Download Scope and Sequence 2009-2010 Texarkana Independent School

Scope and Sequence
2009-2010
TEXARKANA INDEPENDENT SCHOOL DISTRICT
I = Introduced
P = Practiced
112.24 Science,
Grade 8. Middle School
M= Mastered
Grading Period
1
2
3
4
5
6
P
P
P
P
P
I
P
P
P
P
M
I
P
P
P
P
M
IPM
P
P
P
P
P
(C) organize, analyze, evaluate, make inferences, and predict trends
IPM
from direct and indirect evidence
P
P
P
P
P
(D) communicate valid conclusions
IPM
P
P
P
P
P
(E) construct graphs, tables, maps, and charts using tools including
IPM
computers to organize, examine, and evaluate data
P
P
P
P
P
(A) analyze, review, and critique scientific explanations, including
hypotheses and theories, as to their strengths and weaknesses IPM
using scientific evidence and information
P
P
P
P
P
(B) draw inferences based on data related to promotional materials
IPM
for products and services
P
P
P
P
P
(C) represent the natural world using models and identify their IPM
P
P
P
P
P
(1) The student conducts field and laboratory investigations
using safe, environmentally appropriate, and ethical
practices. The student is expected to:
(A)
demonstrate safe practices during field and laboratory
IPM
investigations
(B) make wise choices in the use and conservation of resources and
the disposal or recycling of materials
(2)
The student uses scientific inquiry methods during field
and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting and
using equipment and technology
(B) collect data by observing and measuring
(3)
The student uses critical thinking and scientific problem
solving to make informed decisions. The student is expected
to:
limitations
(D) evaluate the impact of research on scientific thought, society,
IPM
and the environment
P
P
P
P
P
(E) connect Grade 8 science concepts with the history of science
and contributions of scientists
P
P
P
P
M
P
P
P
P
P
IPM
P
P
P
P
P
(A) identify a design problem and propose a solution
I
P
P
P
P
M
(B) design and test a model to solve the problem
I
P
P
P
P
M
(C) evaluate the model and make recommendations for improving
the model
I
P
P
P
P
M
IP
IPM
IP
IPM
(4)
I
The student knows how to use a variety of tools and
methods to conduct science inquiry. The student is expected
to:
(A) collect, record, and analyze information using tools including
beakers, petri dishes, meter sticks, graduated cylinders, weather
instruments, hot plates, dissecting equipment, test tubes, safety
IPM
goggles, spring scales, balances, microscopes, telescopes,
thermometers, calculators, field equipment, computers,
computer probes, water test kits, and timing devices
(B) extrapolate from collected information to make predictions
(5) The student knows that relationships exist between science
and technology. The student is expected to:
(6)
The student knows that interdependence occurs among
living systems. The student is expected to:
(A) describe interactions among systems in the human organism
Including:
•Coordination among human as a whole
•Interactions among systems to regulate metabolism and to
maintain homeostasis.
-Respiratory/circulatory
-Endocrine/muscular
-Digestive/excretory
•Interactions among systems to maintain balance or structure.
(B) identify feedback mechanisms that maintain equilibrium of
systems such as body temperature, turgor pressure, and
chemical reactions
Including:
•Body temperature
•Turgor pressure
•Chemical reactions
Including:
•Negative feedback mechanisms
- To maintain body temperature
o Shivering
o Sweating
o Panting
o Maintaining blood sugar levels
o Glucose levels controlled with insulin
o To maintain water balance in plants
o Turgor pressure
o Regulate breathing - respiration
- Regulate heart rate
- Regulate hunger
- Regulate thirst
(C) describe interactions within ecosystems
Including:
•Mutualism
•Commensalism
•Parasitism
•Identify the various types of relationships in a food chain or
web
(7)
IPM
The student knows that there is a relationship between
force and motion. The student is expected to:
(A) demonstrate how unbalanced forces cause changes in the speed
or direction of an object's motion
Including:
•Speed
- Speed=Distance/Time
•Force
- Force=Mass*Acceleration
•Gravity
IPM
•Acceleration
- Acceleration=Force/Mass
•Action – reaction
•Friction
•Application of Newton’s Laws
(B) recognize that waves are generated and can travel through
different media
Including:
•Properties of Waves
- Refraction
- Reflection
- Diffraction
- Amplitude
- Frequency
- Wavelength
- Crest
- Trough
•Mechanical Waves
- Transverse waves
o Water
- Longitudinal waves
o Sound waves
- Needs a medium to travel through
o Solid liquid and gas
•Electromagnetic
- Does not require a medium
- Visible light
- Radio
- UV
- X-Ray
- Gamma
- Infrared
- Microwave
(8) The student knows that matter is composed of atoms. The
student is expected to:
IPM
(A) describe the structure and parts of an atom
Including:
•Protons
•Neutrons
•Electrons
•Nucleus
•Outer shell/Electron shell/Orbital shell
- Valence electrons
•Size comparison and location of subatomic parts
IP
P
P
PM
IP
P
P
PM
P
PM
(B) identify the properties of an atom including mass and electrical
charge
Including:
•Mass
•Electrical charge
•Atomic number and atomic mass relationship to atomic
particles
•Law of conservation of mass
•Neutrality
•Stable atom=neutral atom
•Atomic mass=mass number
(9)
The student knows that substances have chemical and
physical properties. The student is expected to:
(A) demonstrate that substances may react chemically to form new
substances
Including:
•Lists the four signs of a chemical reaction:
- Release of a gas
- Color change
IPM
- Precipitate formation
- Energy change
(B) interpret information on the periodic table to understand that
physical properties are used to group elements
Including:
•The horizontal rows on the Periodic Table as periods
•The vertical columns on the Periodic Table as groups or
I
P
families
•Explains how elements are classified in the Periodic Table as
- Metals
- Nonmetals
- Metalloids
(C) recognize the importance of formulas and equations to express
what happens in a chemical reaction
Including:
•Use formulas to represent a chemical reaction
- Subscript
- Oxidation number
- Coefficient
- Yields
- Product
- Reactant
•Classify substances as
- Elements
- Compounds
- Mixtures
IPM
•Law of conservation of mass
•Write and balance chemical equations
•Recognize the uses of the symbols in a chemical equation
•Identify types of reaction
•Synthesis
•Replacement
•Decomposition
(D) identify that physical and chemical properties influence the
development and application of everyday materials such as
cooking surfaces, insulation, adhesives, and plastics
Including:
•Cooking surfaces
•Insulation
•Adhesives
•Plastics
•Classify changes as chemical or physical
IPM
(10) The student knows that complex interactions occur between
matter and energy. The student is expected to:
(A) illustrate interactions between matter and energy including
specific heat
Including:
•Specific heat
- Formula
•Heat and Pressure
- Charles’ Law
- Boyle’s Law
IPM
•States of Matter
- Temperature and kinetic energy relationship
•Thermal energy
•Temperature
•Law of conservation of energy
(B) describe interactions among solar, weather, and ocean systems
Including:
•Identify the role of oceans, the sun, and the weather in the
water cycle
- Radiation
- Convection
- Conduction
- Climatic changes
- Air and water currents
- Coriolis effects
IPM
(C) identify and demonstrate that loss or gain of heat energy occurs
during exothermic and endothermic chemical reactions
Including:
•Endothermic reactions
- Energy is absorbed into the system
- Photosynthesis
•Exothermic reactions
- Energy is released from the system
- Cellular respiration
(11) The student knows that traits of species can change
IPM
through generations and that the instructions for traits are
contained in the genetic material of the organisms. The
student is expected to:
(A) identify that change in environmental conditions can affect the
survival of individuals and of species
Including:
•Adaptations are structures or behaviors that increase a species’
(population’s) ability to survive.
- Natural events/human impact
- Competition/loss of habitat/food
I
- Predation
- Climate
•Individual organisms live or die, only species (populations)
adapt
- Natural selection
- Evolution
(B) distinguish between inherited traits and other characteristics
that result from interactions with the environment
Including:
•Learned Behaviors
•Inherent Behaviors
•Genotype
•Phenotype
IPM
(C) make predictions about possible outcomes of various genetic
combinations of inherited characteristics
Including:
•Draw Punnett squares and use them to predict phenotype and
genotype of monohybrid and dihybrid crosses
- Probability
- Ratios/Percentages
•Distinguish between dominant and recessive traits

DNA
•Distinguish between homozygous/pure and heterozygous/
hybrid
•Distinguish between incomplete dominance and co-
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PM
dominance
(12) The student knows that cycles exist in Earth systems. The
student is expected to:
(A) analyze and predict the sequence of events in the lunar and
rock cycles.
Including
•Analyze the processes in the rock cycle including
-
Weathering
Erosion
Deposition
Compaction
Cementation
Sedimentation
IPM
Heat
Pressure
•Analyze the effects the Lunar cycle has on the Earth
•Tides
(B) relate the role of oceans to climatic changes
Including:
•Relate the occurrences of
- El Nino
- La Nina
- Hurricanes
•Rainfall patterns
IPM
(C) predict the results of modifying the Earth's nitrogen, water, and
carbon cycles
Including:
•Predict how modifications in these cycles would affect human
or plant life
- Acid rain
- Ozone layer depletion
- Greenhouse effect
(13) The student knows characteristics of the universe. The
IPM
student is expected to:
(A) describe characteristics of the universe such as stars and
galaxies
Including:
•Stars
- Life cycle
- Use a H-R diagram to analyze and describe a variety of
stars
•Galaxies
- Types of Galaxies
IPM
(B) explain the use of light years to describe distances in the
universe
Including:
•Light-year
•The speed of light
•Parallax
•Doppler shift
IPM
(C) research and describe historical scientific theories of the origin
of the universe
Including:
•The Big Bang Theory
IPM
(14) The student knows that natural events and human
activities can alter Earth systems. The student is expected to:
(A) predict land features resulting from gradual changes such as
mountain building, beach erosion, land subsidence, and
continental drift
Including:
•Mountain building
•Beach erosion
•Land subsidence
•Continental drift
•Plate tectonics
o Convergent, Divergent, Transform, Subduction
(B) analyze how natural or human events may have contributed to
the extinction of some species
IPM
IPM
Including:
•Flooding
•Drought
•Volcanoes
•Earthquakes
•Global warming
•Meteorites
•Encroachment
•Over hunting
•Pollution
•Conservations
(C) describe how human activities have modified soil, water, and
air quality
Including:
•Water pollution
•Soil pollution
•Air pollution
•Low level ozone
IPM
Additional TEKS
112.22 Science, Grade 6.
112.23 Science, Grade 7. Middle School
(6.4, 7.4) The student knows how to use a variety of tools and
methods to conduct science inquiry. The student is expected
to:
(A) collect, analyze, and record information using tools including
beakers, petri dishes, meter sticks, graduated cylinders,
weather instruments, timing devices, hot plates, test tubes,
safety goggles, spring scales, magnets, balances, microscopes,
telescopes, thermometers, calculators, field equipment,
compasses, computers, and computer probes
(6.5) The student knows that systems may combine with other
systems to form a larger system. The student is expected to:
(B) describe how the properties of a system are different from the
properties of its parts
Grading Period
1
2
3
4
5
6
Including
•Describe the components of a system
•Describe how the components interrelate
•The solar system
•The rock cycle
•The water cycle
•The organ system
•Ecosystems
- Species
- Population
- Community
•Cell components
(6.6, 7.6) The student knows that there is a relationship
between force and motion. The student is expected to:
(B) demonstrate that changes in motion can be measured and
graphically represented
Including
•Speed
- Average speed
•Velocity
•Acceleration
•Formulas
- speed=distance/time (6.6)
(A) demonstrate basic relationships between force and motion
using simple machines including pulleys and levers
Including
•Simple Machines
- Pulleys
- Levers
•Wheels and axles
•Compound machines
•Mechanical advantage
•Efficiency of simple machines
•Work (7.6)
(C) relate forces to basic processes in living organisms including
the flow of blood and the emergence of seedlings
Including
•Uses the concepts of force and energy to explain processes in
living organisms
- Flow of blood
- Emergence of seedlings (7.6)
(6.7, 7.7) The student knows that substances have physical and
chemical properties. The student is expected to:
(B) classify substances by their physical and chemical properties
Including
•Physical properties
- Color
- Shape
- Texture
- Density
•Chemical properties
- Reactivity
- Burns
- Oxidation
o Rust
o Tarnish (6.7)
(C) recognize that compounds are composed of elements
Including
•Elements
•Compounds
•Mixtures
•Compounds in photosynthesis (7.7)
(6.8, 7.8) The student knows that complex interactions occur
between matter and energy. The student is expected to:
(B) explain and illustrate the interactions between matter and
energy in the water cycle and in the decay of biomass such as
in a compost bin
Including
•In a compost bin
•Precipitation
•Condensation
•Evaporation
•Transpiration
•Decomposition (in a compost bin) (6.8)
(A) illustrate examples of potential and kinetic energy in everyday
life such as objects at rest, movement of geologic faults, and
falling water
Including
•Objects at rest
•Falling water
•Potential energy (stored energy)
•Kinetic energy (movement) (7.8)
(B)
identify that radiant energy from the Sun is transferred into
chemical energy through the process of photosynthesis
Including
•The Greenhouse effect
•Identify the components of the process of photosynthesis
•Recognize the equation for photosynthesis
•Recognize the process of photosynthesis is unique to plants
and other plantlike organisms

Tropism(7.8)
(6.9) The student knows that obtaining, transforming, and
distributing energy affects the environment. The student is
expected to:
(A) identify energy transformations occurring during the
production of energy for human use such as electrical energy
to heat energy or heat energy to electrical energy
Including
•Electrical energy to heat energy
•Heat energy to electrical energy
•Light to heat
•Law of conservation of Energy
•Define an energy transformation as the energy from one
source being transferred to another type of energy
•Differentiate between kinetic energy and potential energy
•Differentiate between forms of energy
- Thermal
- Chemical
- Light
- Electrical
- Nuclear
- Mechanical
(6.10, 7.9) The student knows the relationship between
structure and function in living systems. The student is
expected to:
(B) determine that all organisms are composed of cells that carry
on functions to sustain life
Including
•Cell theory
- All organisms are composed of cells.
- The cell is the basic unit of structure and function in
living organisms.
- Cells come from other cells by cell reproduction.
•Cell structure and function
- Cell membrane
- Cell wall
- Nuclear membrane and nucleus
- Cytoplasm
- Organelles
o Mitochondria
o Chloroplasts
o Vacuole
o Endoplasmic reticulum
o Ribosomes
o Golgi apparatus
•Plant cells differ from animal cells in structure and
function
- Cell walls
- Chloroplasts
- Large vacuoles
•Some organisms exist as single cells
- Bacteria
- Protists
•Cells are adapted for different functions within organisms.
- Nerve
- Muscle
- Blood (6.10)
(C) identify how structure complements function at different levels
of organization including organs, organ systems, organisms,
and populations
Including
•Cells
•Tissues
•Organs
•Organ systems
•Organisms
•Populations (6.10)
(6.13, 7.13) The student knows components of our solar
system. The student is expected to:
(A) identify and illustrate how the tilt of the Earth on its axis as it
rotates and revolves around the Sun causes changes in seasons
and the length of a day
Including
•Seasons
•Length of daylight (7.13)
(B)
relate the Earth's movement and the moon's orbit to the
observed cyclical phases of the moon
Including
•Phases of the moon
- Waxing Crescent
- First Quarter
- Waxing Gibbous
- Full Moon
- Waning Gibbous
- Third Quarter
- Waning Crescent
- New Moon
•Where the moon is in space relative to the Earth and the sun
(7.13)
(6.14) The student knows the structures and functions of Earth
systems. The student is expected to:
(B) identify relationships between groundwater and surface water
in a watershed
Including
•Water cycle
•Porosity
•Percolation
•Runoff
•Permeability
•Water pollution
•Recharge zones
•Aquifers
•Springs
•Wells/Artesian wells
•Geysers
•Water table
•Water use and conservation
(7.7) The student knows that substances have physical and
chemical properties. The student is expected to:
(C) recognize that compounds are composed of elements
Including
•Elements
•Compounds
•Mixtures
•Compounds in photosynthesis
(7.12) The student knows that there is a relationship between
organisms and the environment. The student is expected to:
(B) observe and describe how organisms including producers,
consumers, and decomposers live together in an environment
and use existing resources
Including
•Energy pyramid
•Energy web
•Sun is the energy source that drives an ecosystem
(C) describe how different environments support different
varieties of organisms
Including
•Biomes
- Animal adaptations
- Plant adaptations
(D) observe and describe the role of ecological succession in
ecosystems
Including
•Define succession as the gradual replacement of populations
in a habitat
•Describe stages of succession
- Environmental disturbances
- Primary, secondary and climax
(7.14) The student knows that natural events and human
activity can alter Earth systems. The student is expected to:
(A)
describe and predict the impact of different catastrophic
events on the Earth
Including
•Flooding
•Landslides
•Forest fires
•Drought
•Desertification
•Tornadoes
•Volcanoes
•Hurricanes
•Tsunamis
(B)
analyze effects of regional erosional deposition and
weathering
Including
•Weathering
•Erosion
•Deposition
•Soil formation
(C) make inferences and draw conclusions about effects of human
activity on Earth's renewable, non-renewable, and
inexhaustible resources
Including
•Destruction of rainforests
•Drop rotations
•Ozone depletion
•Global warming
•Burning of fossil fuels
•Overpopulation
•Over-fishing
• Pollution