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Science TEKS
I.
6th Grade
II.
7th Grade
A.
1) Safe Lab Practices
B.
2) Scientific Inquiry
C.
3) Scientific Problem Solving
D.
4) Methods to Conduct Scientific Inquiry
E.
5) Equilibrium of a System
(5) Science concepts. The student knows that an equilibrium of a system may change. The student is
expected to:
1. (A) describe how systems may reach an equilibrium such as when a volcano erupts
a.
Equilibrium - When factors in an ecosystem remain in balance
b.
When factors change disrupting equilibrium, the system makes a correction to restore
equilibrium
(1)
Example - Pressure increases between rocks until it can no longer be maintained.
An earthquake occurs and equilibrium is restored
(2)
Example - Pressure increases beneath a volcano - the volcano erupts and
equilibrium is restored
(3)
Example - A species becomes dramatically overpopulated. A disease kills off a
significant portion of the population and equilibrium is restored
2. (B) observe and describe the role of ecological succession in maintaining an equilibrium in
an ecosystem.
a.
When an ecosystem becomes a climax community and falls out of equilibrium it
undergoes a correction - such as a forest fire and begins the process again.
F.
6) Relationship between Force and Motion
(6) Science concepts. The student knows that there is a relationship between force and motion. The
student is expected to:
1. (A) demonstrate basic relationships between force and motion using simple machines
including pulleys and levers;
a.
Machine is a device that makes work easier
b.
Machine can increase force, increase distance, or change the direction of an applied
force
c.
Work = Force x Distance
d.
Simple Machines
e.
(1)
Inclined Plane
(2)
Wedge
(3)
Screw
(4)
Lever
(5)
Wheel and Axle
(6)
Pulley
Compound Machine - made of more than one simple machines
2. (B) demonstrate that an object will remain at rest or move at a constant speed and in a
straight line if it is not being subjected to an unbalanced force; and
a.
Newton's Laws
(1)
Law 1 - Object will remain at rest (or in motion) unless acted upon by another
force
Basically - if we don't mess with it, it won't change. Throwing a ball in space it will go
forever unless something changes that.
(2)
Law 2 - An object acted upon by an outside force will accelerate
If you push something it will go faster. Formula is acceleration = Force/mass.
(3)
Law 3 - For every action there is an equal and opposite reaction
If you hit a baseball, the ball moves forward with a force. The bat absorbs and equal
amount of force in the opposite direction.
3. (C) relate forces to basic processes in living organisms including the flow of blood and the
emergence of seedlings.
a.
In order for blood to be put in motion it must be acted upon by an outside source - for
example - heart pumping.
G.
7) Physical and Chemical Properties
(7) Science concepts. The student knows that substances have physical and chemical properties. The
student is expected to:
1. (A) identify and demonstrate everyday examples of chemical phenomena such as rusting
and tarnishing of metals and burning of wood;
a.
b.
Chemical Change
(1)
Results in a new chemical substance
(2)
Can not be changed back
(3)
Examples - rusting,burning, cooking
Physical Change
(1)
Substance changed in size or shape
(2)
Substance changed phases
(a) Ice to water
Water to Ice
Water to Steam
Steam to Water
Etc.
2. (B) describe physical properties of elements and identify how they are used to position an
element on the periodic table
a.
Physical Properties - Characteristics that can be observed with five senses without
changing or trying to change the composition of a substance
b.
Periodic table is organized based on an elements physical properties
(1)
Elements with similar physical properties are organized in the same group (up and
down)
3. (C) recognize that compounds are composed of elements.
a.
Compound - substance produced when elements combine
b.
Properties of compounds are different from the elements they are made up of
c.
Formula
(1)
H.
C6H12O6
(a)
3 Elements - Carbon, Hydrogen, Oxygen
(b)
24 atoms - 6 + 12 + 6
8) Interaction Between Matter and Energy
(8) Science concepts. The student knows that complex interactions occur between matter and energy.
The student is expected to:
1. (A) illustrate examples of potential and kinetic energy in everyday life such as objects at
rest, movement of geologic faults, and falling water
a.
b.
Potential Energy - energy that is stored because of an object's position
(1)
Anything raised up has potential energy
(2)
The energy in chemical bonds that is not yet released in a chemical reaction
(3)
Compressed rocks that have not yet released energy in an earthquake
Kinetic Energy - The energy of motion
2. (B) identify that radiant energy from the Sun is transferred into chemical energy through
the process of photosynthesis
a.
Photosynthesis - the process during which a plant's chlorophyll traps light energy and
sugars are produced
b.
Process
(1)
Fusion Energy from the Sun
(2)
Energy Radiates to Earth
(3)
Light is trapped by chlorophyll and stored in the chemical bonds of glucose (sugar)
I.
9) Structure and Function in a Living System
(9) Science concepts. The student knows the relationship between structure and function in living
systems. The student is expected to:
1. (A) identify the systems of the human organism and describe their functions
a.
Circulatory
(1)
Heart
(a)
Humans have four chambered heart
i)
2 Atriums
ii)
2 Ventricles
(b) Coronary Circulation
i)
(c)
Blood flow to and from the tissues of the heart
Pulmonary Circulation
i)
Flow of blood through the heart out to the lungs and back to the heart
(d) Systemic Circulation
i)
Oxygen-rich blood moves to all of the organs (except the heart and lungs)
and oxygen-poor blood returns to the heart
(2)
Blood Vessels
(a)
Arteries
i)
Carry blood away from the heart
(b) Veins
(c)
i)
Carry blood back to the heart
ii)
Veins have one way valve to prevent blood from flowing backward
Capillaries
i)
Microscopic blood vessels
ii)
Nutrients and oxygen diffuse into body cells through the thin capillary
walls
(3)
Blood
(a)
Plasma
(b) Red blood cells
i)
(c)
Carry oxygen and carbon dioxide on hemoglobin
White blood cell
(d) Platlets
b.
Lymphatic System
(1)
Filter blood
(2)
Produce white blood cells
(3)
destroy worn out blood cells
c.
Respiratory System
(1)
Brings oxygen into the body and removes carbon dioxide
(2)
Cellular respiration is the chemical reaction that uses oxygen to release energy
from glucose
(3)
d.
Oxygen and carbon dioxide exchange between alveoli in lungs and capillaries
Excretory System
(1)
Kidneys filter wastes from all of the blood in the body
(2)
Aside from the kidneys, skin (sweat), lungs, liver, and large intestines are excretory
organs
(3)
A person can live with one kidney.
(a)
e.
If both kidneys fail must use man made process to filter blood called dialysis
Digestive System
(1)
Mechanical Digestion
(a)
(2)
Chewing and churning
Chemical Digestion
(a)
Enzymes and other chemicals break down substances into simpler sugars
(3)
Ingestion takes place at mouth
(4)
Digestion occurs in mouth, stomach and small intestines
(5)
Absorption occurs in the small and large intestines
(a)
Absorption helps maintain homeostasis
i)
f.
Skeletal System
(1)
Provide structure
(2)
Make Blood
(a)
g.
Homeostasis - regulation of the bodies internal environment
Blood cells formed in soft tissue called marrow
(3)
Store Minerals
(4)
Provide for muscle attachment
Muscular System
(1)
Contract to move bones and body parts
(2)
Involuntary muscle
(a)
Smooth muscle - controls movement of internal organs
(b) Cardiac muscle - located only on heart
(3)
Voluntary muscle
(a)
Skeletal muscles
i)
Work in pairs
ii)
One contracts while the other relaxes
h.
Skin (Integumentary System)
(1)
Epidermis
(a)
Dead cells on its surface
(b) Cells at the base produce new skin cells
(2)
Dermis
(a)
i.
Inner layer where nerves, sweat, oil glands, and blood vessels are located.
Nervous System
(1)
Responds to stimuli to maintain homeostasis
(2)
Neuron is the basic structure
(3)
Electrical impulses carry information
(4)
Central Nervous System
(a)
Brain
(b) Spinal Cord
(5)
Peripheral Nervous System
(a)
Cranial
(b) Spinal Nerves
j.
k.
Endocrine System
(1)
Secretes hormones into blood stream
(2)
Hormones affect specific tissues
Reproductive System
(1)
Allows new organisms to be formed
(2)
Ovary produces an egg; testes produce sperm
(3)
Fertilized egg is called a zygote
2. (B) describe how organisms maintain stable internal conditions while living in changing
external environments.
a.
Negative Feedback
(1)
Nervous system relays information to brain.
(a)
(2)
Brain initiates a response to return the body to a stable condition
(a)
b.
For example - body shivers to create warmth
Positive Feedback
(1)
J.
For example - Body is cold
Takes body away from a normal state - i.e. delivery of a baby
10) Genetics
(10) Science concepts. The student knows that species can change through generations and that the
instructions for traits are contained in the genetic material of the organisms. The student is expected
to:
1. (A) identify that sexual reproduction results in more diverse offspring and asexual
reproduction results in more uniform offspring
a.
Sexual Reproduction
(1)
Each parent contributes 1/2 of the genetic material
(2)
Since each child receives 1/2 of their genetic information from each parent the
babies have greater variations (are more different)
b.
Asexual Reproduction
(1)
Organism does not require a partner to reproduce
(2)
Offspring is an exact replica of its parent
2. (B) compare traits of organisms of different species that enhance their survival and
reproduction
a.
Traits that allow an organism to survive better will have a greater chance of
reproducing - therefore there will be more of them
(1)
Better at getting food - For example - beaks adapted to find food in birds
(2)
Better at hiding - For example camouflaged insects
(3)
Better at reproducing - For example - Dominant lion mates with all of the lioness to
make sure his superior genetic material is transfered
3. (C) distinguish between dominant and recessive traits and recognize that inherited traits of
an individual are contained in genetic material.
a.
Inherited traits are received in genetic information from both parents
(1)
b.
c.
K.
Trait - a feature than organism inherits from its parents (i.e. eye color)
Dominant Trait
(1)
Shown as a capital letter
(2)
Shows itself whenever it is present
Recessive Trait
(1)
Shown as a lowercase letter
(2)
Shows itself only when two recessive genes are present (no dominant)
11) External and Internal Stimuli
(11) Science concepts. The student knows that the responses of organisms are caused by internal or
external stimuli. The student is expected to:
1. (A) analyze changes in organisms such as a fever or vomiting that may result from internal
stimuli
a.
If an organism is no longer in equilibrium due to an internal stimuli (such as bacteria
or virus) it may respond in a large number of ways including fever and vomiting.
b.
Through this response, equilibrium is restored
2. (B) identify responses in organisms to external stimuli found in the environment such as
the presence or absence of light.
a.
Organisms respond to external stimuli
(1)
L.
Examples - Plants grow towards the light (phototropism)
12) Organisms and the Environment
(12) Science concepts. The student knows that there is a relationship between organisms and the
environment. The student is expected to:
1. (A) identify components of an ecosystem
a.
Ecosystem - all the living organisms that live in an area and the nonliving features of
their environment.
b.
Biotic Factors - Living organisms in an environment
(1)
Producers - Use an outside energy source to create energy rich molecules
(a)
(2)
Most common - Plants using sun to make glucose
Consumers - Obtain energy by eating other organisms
(a)
Types of Consumers
i)
Herbivores - Only eat plant material
ii)
Carnivores - Only eat other animals
iii)
Omnivores - Eat both plant material and animal material
iv)
Decomposers - Consume wastes and dead organisms into energy rich
substances that may be used by producers
c.
Abiotic Factors - Non-living factors in an environment
(1)
Temperature
(2)
Soil Type
(3)
Water -Type and Quality
2. (B) observe and describe how organisms including producers, consumers, and
decomposers live together in an environment and use existing resources
a.
Symbiotic Relationships - Close relationship between species
(1)
Mutualism - Both species are benefited
(2)
Commensalism -Benefits one species and the other is not affected
(3)
Parasitism - Benefits one species and the other species is harmed
3. (C) describe how different environments support different varieties of organisms
a.
Temperature and precipitation determine the climate of a region
b.
Climate determines adaptations an organism must have to survive
c.
Biome - Large geographic areas with similar climax communities
4. (D) observe and describe the role of ecological succession in ecosystems.
a.
Carrying Capacity - the largest number of individuals of one species that an ecosystem
can support over time
(1)
Limiting Factor - anything that restricts the number of individuals in a population
(a)
b.
For example - Food, water, shelter, etc.
Primary Succession - The process of succession that begins at a place with no soil
(1)
Pioneer species
(a)
do not need soil to survive
(b) For example - Lichens
(c)
Break down of rocks into small pieces and decay of pioneer species will lead to
the creation of soil
c.
Secondary Succession - Succession that begins at a place that already has soil and was
once the home of living organisms
d.
Climax communities - A community that has reached a stable stage of ecological
succession
(1)
Use the available resources most efficiently
M. 13) Solar System
(13) Science concepts. The student knows components of our solar system. The student is expected
to:
1. (A) identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves
around the Sun causes changes in seasons and the length of a day
a.
Seasons
(1)
Earth rotates the sun once every year
(2)
Shape of orbit is an ellipse
(a)
Closer to the sun during winter, farthest during summer.
(b) NOT THE CAUSE OF SEASONS!
(3)
Earth is tilted 23.5 degrees
(a)
During summer, the sun is higher in the sky giving more direct rays
(b) More direct rays means the temperature is higher
b.
Length of Day
(1)
Because of the Earth's tilt 23.5 degrees - Days are longer during the summer.
2. (B) relate the Earth's movement and the moon's orbit to the observed cyclical phases of the
moon.
a.
Moon cycles occur due to the location of the Moon in comparison to Earth and the Sun.
b.
Moon Phases
(1)
New Moon
(a)
Moon is between Earth and Sun
(2)
Crescent (Waxing)
(3)
First Quarter
(a)
(4)
Gibbous (Waxing)
(5)
Full
(a)
Earth is between Moon and Sun
(6)
Gibbous (Waning)
(7)
Third Quarter
(a)
(8)
N.
Moon is perpendicular to Earth and Sun
Moon is perpendicular to Earth and Sun
Crescent (Waning)
14) Natural and Human Events affect on Earth Systems
(14) Science concepts. The student knows that natural events and human activity can alter Earth
systems. The student is expected to:
1. (A) describe and predict the impact of different catastrophic events on the Earth
a.
b.
Meteor Impact
(1)
Debris in atmosphere blocks light.
(2)
Plants die due to lack of light affecting food chain
(3)
Overall temperature of Earth decreases
Supervolcano
(1)
Ash in atmosphere blocks light.
(a)
Overall temperature of Earth decreases
(b) Plants die due to lack of light affecting food chain
c.
Global Warming
(1)
Greenhouse gases trap radiant energy from the sun
(2)
Overall temperature of Earth raises - melting polar ice caps
(3)
Flooding due to release of polar ice
(4)
High temperatures cause extinctions of organisms unable to handle extreme
temperatures
2. (B) analyze effects of regional erosional deposition and weathering
a.
Erosion - Process that wears away surface materials and moves from one place to
another
b.
Erosion of great quantities of material can result in a mud slide
c.
Movement of material from an inhabited area can cause destruction of property
(1)
Houses built on a beach are often damaged due to erosion after a hurricane.
3. (C) make inferences and draw conclusions about effects of human activity on Earth's
renewable, non-renewable, and inexhaustible resources.
a.
Renewable Resources
(1)
Wood
(2)
b.
c.
Bio-Mass - using biological material for energy. For example Bio-Diesel
Non-Renewable Resources
(1)
Fossil Fuels - Oil, Natural Gas, Coal
(2)
Nuclear Power
Inexhaustible Resources
(1)
Hydro-electric - using falling water (from waterfalls) to provide power through
turbines
(2)
Wind Power - Using wind to turn fan blades (and turbines) to generated electrical
energy
(3)
Solar Energy - Using the suns radiant energy to create electricity through the use of
photo-voltaic cells
(4)
Geothermal Energy - Using Earth's energy (from the core) to create steam, turn
turbines, and create electricity
III. 8th Grade