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LAB-AIDS/SEPUP ALIGNMENT TO TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

Science 6-8

With Assessment Guidelines information

Materials from the Science Education for Public Understanding Program (SEPUP) are developed at the Lawrence Hall of Science, at the University of California, Berkeley, and distributed nationally by LAB-AIDS, Inc. SEPUP materials are supported by grants from the National Science Foundation. All other materials developed by LAB-AIDS. This correlation is intended to show selected locations in SEPUP programs that support the TEKS. It is not an exhaustive list; other locations may exist that are not listed here. This document was prepared by Mark Koker, Ph D, Director of Curriculum and Training at LAB-AIDS, with assistance from Donna Parker, LAB-AIDS Senior Consultant, and Din Seaver, Director of New Product Development. For more information about this correlation or for questions about review copies, presentations, or any matters related to sales or service, please contact Oralia Gil, LAB-AIDS Regional Manager at 281.528.6168 (direct line), at 800.381.8003 x143 (message only) , or by e-mail at [email protected]; or visit us on the web at www.lab-aids.com. Key to Programs:

SEPUP programs are available as full year courses, or separately, as units, which are listed below.

• IAES = Issues and Earth Science Studying Soils Scientifically, 1-11 Rocks and Minerals, 12-23 Erosion and Deposition, 24-35 Plate Tectonics, 36-49 Weather and Atmosphere, 50-70 The Earth in Space, 71-84 Earth and the Solar System, 85-98

• IALS = Issues and Life Science Experimental Design: Studying People Scientifically, 1-10 Body Works, 11-29 Cell Biology and Disease, 30-53 Genetics, 54-71 Ecology, 72-88 Evolution, 89-101 Bioengineering, 102-108

• IAPS = Issues and Physical Science Studying Materials Scientifically, 1-11 The Chemistry of Materials, 12-29

2

Water, 30 - 52 Energy, 53-72 Force and Motion, 73-88

Supplementary Product Offerings The following LAB-AIDS kits and modules address one or more of your state science standards. This listing is primarily for customers not using core SEPUP programs, as most standards are addressed using the core SEPUP programs; however, in a few cases, SEPUP customers may wish to supplement their core programs with one or more of the following products from the LAB-AIDS catalog.

Key to Supplementary Products

LAB-AIDS Applied Science Concept Kits

12-01 MAKE-A-GAS OXYGEN GAS STUDY KIT

12-02 MAKE-A-GAS HYDROGEN GAS STUDY KIT

12-03 MAKE-A-GAS CARBON DIOXIDE GAS STUDY KIT

22 OSMOSIS AND DIFFUSION KIT

31 PHOTOSYNTHESIS, PLANTS, AND FOOD

32 BIOLOGY & CHEMISTRY OF SOIL EXPERIMENT

33 SOIL ORGANISM STUDY KIT

34 NEMATODE STUDY KIT

35 DECOMPOSITION KIT

36 HYDROPONICS EXPERIMENT

37-A ADVANCED OWL PELLET STUDY KIT

38 MODELING AND COMPARING FOSSIL FUEL & BIOFUEL COMBUSTION

51 INTRODUCTION TO & USE OF DICHOTOMOUS KEY

61 PLANT CELL STUDY KIT

62 THE STUDY OF THE STRUCTURE & FUNCTION OF MITOCHONDRIA

63 DIFFERENTIATION OF CELLS EXPERIMENT KIT

70 GENETICS CONCEPTS KIT

71 MOLECULAR MODEL OF DNA & ITS REPLICATION KIT

72 DNA-RNA PROTEIN SYNTHESIS MODEL KIT

74R VARIATION, NORMAL DISTRIBUTION

76 GENETIC EQUILIBRIUM AND NATURAL SELECTION KIT

77 HEREDITY & ENVIRONMENT KIT

78 SICKLE CELL CONCEPTS KIT

82 PROPERTIES OF ACIDS AND BASES EXPERIMENT KIT

83 IDENTIFICATION OF SUBSTANCES KIT

84 IDENTIFICATION OF CHEMICAL REACTIONS KIT

85 DETERMINATION OF CHEMICAL FORMULAS KIT

88 INTRODUCTION TO OXIDATION & REDUCTION

89 MODELING CHEMICAL EQUILIBRIUM

91 NATURAL SELECTION EXPERIMENT

92 IMMUNOLOGY AND EVOLUTION EXPERIMENT KIT

93 ORGANIC EVOLUTION THEORY KIT

110R FAMILIES OF ELEMENTS EXPERIMENT KIT

111 FLAME TESTS AND EMISSION SPECTROSCOPY KIT

114 DENSITY: LAYERS OF LIQUIDS

124-1 INDIVIDUAL ELEMENTARY MOLECULAR MODEL SET

125 INDIVIDUAL BASIC STUDENT MOLECULAR MODEL SET

125-1 INDIVIDUALIZED ORGANIC STUDENT MOLECULAR MODEL

129 FIRST INTRODUCTION TO MOLECULAR MODELS

3

130 MOLECULAR MODEL KIT

131 ORGANIC CHEMISTRY MOLECULAR MODEL KIT

132 ORGANIC CHEMISTRY (FUNCTIONAL GROUPS) MODEL KIT

133 ORGANIC CHEMISTRY (ISOMERS) MODEL KIT

140 SUBLEVEL ORBITALS OF ATOM

160 BACTERIA STUDY KIT

211 WAVES, SOUND AND LIGHT

213 ELECTRIC MOTORS AND GENERATORS

309 INTRODUCTION TO CONDUCTIVITY EXPERIMENT

402 MINERAL STRUCTURE-CLEAVAGE & FRACTURE

430 ROCK CYCLE: AN INTERACTIVE EXPLORATION THROUGH GEOLOGIC TIME

437 MODELING AND INVESTIGATING WATERSHEDS

442 MODELING STREAM EROSION AND DEPOSITION

450 INTRODUCTION TO RADIOACTIVITY & HALF LIFE

501 DIAMOND CRYSTAL MOLECULAR MODEL KIT

502 GRAPHITE CRYSTAL MOLECULAR MODEL KIT

505 MOLECULES OF LIFE KIT

510 CHEMISTRY OF CARBOHYDRATES MODEL KIT

511 CHEMISTRY OF FATS MODEL KIT

512 CHEMISTRY OF PROTEINS MODEL KIT

513 NUCLEIC ACID MOLECULAR STRUCTURE

520 MOLECULES OF METABOLISM: UNDERSTANDING DIGESTION & RESPIRATION

701 CHEMILUMINESCENCE DEMONSTRATION KIT

701A CHEMILUMINESCENCE STUDENT KIT

905 SELECTIVE BREEDING

1270 INVESTIGATING HUMAN HEREDITY KIT

SEPUP Applied Science Concept Kits

39S BIOFUELS: INVESTIGATING ETHANOL PRODUCTION & COMBUSTION

86S INVESTIGATING THE CHEMISTRY OF CORROSION

109S ELEMENTS AND THE PERIODIC TABLE

205S INVESTIGATING THE DESIGN & OUTPUT OF WET CELL BATTERIES

206S MEASURING ENERGY EFFICIENCY

207S CONVERTING GRAVITATIONAL POTENTIAL ENERGY TO KINETIC ENERGY

220S INVESTIGATING PHOTOVOLTAIC CELLS

351S EXPLORING NEWTON”S FIRST LAW: INERTIA

352S CLASSIFYING OBJECTS IN THE SOLAR SYSTEM

403S CLASSIFYING SEDIMENTARY, METAMORPHIC & IGNEOUS ROCK

404S THE ROCK CYCLE ACTVITY

434S CONTAMINANTS AND THE WATER CYCLE

436S MODELING CONVECTION CURRENTS

438S PLATE TECTONICS: PLATE BOUNDARY COMPUTER SIMULATION

441S USING CHEMICAL REACTIONS TO REDUCE WASTE

445S PLATE TECTONICS: EXAMINING EVIDENCE FOR CONTINENTAL DRIFT

480S WEATHER FORECASTING

550S CLASSIFYING ANIMALS

603S INVESTIGATING AND APPLYING GENETICS

706S MAKING AND MODELING POLYMERS

904S NATURAL SELECTION AND ANTIBIOTIC RESISTANT BACTERIA

LAB-AIDS Modules

P210 FORCE AND MOTION

P610 DENSITY: UNDERSTANDING THROUGH EXPERIMENTAL DESIGN

SEPUP Modules

FV-2 GROUNDWATER CONTAMINATION: TROUBLE IN FRUITVALE

4

HM-2 HAZARDOUS MATERIALS INVESTIGATION: THE BARREL MYSTERY

NEW Applied Science Content kits in progress [212] ENERGY TRANSFER: MOTION OF A PENDULUM

[214] SIMPLE MACHINES

[215] ELECTRICAL CONDUCTIVITY AND CIRCUITRY

[405] IDENTIFYING ROCK FORMING MINERALS

[xx1] MODELING & INVESTIGATING GRAVITY

[xx2] INTERACTIVE INVESTIGATION OF SUCCESSIONAL COMMUNITIES

RECOMMENDED SCOPE AND SEQUENCE FOR THE MIDDLE GRADES Please contact Oralia Gil, LAB-AIDS Regional Manager for Texas, for this information.

5

Key to assessment terms The SEPUP assessment system uses analysis questions (AQ) in the student book activities, short answer or brief constructed response (BCR) to prompts in the student book activities, and item bank test questions in the Teacher’s Guide (TG), most of which are selected-response (SR) type. All SEPUP lessons feature analysis questions designed to assess student mastery of concepts. In addition, the SEPUP programs contain additional embedded assessment tools. The following key can be used to interpret how the program works for the following citation: IALS 75 AQ4 ET; IB E-2, 3, 5, 6-8

IALS 75 AQ4 ET; IB E-2, 3, 5, 6-8

For more information, consult the Teacher’s Guides.

IB = Test item bank questions, this citation means questions 2, 3, 5, and 6-8 from SALI item bank E measure student performance

UC, AD, ET, etc. represent SEPUP assessment variables (UC = Understanding concepts; AD = analyzing data; ET = Using evidence and tradeoffs; DI = Designing and conducting investigations; GI = Group interactions; CM = Communication scientific information). The above citation means that analysis question 4 of the activity can be used to measure student performance on the ET variable, and assessment item bank E, questions 2, 3, 5, 6-8 can also be used for this purpose.

6

GRADE 6

TEKS

Citation

Description

SEPUP Core Science Program LAB-AIDS KITS

Location Assessment 112.18(b)

(1) Scientific investigation and reasoning: The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards

All Throughout

(B) Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

IAPS 67-70, 72 67 AQ5 AD, [IB] D-14 68 PROC DI, [IB] D18 69 [IB] D11, D15, D18 70 Proc GI; [IB] D12, D-15 71 AQ1 UC

Throughout

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology

IAPS 10, 60, 72 IALS 74, 81, 83

10 AQ1 AD, Proc DI; [IB] A10-12 60 Q3-4 72 AQ1 ET, [IB] D17 74 AQ3 CM, [IB] E6, E18 81 AQ5 UC, [IB] E2, 3, E5, E13-14 83 AQ3 DCI

89, 114, 213,

207S, 220S,

P610, FV-2, HM-

2, [212, 215,

205S]

(B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology

IAPS 10, 60, 72 IALS 74, 81, 83

10 AQ1 AD, Proc DI; [IB] A10-12 60 Q3-4 72 AQ1 ET, [IB] D17

89, 114, 213,

205S, 207S, 220S,

P610, FV-2, HM-

2, [212, 215]

(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers

IAPS 6-7, 9-10, 18, 56, 58-61, 68-79 IAES 93-94 IALS 38, 81, 83

6 AQ1 AD [IB] A3, A4 7 AQ 1 AD, AQ1 UC, [IB] A5, A7, A8 9 AQ3 UC, [IB] A10-12 10 AQ1 AD, Proc DI; [IB] A10-12

Throughout

7

TEKS Citation

Description


Location Assessment 93 [IB] G5 94 Q2 38 Q1-6 81 AQ5 UC, [IB] E2, 3, E5, E13-14 83 AQ3 DCI

(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns

IAPS 9-10, 18, 56, 58-61, 68-70, 75, 83 IAES 93-94 IALS 38, 81, 83

9 AQ3 UC, [IB] A10-12 10 AQ1 AD, Proc DI; [IB] A10-12 56 AQ3 93 [IB] G5 94 Q2 38 Q1-6 81 AQ5 UC, [IB] E2, 3, E5, E13-14 83 AQ3 DCI

Throughout

(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends

IAPS 6-7, 18, 56, 68-70, 74, 78, 83 IAES 43, 46, 95 IALS 38, 77

6 AQ1 AD [IB] A3, A4 7 AQ 1 AD, AQ1 UC, [IB] A5, A7, A8 18 AQ3 AD, [IB] B19-21 43 Proc GI 46 [IB] D16 38 Q1-6 77 AQ4 DCI, AQ7 DCI

Throughout

(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

IAPS 15, 56, 60, 68-70, 72, 78 IAES 14, 40, 43-44, 89 IALS 43-44, 77, 82

15 AQ5 UC [IB] B7-11 56 AQ3 60 Q3-4 72 AQ1 ET, [IB] D17 78 [IB] E2, 3, 8 14 AQ5 RE 40 Q1, 3, 4 43 Proc GI 89 Proc RE; [IB] G6, G14 43 AQ2 CM, AQ5 UC, [IB] C 12, C21-22 44 Act GI, [IB] C2, C35

76, 77, 89, 93,

436S, 438S,

445S, P610

8

TEKS Citation

Description


Location Assessment 72 AQ5 UC, [IB] E2, 3, E5, E13-14 82 [IB] E5, E13-14, E17

(B) use models to represent aspects of the natural world such as a model of Earth's layers

IAPS 17, 36, 70 IAES 21, 43, 46, 90-91

17 AQ6 UC 36 AQ8 UC 70 Proc GI; [IB] D12, D-15 21 Q3, 5 43 Proc GI 46 [IB] D16 90 [IB] G9, 16, 18 91 AQ4 UC

38, 89, 124, 125,

129, 130, 140,

437, 442, 450,

501, 502, 436S,

438S, 706S

(C) identify advantages and limitations of models such as size, scale, properties, and materials

IAPS 70 IAES 21, 43, 46, 90-91

70 Proc GI; [IB] D12, D-15 21 Q3, 5 43 Proc GI 46 [IB] D16 90 [IB] G9, 16, 18 91 AQ4 UC

38, 89, 124, 125,

129, 130, 140,

437, 442, 450,

501, 502, 436S,

438S, 445S, 706S

(D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

IAPS 16 IAES 41-42, 85, 87

16 [IB] B7-11 41 AQ3 UC; [IB] D2 42 [IB] D4, 6, 8-10, 16 85 [IB] G1 87 [IB] G8, G15

445S

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum

IAPS 6-10, 36, 68-70, 72 IAES 13-14, 16-17 IALS 38, 43-44, 74

6 AQ1 AD [IB] A3, A4 7 AQ 1 AD, AQ1 UC, [IB] A5, A7, A8 8 AQ6 UC; [IB] A9 9 AQ3 UC, [IB] A10-12 10 AQ1 AD, Proc DI; [IB] A10-12 68 PROC DI, [IB] D18 70 Proc GI; [IB] D12, D-15 72 AQ1 ET, [IB] D17 13 Q2 14 AQ5 RE 16 AQ3 RE; [IB] B7-10 17 [IB] B 9, 10 38 Q1-6

Throughout

9

TEKS Citation

Description


Location Assessment 43 AQ2 CM, AQ5 UC, [IB] C 12, C21-22 44 Act GI, [IB] C2, C35 74 AQ3 CM, [IB] E6, E18

(B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

ALL Throughout

(5) Matter and energy. 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

IAPS 15-17 15 AQ5 UC [IB] B7-11 16 [IB] B7-11 17 AQ6 UC

110R, 111, 109S,

(12-01, 12-02, 38,

85, 124, 125, 129,

130, 131, 132,

133, 505, 510,

511, 512, 513,

520)

(B) recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere

IAPS 15-17 15 AQ5 UC [IB] B7-11 16 [IB] B7-11 17 AQ6 UC

38, 85, 124, 125,

129, 130, 131,

132, 133, 505,

510, 511, 512,

513, 520

(C) differentiate between elements and compounds on the most basic level

IAPS 15-17, 36 15 AQ5 UC [IB] B7-11 16 [IB] B7-11 17 AQ6 UC 36 AQ8 UC

38, 85, 124, 125,

129, 130, 131,

132, 133, 505,

510, 511, 512,

513, 520

(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

IAPS 6-7, 18-21, 25-28

6 AQ1 AD [IB] A3, A4 7 AQ 1 AD, AQ1 UC, [IB] A5, A7, A8 18 AQ3 AD, [IB] B19-21 19 [IB] B12-14 20 Q3-5 21 Q1-3 25 Q2-3 26 Q2-3 27 AQ2 CS, AQ3 ET 28 AQ3 ET

12-01, 12-02, 12-

03, 84, 86S, 441S,

706S

(6) Matter and energy. 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,

IAPS 5-7, 9, 18 5 Proc GI 6 AQ1 AD [IB]

309

10

TEKS Citation

Description


Location Assessment conductivity, or malleability A3, A4

7 AQ 1 AD, AQ1 UC, [IB] A5, A7, A8 9 AQ3 UC, [IB] A10-12 18 AQ3 AD, [IB] B19-21

(B) calculate density to identify an unknown substance

IAPS 8-10, 18 8 AQ6 UC; [IB] A9 9 AQ3 UC, [IB] A10-12 10 AQ1 AD, Proc DI; [IB] A10-12 18 AQ3 AD, [IB] B19-21

P610

(C) test the physical properties of minerals, including hardness, color, luster, and streak

IAES 13-17 13 Q2 14 AQ5 RE 16 AQ3 RE; [IB] B7-10 17 [IB] B 9, 10 18 Q2

402, [405]

(7) Matter and energy. 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

IAPS 64, 68-70, 72 64 AQ3 ET, AQ4 AD, [IB] D7 68 PROC DI, [IB] D18 69 [IB] D11, D15, D18 70 Proc GI; [IB] D12, D-15 72 AQ1 ET, [IB] D17

38, 213, 39S

(B) design a logical plan to manage energy resources in the home, school, or community

IAPS 53, 65-72 65 Proc DI; D13 66 Proc DI; [IB] D16 67 AQ5 AD, [IB] D-14 68 PROC DI, [IB] D18 69 [IB] D11, D15, D18 70 Proc GI; [IB] D12, D-15 71 AQ1 UC 72 AQ1 ET, [IB] D17

(8) Force, motion, and energy. The student

11

TEKS Citation

Description


Location Assessment knows force and motion are related to potential and kinetic energy. The student is expected to:

(A) compare and contrast potential and kinetic energy

IAPS 54-55 54 Proc DI; [IB] D1 55 AQ1 UC [IB] D1

207S, [212]

(B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces

IAPS 80-81 80 AQ2; [IB] E2, 3, 11, 20 81 [IB] E3, 13, 15

351S, P210

(C) calculate average speed using distance and time measurements

IAPS 74-76 74 Proc DI; [IB] E1-2, 5-6 75 AQ2 UC, [IB] E2, 4-6, 7, 14 76 [IB] E2

P210

(D) measure and graph changes in motion IAPS 75, 78, 83 75 AQ2 UC, [IB] E2, 4-6, 7, 14 78 [IB] E2, 3, 8 83 AQ6 AD, [IB] E3, 12

P210

(E) investigate how inclined planes and pulleys can be used to change the amount of force to move an object

N/A [214]

(9) Force, motion, and energy. 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

IAPS 56-61 56 AQ3 57 AQ3 UC, [IB] D2-3 58 AQ2 UC, [IB] D4-5, D8 59 Q3-5 60 Q3-4 61 [IB] D10

206S, 436S

(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

IAPS 59-61 59 Q3-5 60 Q3-4 61 [IB] D10

(C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy

IAPS 65-66 65 Proc DI; D13 66 Proc DI; [IB] D16

38, 211, 213, 701,

39S, 205S, 206S,

207S, 220S, 436S,

[212, 214, 215]

(10) Earth and space. 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

IAES 38 38 AQ5 UC; [IB] D1, D15

(B) classify rocks as metamorphic, igneous, or IAES 19-22 19 Q1, 4, 5 430, 403S, 404S

12

TEKS Citation

Description


Location Assessment sedimentary by the processes of their formation

20 Proc GI; [IB] B6 21 Q3, 5 22 AQ7 UC; [IB] B4-6, B11

(C) identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American

IAES 40-43 40 Q1, 3, 4 41 AQ3 UC; [IB] D2 42 [IB] D4, 6, 8-10, 16 43 Proc GI

438S, 445S

(D) describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building

IAES 43-48 43 Proc GI 44 [IB] D7, D16 45 [IB] D3, D11-12, D16 46 [IB] D16 47 [IB] D16 48 AQ4 UC; [IB] D14, D16

438S

(11) Earth and space. 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

IAES 86, 88-94 86 Q3 88 AQ2 UC, [IB] G3, G13, G17 89 Proc RE; [IB] G6, G14 90 [IB] G9, 16, 18 91 AQ4 UC 92 [IB] G2, G11 93 [IB] G5 94 Q2

352S

(B) understand that gravity is the force that governs the motion of our solar system

IAES 95-96 95 AQ4 AD; [IB] G10, 12 96 [IB] G 4, 7, 19

(C) describe the history and future of space exploration, including the types of equipment and transportation needed for space travel

IAES 85, 87; 97-98 85 [IB] G1 87 [IB] G8, G15 97 AQ1 RE 98 AQ2 ET, CS; [IB] G16, G20

(12) Organisms and environments. 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 IALS 38, 42-45 35 [IB] C10, C33, 61, 63, 160, 550S

13

TEKS Citation

Description


Location Assessment composed of one or more cells C34

42 [IB] D3, D7, D16-10, C23 43 AQ2 CM, AQ5 UC, [IB] C 12, C21-22 44 Act GI, [IB] C2, C35 45 AQ5 UC, [IB] C2, C4, C29

(B) recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic

IALS 38, 42-45 38 AQ5 UC; [IB] D1, D15 42 [IB] D3, D7, D16-10, C23 43 AQ2 CM, AQ5 UC, [IB] C 12, C21-22 44 Act GI, [IB] C2, C35 45 AQ5 UC, [IB] C2, C4, C29

550S

(C) recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains

IALS 45; 75-76 45 [IB] D3, D11-12, D16 75 Q1-5 76 AQ4 AD

550S

(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

IALS 42-45; 75-76; 80-82

42 [IB] D3, D7, D16-10, C23 43 AQ2 CM, AQ5 UC, [IB] C 12, C21-22 44 Act GI, [IB] C2, C35 45 AQ5 UC, [IB] C2, C4, C29 75 [IB] E4, E36 76 AQ 1-2 80 [IB] E2-3, E7-10, E15, E16, E25 81 AQ5 UC, [IB] E2, 3, E5, E13-14 82 [IB] E5, E13-14, E17

(E) describe biotic and abiotic parts of an ecosystem in which organisms interact

IALS 74, 86 74 AQ3 CM, [IB] E6, E18 86 AQ1 CM

32, 33, 34, 36, 77, 91

(F) diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem

IALS 77, 83, 86 77 AQ4 DCI, AQ7 DCI 83 AQ3 DCI 86 AQ1 CM

14

GRADE 7 TEKS

Citation

Description SEPUP Core Science Program LAB-AIDS KITS Location Assessment

112.9(b) (1)

Scientific investigation and reasoning: The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards

ALL Throughout

(B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials

ALL Throughout

(2) Scientific investigation and reasoning: Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:


IAPS 85 IALS 14, 81, 83

85 Proc CS; [IB] E16 14 [IB] B16 81 AQ5 UC, [IB] E2, 3, E5, E13-14 83 AQ3 DCI

89, 114, 213,

205S, 207S, 220S,

P610, FV-2, HM-

2, [212, 215]

(B) design and implement experimental investigations by making observations, asking well- defined questions, formulating testable hypotheses, and using appropriate equipment and technology

IAPS 85 IALS 14, 81, 83

85 Proc CS; [IB] E16 14 [IB] B16 81 AQ5 UC, [IB] E2, 3, E5, E13-14 83 AQ3 DCI

89, 114, 213V,

205S, 207S, 220S,

P610, FV-2, HM-

2, [212, 215]


IAPS 21, 63, 76-77, 81-82, 85 IALS 17, 81, 83

21 Q1-3 63 AQ6 AD; [IB] D20-21 76 [IB] E2 77 Proc DI 81 [IB] E3, 13, 15 82 AQ3 RE; [IB] E3, 9, 12 17 [IB] B1, B8, B21 81 AQ5 UC, [IB] E2, 3, E5, E13-14 83 AQ3 DCI

Throughout


IAES 28, 77 IAPS 21, 63, 76-77, 81-82, 85 IALS 32, 55, 77, 81, 83

28 Proc GI; [IB] C2, C7 77 [IB] F10-12 21 Q1-3 63 AQ6 AD; [IB] D20-21 76 [IB] E2 77 Proc DI

Throughout

15

TEKS Citation

Description

SEPUP Core Science Program LAB-AIDS KITS Location Assessment

32 AQ4 ET, [IB] C9 55 AQ2 UC 77 AQ4 DCI, AQ7 DCI 81 AQ5 UC, [IB] E2, 3, E5, E13-14


IAES 32, 77, 80, 82 IAPS 63, 76-77, 81-82 IALS 30, 55, 62, 76

32 Proc GI; [IB] C11, C12 77 [IB] F10-12 80 [IB] F4-9 82 AQ5 UC, [IB] F5, F8 63 AQ6 AD; [IB] D20-21 76 [IB] E2 77 Proc DI 81 [IB] E3, 13, 15 82 AQ3 RE; [IB] E3, 9, 12 30 AQ 1a DCI, [IB] C1, C30-31 55 AQ2 UC 62 AQ4a UC 76 AQ 1-2

Throughout

(3) Scientific investigation and reasoning: Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

IAES 32, 82, 98 IAPS 76-77, 88 IALS 30, 32, 55, 62, 76, 81, 83, 87, 98

32 Proc GI; [IB] C11, C12 82 AQ5 UC, [IB] F5, F8 98 AQ2 ET, CS; [IB] G16, G20 76 [IB] E2 77 Proc DI 30 AQ 1a DCI, [IB] C1, C30-31 32 AQ4 ET, [IB] C9 55 AQ2 UC

76, 77, 89, 93,

436S, 438S,

445S, P610

(B) use models to represent aspects of the natural world such as human body systems and plant and animal cells

IAES 28, 31, 77 IAPS 20, 86 IALS 18, 30, 40, 84, 95-96

28 Proc GI; [IB] C2, C7 31 [IB] C12 20 Q3-5 86 [IB] E17-18

22, 71, 72, 131,

132, 133, 505,

510, 511, 512,

513, 520, 904S


IAES 28, 31 IAPS 20, 86 IALS 18, 30, 40, 84, 95-96

28 Proc GI; [IB] C2, C7 31 [IB] C12 20 Q3-5

22, 71, 72, 131,

132, 133, 505,

510, 511, 512,

513, 520, 904S

16

TEKS Citation

Description


86 [IB] E17-18

(D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content

IAES 85 IAPS 80 IALS 33-34, 37, 60, 94

85 [IB] G1 80 AQ2; [IB] E2, 3, 11, 20 33 [IB] C9, C11, C32 34 AQ4 ET 37 Act UC, [IB] C14 60 AQ1 DCI [IB] D2 94 AQ3 UC, [IB] F16, F26

(4) Science investigation and reasoning: The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum

IAES 28, 31 IAPS 19, 63, 83 All activities utilize use of student journal/notebooks.

28 Proc GI; [IB] C2, C7 31 [IB] C12 19 [IB] B12-14 63 AQ6 AD; [IB] D20-21 83 AQ6 AD, [IB] E3, 12

Throughout

(B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher

IAES 28, 31 IAPS 19, 63

28 Proc GI; [IB] C2, C7 31 [IB] C12 19 [IB] B12-14 63 AQ6 AD; [IB] D20-21

Throughout

(5) Matter and energy: 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

IALS 81-82 81 AQ5 UC, [IB] E2, 3, E5, E13-14 82 [IB] E5, E13-14, E17

31

(B) demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin

IALS 80 80 [IB] E2-3, E7-10, E15, E16, E25

35

(C) diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids

IALS 78-81; 84, 86 78 [IB] E7-10, E16 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35

31, 37-A

17

TEKS Citation

Description


80 [IB] E2-3, E7-10, E15, E16, E25 81 AQ5 UC, [IB] E2, 3, E5, E13-14

84 [IB] E19-20, E26-27, E34 86 AQ1 CM

(6) Matter and energy: 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

IAPS 19-21 19 [IB] B12-14 20 Q3-5

21 Q1-3

71, 72, 131, 132, 133, 505, 510, 511, 512, 513, 520

(B) distinguish between physical and chemical changes in matter in the digestive system

IALS 14-15 14 [IB] B16 15 AQ3 UC, [IB] B2, B5, B25-28

37-A

(C) recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars

IALS 14-15, 107 14 [IB] B16 15 AQ3 UC, [IB] B2, B5, B25-28

31, 520

(7) Force, motion, and energy: 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

IAPS 76-77, 80-81 (work is not treated quantitatively)

76 [IB] E2 77 Proc DI 80 AQ2; [IB] E2, 3, 11, 20 81 [IB] E3, 13, 15

P210, [214]

(B) illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion

IAPS 63 IALS 107

63 AQ6 AD; [IB] D20-21

31, 520

(C) demonstrate and illustrate forces that affect motion in everyday life such as emergence of seedlings, turgor pressure, and geotropism.

IAPS 73, 82, 84-88 73 [IB] E1, E12, E24 82 [IB] E5, E13-14, E17 84 [IB] E19-20, E26-27, E34 85 AQ1 UC, [IB] E21-23 86 AQ1 CM

(8) Earth and space: 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, IAES 29, 31, 33 29 AQ2 UC; [IB]

18

TEKS Citation

Description


and deposition on the environment in ecoregions of Texas

C1, C3 31 [IB] C12 33 Q3-4

(C) model the effects of human activity on groundwater and surface water in a watershed

IAES 28-33 28 Proc GI; [IB] C2, C7

29 AQ2 UC; [IB] C1, C3 30 [IB] C2, C10

31 [IB] C12

32 Proc GI; [IB] C11, C12 33 Q3-4

437, 442, 434S

(9) Earth and space: 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

IAES 65-66, 76-82, 84

65 Q1-3 66 AQ2 UC; [IB] E12-13 76 AQ4 AD 77 [IB] F10-12 78 AQ2 UC 79 [IB] F10-12, F14-16 80 [IB] F4-9 81 AQ5 UC; [IB] F5, F8 82 AQ5 UC, [IB] F5, F8 84[IB] F13

352S

(B) identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration

IAES 85, 97-98 85 [IB] G1 97 AQ1 RE 98 AQ2 ET, CS; [IB] G16, G20

(10) Organisms and environments: 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

IALS 72, 77, 79, 83-87

72 AQ5 UC, [IB] E2, 3, E5, E13-14 77 AQ4 DCI, AQ7 DCI 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35 83 AQ3 DCI 84 [IB] E19-20, E26-27, E34 85 AQ1 UC, [IB] E21-23 86 AQ1 CM 87 AQ1 ET

(B) describe how biodiversity contributes to the sustainability of an ecosystem

IALS 72-73, 77, 80, 83-5

72 AQ5 UC, [IB] E2, 3, E5, E13-14

19

TEKS Citation

Description


73 [IB] E1, E12, E24 77 AQ4 DCI, AQ7 DCI 80 [IB] E2-3, E7-10, E15, E16, E25 83 AQ3 DCI 84 [IB] E19-20, E26-27, E34 85 AQ1 UC, [IB] E21-23

(C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds

(11) 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;

IALS 75-76, 78, 98, 100

75 [IB] E4, E36 76 AQ 1-2 78 [IB] E7-10, E16 98 [IB] F32-33

32, 33, 34, 36, 51

(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

IALS 95-96, 98-99 95 [IB] F18-21 96 AQ2 DCI 98 [IB] F32-33 99 AQ2 UC, [IB] 434-36

74R, 91

(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

IALS 97, 100 97 AQ2 CM, [IB] F15, F22-25, F27-28, F30-31

905

(12) Organisms and environments: 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

63

(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

IALS 13-18 13 [IB] B3, B7

14 [IB] B16 15 AQ3 UC, [IB] B2, B5, B25-28

16 AQ4 UC, [IB]

20

TEKS Citation

Description


systems B6 17 [IB] B1, B8, B21 18 [IB] B9, B17-18, B29

(C) recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms

IALS 12, 15 12 [IB] B12, B15 15 AQ3 UC, [IB] B2, B5, B25-28

63

(D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole

IALS 38, 40, 42-45, 82

38 Q1-6 40 AQ3 DCI, [IB] C15, C18 42 [IB] D3, D7, D16-10, C23 43 AQ2 CM, AQ5 UC, [IB] C 12, C21-22 44 Act GI, [IB] C2, C35 45 AQ5 UC, [IB] C2, C4, C29 82 [IB] E5, E13-14, E17

22, 31, 61, 62, 63, 78

(E) compare the functions of a cell to the functions of organisms such as waste removal

IALS 13-15 13 [IB] B3, B7 14 [IB] B16 15 AQ3 UC, [IB] B2, B5, B25-28

22, 31, 61, 62

(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

IALS 37 37 Act UC, [IB] C14

61, 62, 93

(13) Organisms and environments: 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

IALS 74, 83 74 AQ3 CM, [IB] E6, E18 83 AQ3 DCI

77

(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

IALS 30-35 30 AQ 1a DCI, [IB] C1, C30-31 31 [IB] C8 32 AQ4 ET, [IB] C9 33 [IB] C9, C11, C32 34 AQ4 ET 35 [IB] C10, C33, C34

(14) Organisms and environments: 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 IALS 54-55, 58-59, 54 Act DCI, [IB] 70, 71, 72, 92, 905,

21

TEKS Citation

Description


instructions from one generation to the next generation

62 D2 55 AQ2 UC 58 Q2 62 AQ4a UC

1270, 603S

(B) compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction

IALS 57-58, 60 57 Q1-2 58 Q2 60 AQ1 DCI [IB] D2

(C) recognize that inherited traits of individuals are governed in the genetic material found chromosomes

IALS 63 63 [IB] D1, D2-5, D8-11, D18, D22-24

70, 71, 72, 92, 905, 1270, 603S

22

GRADE 8 TEKS

Citation

Description SEPUP Core Science Program LAB-AIDS KITS Location Assessment

112.18(b) (1)

Scientific investigation and reasoning: The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards

ALL Throughout

(B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

IAPS 23, 27, 28 23 Q2-3 27 AQ2 CS, AQ3 ET 28 AQ3 ET

Throughout

(2) Scientific investigation and reasoning: The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:


IAPS 85 IAES 32, 55, 72

85 Proc CS; [IB] E16 32 Proc GI; [IB] C11, C12 55 Proc DI 72 [IB] F17

89, 114, 213,

205S, 207S, 220S,

P610, FV-2, HM-

2, [212, 215]

(B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology

IAPS 85 IAES 32, 55, 72

85 Proc CS; [IB] E16 32 Proc GI; [IB] C11, C12 55 Proc DI 72 [IB] F17

89, 114, 213,

205S, 207S, 220S,

P610, FV-2, HM-

2, [212, 215]


IAPS 18-19, 25, 76, 81-83 IAES 32, 55

18 AQ3 AD, [IB] B19-21 19 [IB] B12-14 25 Q2-3 76 [IB] E2 81 [IB] E3, 13, 15 82 AQ3 RE; [IB] E3, 9, 12 32 Proc GI; [IB] C11, C12 55 Proc DI

Throughout


IALS 77 IAPS 18-19, 25, 75-76, 81-83 IAES 32, 55, 75

77 AQ4 DCI, AQ7 DCI 18 AQ3 AD, [IB] B19-21 19 [IB] B12-14 25 Q2-3 75 AQ2 UC, [IB] E2, 4-6, 7, 14 76 [IB] E2 81 [IB] E3, 13, 15 83 AQ6 AD, [IB]

Throughout

23

TEKS Citation

Description


E3, 12 32 Proc GI; [IB] C11, C12 55 Proc DI 75 Q1-5


IALS 77 IAPS 25, 28, 75-76, 81-83 IAES 40, 44, 55-56, 75

77 AQ4 DCI, AQ7 DCI 25 Q2-3 28 AQ3 ET 75 AQ2 UC, [IB] E2, 4-6, 7, 14 76 [IB] E2 81 [IB] E3, 13, 15 82 AQ3 RE; [IB] E3, 9, 12 83 AQ6 AD, [IB] E3, 12 40 Q1, 3, 4 44 [IB] D7, D16 55 Proc DI 56 Proc GI 75 Q1-5

Throughout

(3) Scientific investigation and reasoning: The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

IALS 84, 87-88 IAPS 18, 25, 28, 75-76, 78, 81-83 IAES 30, 32, 40, 44, 56, 72, 75, 82, 89

84 [IB] E19-20, E26-27, E34 87 AQ1 ET 88 AQ3 ET, [IB] E28-32 18 AQ3 AD, [IB] B19-21 25 Q2-3 28 AQ3 ET 75 AQ2 UC, [IB] E2, 4-6, 7, 14 76 [IB] E2 78 [IB] E2, 3, 8 81 [IB] E3, 13, 15 83 AQ6 AD, [IB] E3, 12 30 [IB] C2, C10 32 Proc GI; [IB] C11, C12 40 Q1, 3, 4 44 [IB] D7, D16 56 Proc GI 72 [IB] F17 75 Q1-5 82 AQ5 UC, [IB] F5, F8 89 Proc RE; [IB]

76, 77, 89, 93,

436S, 438S,

445S, P610

24

TEKS Citation

Description


G6, G14 (B) use models to represent aspects of the

natural world such as an atom, a molecule, space, or a geologic feature

IAPS 17 IAES 28, 73, 77, 80

17 AQ6 UC 28 Proc GI; [IB] C2, C7 73 AQ1 UC 77 [IB] F10-12 80 [IB] F4-9

38, 89, 124, 125,

129, 130, 140,

437, 442, 450,

501, 502, 436S,

438S, 706S


IAPS 17 IAES 28, 73, 77, 80

17 AQ6 UC 28 Proc GI; [IB] C2, C7 73 AQ1 UC 77 [IB] F10-12 80 [IB] F4-9

38, 89, 124, 125,

129, 130, 140,

437, 442, 450,

501, 502, 436S,

438S, 445S, 706S

(D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content

IAPS 16, 80 IAES 41-42

16 [IB] B7-11 80 AQ2; [IB] E2, 3, 11, 20 41 AQ3 UC; [IB] D2 42 [IB] D4, 6, 8-10, 16

445S

(4) Scientific investigation and reasoning: The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum

IAPS 18-19, 23, 28, 75-76, 78, 81 IAES 55, 72 All activities utilize use of student journal/notebooks.

18 AQ3 AD, [IB] B19-21 19 [IB] B12-14 23 Q2-3 28 AQ3 ET 75 AQ2 UC, [IB] E2, 4-6, 7, 14 76 [IB] E2 78 [IB] E2, 3, 8 81 [IB] E3, 13, 15 55 Proc DI 72 [IB] F17

Throughout

(B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher

IAPS 18-19, 23, 28 18 AQ3 AD, [IB] B19-21 19 [IB] B12-14 23 Q2-3 28 AQ3 ET

Throughout

(5) Matter and energy: 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

IAPS 15-16 15 AQ5 UC [IB] B7-11 16 [IB] B7-11

140, 109S

(B) identify that protons determine an element's identity and valence electrons determine its chemical properties, including

109S

25

TEKS Citation

Description


reactivity (C) interpret the arrangement of the Periodic

Table, including groups and periods, to explain how properties are used to classify elements

IAPS 15-16 15 AQ5 UC [IB] B7-11 16 [IB] B7-11

109S

(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts

IAPS 17 17 AQ6 UC 12-01, 12-02, 12-03, 38, 82, 83, 84, 85, 88, 129, 130, 131, 132, 133, 505, 510, 511, 512, 513, 520, 39S, 86S

(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed

IAPS 18-19, 23, 25 18 AQ3 AD, [IB] B19-21 19 [IB] B12-14 23 Q2-3 25 Q2-3

12-01, 12-02, 12-03, 82, 83, 84, 88, 39S, 86S

(F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass

IAPS 25, 28 25 Q2-3 28 AQ3 ET

31, 38,

(6) Force, motion, and energy: The student knows that there is a relationship between force, motion, and energy. The student is expected to:

(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion

IAPS 81-83 81 [IB] E3, 13, 15 82 AQ3 RE; [IB] E3, 9, 12 83 AQ6 AD, [IB] E3, 12

351S, P210

(B) differentiate between speed, velocity, and acceleration

IAPS 75, 78 75 AQ2 UC, [IB] E2, 4-6, 7, 14 78 [IB] E2, 3, 8

P210

(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

IAPS 76, 80, 83, 85-88

76 [IB] E2 80 AQ2; [IB] E2, 3, 11, 20 83 AQ6 AD, [IB] E3, 12 85 Proc CS; [IB] E16 86 [IB] E17-18 87 AQ5 AD; [IB] E19 88 AQ2 ET

351S, P210

(7) Earth and space: The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to:

(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

IAES 71-75, 77-78 71 [IB] F17 72 [IB] F17 73 AQ1 UC 74 [IB] F1-2 75 Q1-5 77 [IB] F10-12 78 AQ2 UC

26

TEKS Citation

Description


(B) demonstrate and predict the sequence of events in the lunar cycle

IAES 79-81 79 [IB] F10-12, F14-16 80 [IB] F4-9 81 AQ5 UC; [IB] F5, F8

(C) relate the position of the Moon and Sun to their effect on ocean tide

IAES 82 82 AQ5 UC, [IB] F5, F8

(8) Earth and space: The student knows characteristics of the universe. The student is expected to:

(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Herztsprung-Russell diagram for classification

IAES 86, 88-89 86 Q3 88 AQ2 UC, [IB] G3, G13, G17 89 Proc RE; [IB] G6, G14

(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

IAES 92 92 [IB] G2, G11

(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

(D) model and describe how light years are used to measure distances and sizes in the universe

(E) research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe

(9) Earth and space: The student knows that natural events can impact Earth systems. The student is expected to:

(A) describe the historical development of evidence that supports plate tectonic theory

IAES 40-42 40 Q1, 3, 4 41 AQ3 UC; [IB] D2 42 [IB] D4, 6, 8-10, 16

445S

(B) relate plate tectonics to the formation of crustal features

IAES 44-45 44 [IB] D7, D16 45 [IB] D3, D11-12, D16

438S, 445S

(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering

IAES 25, 28-30, 32 25 [IB] C4-6 28 Proc GI; [IB] C2, C7 29 AQ2 UC; [IB] C1, C3 30 [IB] C2, C10 32 Proc GI; [IB] C11, C12

(10) Earth and space: The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to:

(A) recognize that the Sun provides the energy IAES 55-58 55 Proc DI 436S

27

TEKS Citation

Description


that drives convection within the atmosphere and oceans, producing winds and ocean currents

56 Proc GI 57 [IB] E10 58 [IB] E6

(B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts

IAES 69 69 Proc CS; [IB] E14

480S

(C) identify the role of the oceans in the formation of weather systems such as hurricanes

IAES 56-57 56 Proc GI 57 [IB] E10

(11) Organisms and environments: 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:

(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

IALS 78-81, 83, 86 78 [IB] E7-10, E16 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35 80 [IB] E2-3, E7-10, E15, E16, E25 81 AQ5 UC, [IB] E2, 3, E5, E13-14 83 AQ3 DCI 86 AQ1 CM

31, 37A

(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

IALS 74, 83 74 AQ3 CM, [IB] E6, E18 83 AQ3 DCI

(C) explore how short- and long-term environmental changes affect organisms and traits in subsequent populations

IALS 72-73, 77, 79, 84, 87-88

72 AQ5 UC, [IB] E2, 3, E5, E13-14 73 [IB] E1, E12, E24 77 AQ4 DCI, AQ7 DCI 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35 84 [IB] E19-20, E26-27, E34 87 AQ1 ET 88 AQ3 ET, [IB] E28-32

91

(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

IAPS 39 39 AQ7 SI; [IB] C3-4

437, 434S,

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