C) investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.
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(8.7) Science concepts. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to:
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(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons;
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(B) demonstrate and predict the sequence of events in the lunar cycle;
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(C) relate the position of the Moon and Sun to their effect on ocean tides.
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(8.8) Science concepts. The student knows characteristics of the universe. The student is expected to:
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(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Herztsprung-Russell diagram for classification;
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(B) recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star;
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(C) explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe;
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(D) model and describe how light years are used to measure distances and sizes in the universe;
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(E) research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.
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The Universe
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The Universe-Distances
and Sizes
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Origin of the Universe-
Theories
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(8.9) Science concepts. The student knows that natural events can impact Earth systems. The student is expected to:
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(A) describe the historical development of evidence that supports plate tectonic theory;
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(B) relate plate tectonics to the formation of crustal features;
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(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.
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Effects of Plate Tectonics
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Topographic Maps
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(8.10) Science concepts.The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to:
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(A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;
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(B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts;
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(C) identify the role of the oceans in the formation of weather systems such as hurricanes.
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(8.11) Science concepts. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to:
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(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;
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(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;
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(C) explore how short- and long-term environmental changes affect organisms and traits in subsequent populations;
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(D) recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.
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Interrelationships Between
Organisms
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Environmental Changes
and Organisms
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Human Impact on Ocean
Ecosystems
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TEKS
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