| (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, including life science models,
hand lenses, 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 necessary equipment to collect, record, and analyze information;
and
(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 interactions
occur between matter and energy. The student is expected to:
(A) recognize that radiant energy from the Sun is transformed
into chemical energy through the process of photosynthesis; and
(B) diagram the flow of energy through living systems,
including food chains, food webs, and energy pyramids.
(6) Matter and energy. The student knows that matter
has physical and chemical properties and can undergo physical and
chemical changes. The student is expected to distinguish between physical
and chemical changes in matter.
(7) Force, motion, and energy. The student knows that
there is a relationship among force, motion, and energy. The student
is expected to:
(A) illustrate the transformation of energy within
an organism such as the transfer from chemical energy to thermal energy;
and
(B) demonstrate and illustrate forces that affect motion
in organisms such as emergence of seedlings, turgor pressure, geotropism,
and circulation of blood.
(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 catastrophic events such
as floods, hurricanes, or tornadoes impact ecosystems;
(B) analyze the effects of weathering, erosion, and
deposition on the environment in ecoregions of Texas; and
(C) model the effects of human activity on groundwater
and surface water in a watershed.
(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; and
(B) identify the accommodations, considering the characteristics
of our solar system, that enabled manned space exploration.
(10) Organisms and environments. The student knows
that there is a relationship between organisms and the environment.
The student is expected to:
(A) observe and describe how different environments,
including microhabitats in schoolyards and biomes, support different
varieties of organisms;
(B) describe how biodiversity contributes to the sustainability
of an ecosystem; and
(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; and
(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 and
hybrid plants.
(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;
(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 systems;
(C) recognize levels of organization in plants and
animals, including cells, tissues, organs, organ systems, and organisms;
(D) differentiate between structure and function in
plant and animal cell organelles, including cell membrane, cell wall,
nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;
(E) compare the functions of cell organelles to the
functions of an organ system; and
(F) recognize the components of cell theory.
(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;
and
(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.
(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 instructions
from one generation to the next generation;
(B) compare the results of uniform or diverse offspring
from asexual or sexual reproduction; and
(C) recognize that inherited traits of individuals
are governed in the genetic material found in the genes within chromosomes
in the nucleus.
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