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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- IPM 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