Kindergarten ♦ First Grade ♦ Second Grade ♦ Third Grade ♦ Fourth Grade ♦ Fifth Grade ♦ Sixth Grade ♦ Seventh Grade ♦ Eighth Grade
Kindergarten
(7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to: (A) observe, describe, and sort rocks by size, shape, color, and texture; (C) give examples of ways rocks, soil, and water are useful.
1st Grade
(5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to: (A) classify objects by observable properties such as larger and smaller, heavier and lighter, shape, color, and texture; (B) predict and identify changes in materials caused by heating and cooling; and (C) classify objects by the materials from which they are made.
(7) Earth and space. The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems. The student is expected to: (A) observe, compare, describe, and sort components of soil by size, texture, and color; (C) identify how rocks, soil, and water are used to make products.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to: (B) observe and record changes in the appearance of objects in the sky such as the Moon and stars, including the Sun; (D) demonstrate that air is all around us and observe that wind is moving air.
(9) Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to: (C) gather evidence of interdependence among living organisms such as energy transfer through food chains or animals using plants for shelter.
2nd Grade
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to: (B) identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.
(2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to: (A) ask questions about organisms, objects, and events during observations and investigations.
(3) Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: (A) identify and explain a problem and propose a task and solution for the problem;
(7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to: (A) observe, describe, and compare rocks by size, texture, and color; (C) distinguish between natural and man-made resources.
(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to: (A) identify the basic needs of plants and animals; (C) compare the ways living organisms depend on each other and on their environments such as through food chains.
3rd Grade
(3) Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: (B) represent the natural world using models such as volcanoes or the Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials.
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: (C) predict, observe, and record changes in the state of matter caused by heating or cooling such as ice becoming liquid water, condensation forming on the outside of a glass of ice water, or liquid water being heated to the point of becoming water vapor; and (D) explore and recognize that a mixture is created when two materials are combined such as gravel and sand or metal and plastic paper clips.
(6) Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to: (B) demonstrate and observe how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons; and (C) observe forces such as magnetism and gravity acting on objects.
(7) Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. The student is expected to: (A) explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains; (B) investigate rapid changes in Earth’s surface such as volcanic eruptions, earthquakes, and landslides; and (C) explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved.
(9) Organisms and environments. The student knows and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to: (B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field.
4th Grade
(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (B) represent the natural world using models such as the water cycle and stream tables and identify their limitations, including accuracy and size;
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: (B) compare and contrast a variety of mixtures, including solutions.
(6) Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to: (D) design a descriptive investigation to explore the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.
(7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to: (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants; (B) observe and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice; and (C) identify and classify Earth’s renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation.
5th Grade
(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (B) draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rock works or looks;
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to: (D) design a simple experimental investigation that tests the effect of force on an object.
(7) Earth and space. The student knows Earth’s surface is constantly changing and consists of useful resources. The student is expected to: (A) explore the processes that led to the formation of sedimentary rocks and fossil fuels; and (B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, or ice.
(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to: (B) describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers; (D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models.
6th Grade
(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (B) use models to represent aspects of the natural world such as a model of Earth’s layers; (C) identify advantages and limitations of models such as size, scale, properties, and materials
(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) compare and contrast potential and kinetic energy; (B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces
(10) Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (B) classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation; (C) identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; and (D) describe how plate tectonics causes major geological events such as ocean basin formation, earthquakes, volcanic eruptions, and mountain building.
7th Grade
(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (C) identify advantages and limitations of models such as size, scale, properties, and materials
(5) Matter and energy. The student knows that interactions occur between matter and energy. The student is expected to: (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.
(8) Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to: (B) analyze the effects of weathering, erosion, and deposition on the environment in eco-regions of Texas
8th Grade
(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature; (C) identify advantages and limitations of models such as size, scale, properties, and materials
(9) Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: (A) describe the historical development of evidence that supports plate tectonic theory; (B) relate plate tectonics to the formation of crustal features; and (C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.