| (B) communicate explanations and solutions individually
and collaboratively in a variety of settings and formats; and
(C) listen actively to others' explanations to identify
relevant evidence and engage respectfully in scientific discussion.
(4) Scientific and engineering practices. The student
knows the contributions of scientists and recognizes the importance
of scientific research and innovation for society. The student is
expected to:
(A) explain how scientific discoveries and innovative
solutions to problems impact science and society; and
(B) research and explore resources such as museums,
libraries, professional organizations, private companies, online platforms,
and mentors employed in a science, technology, engineering, and mathematics
(STEM) field to investigate STEM careers.
(5) Recurring themes and concepts. The student understands
that recurring themes and concepts provide a framework for making
connections across disciplines. The student is expected to:
(A) identify and use patterns to explain scientific
phenomena or to design solutions;
(B) identify and investigate cause-and-effect relationships
to explain scientific phenomena or analyze problems;
(C) use scale, proportion, and quantity to describe,
compare, or model different systems;
(D) examine and model the parts of a system and their
interdependence in the function of the system;
(E) investigate how energy flows and matter cycles
through systems and how matter is conserved;
(F) explain the relationship between the structure
and function of objects, organisms, and systems; and
(G) explain how factors or conditions impact stability
and change in objects, organisms, and systems.
(6) Matter and energy. The student knows that matter
has measurable physical properties that determine how matter is identified,
classified, changed, and used. The student is expected to:
(A) classify and describe matter using observable physical
properties, including temperature, mass, magnetism, relative density
(the ability to sink or float in water), and physical state (solid,
liquid, gas);
(B) investigate and compare a variety of mixtures,
including solutions that are composed of liquids in liquids and solids
in liquids; and
(C) demonstrate that matter is conserved when mixtures
such as soil and water or oil and water are formed.
(7) Force, motion, and energy. The student knows the
nature of forces and the patterns of their interactions. The student
is expected to plan and conduct descriptive investigations to explore
the patterns of forces such as gravity, friction, or magnetism in
contact or at a distance on an object.
(8) Force, motion, and energy. The student knows that
energy is everywhere and can be observed in cycles, patterns, and
systems. The student is expected to:
(A) investigate and identify the transfer of energy
by objects in motion, waves in water, and sound;
(B) identify conductors and insulators of thermal and
electrical energy; and
(C) demonstrate and describe how electrical energy
travels in a closed path that can produce light and thermal energy.
(9) Earth and space. The student recognizes patterns
among the Sun, Earth, and Moon system and their effects. The student
is expected to:
(A) collect and analyze data to identify sequences
and predict patterns of change in seasons such as change in temperature
and length of daylight; and
(B) collect and analyze data to identify sequences
and predict patterns of change in the observable appearance of the
Moon from Earth.
(10) Earth and space. The student knows that there
are processes on Earth that create patterns of change. The student
is expected to:
(A) describe and illustrate the continuous movement
of water above and on the surface of Earth through the water cycle
and explain the role of the Sun as a major source of energy in this
process;
(B) model and describe slow changes to Earth's surface
caused by weathering, erosion, and deposition from water, wind, and
ice; and
(C) differentiate between weather and climate.
(11) Earth and space. The student understands how natural
resources are important and can be managed. The student is expected
to:
(A) identify and explain advantages and disadvantages
of using Earth's renewable and nonrenewable natural resources such
as wind, water, sunlight, plants, animals, coal, oil, and natural
gas;
(B) explain the critical role of energy resources to
modern life and how conservation, disposal, and recycling of natural
resources impact the environment; and
(C) determine the physical properties of rocks that
allow Earth's natural resources to be stored there.
(12) Organisms and environments. The student describes
patterns, cycles, systems, and relationships within environments.
The student is expected to:
(A) investigate and explain how most producers can
make their own food using sunlight, water, and carbon dioxide through
the cycling of matter;
(B) describe the cycling of matter and flow of energy
through food webs, including the roles of the Sun, producers, consumers,
and decomposers; and
(C) identify and describe past environments based on
fossil evidence, including common Texas fossils.
(13) Organisms and environments. The student knows
that organisms undergo similar life processes and have structures
that function to help them survive within their environments. The
student is expected to:
(A) explore and explain how structures and functions
of plants such as waxy leaves and deep roots enable them to survive
in their environment; and
(B) differentiate between inherited and acquired physical
traits of organisms.
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