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
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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
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.
(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
(B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology
(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers
(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
(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.
(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
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
(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
SEPUP Core Science Program LAB-AIDS KITS
Location Assessment conductivity, or malleability A3, A4
(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
(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
(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
SEPUP Core Science Program LAB-AIDS KITS
Location Assessment sedimentary by the processes of their formation
(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
(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
SEPUP Core Science Program LAB-AIDS KITS
Location Assessment composed of one or more cells C34
(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
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:
(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology
(B) design and implement experimental investigations by making observations, asking well- defined questions, formulating testable hypotheses, and using appropriate equipment and technology
(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers
(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
SEPUP Core Science Program LAB-AIDS KITS Location Assessment
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
(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.
(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
(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)
(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
SEPUP Core Science Program LAB-AIDS KITS Location Assessment
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
(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;
(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
(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
SEPUP Core Science Program LAB-AIDS KITS Location Assessment
(D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole
(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
SEPUP Core Science Program LAB-AIDS KITS Location Assessment
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:
(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology
(B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology
(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers
(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
(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
(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.
(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
(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
SEPUP Core Science Program LAB-AIDS KITS Location Assessment
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
(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
(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
(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
(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering
(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
SEPUP Core Science Program LAB-AIDS KITS Location Assessment
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
(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
(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