| (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 the flow of energy and cycling of matter
through systems;
(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) measure, test, and record physical properties of
matter, including temperature, mass, magnetism, and the ability to
sink or float in water;
(B) describe and classify samples of matter as solids,
liquids, and gases and demonstrate that solids have a definite shape
and that liquids and gases take the shape of their container;
(C) predict, observe, and record changes in the state
of matter caused by heating or cooling in a variety of substances
such as ice becoming liquid water, condensation forming on the outside
of a glass, or liquid water being heated to the point of becoming
water vapor (gas); and
(D) demonstrate that materials can be combined based
on their physical properties to create or modify objects such as building
a tower or adding clay to sand to make a stronger brick and justify
the selection of materials based on their physical properties.
(7) Force, motion, and energy. The student knows the
nature of forces and the patterns of their interactions. The student
is expected to:
(A) demonstrate and describe forces acting on an object
in contact or at a distance, including magnetism, gravity, and pushes
and pulls; and
(B) plan and conduct a descriptive investigation to
demonstrate and explain how position and motion can be changed by
pushing and pulling objects such as swings, balls, and wagons.
(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) identify everyday examples of energy, including
light, sound, thermal, and mechanical; and
(B) plan and conduct investigations that demonstrate
how the speed of an object is related to its mechanical energy.
(9) Earth and space. The student knows there are recognizable
objects and patterns in Earth's solar system. The student is expected
to:
(A) construct models and explain the orbits of the
Sun, Earth, and Moon in relation to each other; and
(B) identify the order of the planets in Earth's solar
system in relation to the Sun.
(10) Earth and space. The student knows that there
are recognizable processes that change Earth over time. The student
is expected to:
(A) compare and describe day-to-day weather in different
locations at the same time, including air temperature, wind direction,
and precipitation;
(B) investigate and explain how soils such as sand
and clay are formed by weathering of rock and by decomposition of
plant and animal remains; and
(C) model and describe rapid changes in Earth's surface
such as volcanic eruptions, earthquakes, and landslides.
(11) Earth and space. The student understands how natural
resources are important and can be managed. The student is expected
to:
(A) explore and explain how humans use natural resources
such as in construction, in agriculture, in transportation, and to
make products;
(B) explain why the conservation of natural resources
is important; and
(C) identify ways to conserve natural resources through
reducing, reusing, or recycling.
(12) Organisms and environments. The student describes
patterns, cycles, systems, and relationships within environments.
The student is expected to:
(A) explain how temperature and precipitation affect
animal growth and behavior through migration and hibernation and plant
responses through dormancy;
(B) identify and describe the flow of energy in a food
chain and predict how changes in a food chain such as removal of frogs
from a pond or bees from a field affect the ecosystem;
(C) describe how natural changes to the environment
such as floods and droughts cause some organisms to thrive and others
to perish or move to new locations; and
(D) identify fossils as evidence of past living organisms
and environments, 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 external structures and
functions of animals such as the neck of a giraffe or webbed feet
on a duck enable them to survive in their environment; and
(B) explore, illustrate, and compare life cycles in
organisms such as beetles, crickets, radishes, or lima beans.
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