correlation to texas essential knowledge and skills...

CPO Texas • Grade 6

CORRELATION TO

Texas Essential Knowledge and Skills for SCIENCE

112.18.B.01.A

Scientific investigation and reasoning

The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards

0 Lab safety symbols and instructions are found in the investigation manual on the pages after TOC

8 Science safety quiz

9 Science safety quiz

10 Student safety contract

112.18.B.01.B


The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials

238 Importance of resource conservation

239 Conserving the water supply

240 Importance of forest products

240 Benefits of recycling

240 What can you do to conserve Earth's land resources?

250 How the community recycles plastic (#3)

112.18.B.02.A


The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

10 The hypothesis

10 An observation and a question

12 Making a good hypothesis

14 Write your own hypothesis

16 Investigating a system

16 Scientifically testable question

13 Find out how a scientist conducts an investigation

14 Test hypothesis

16 Plan and perform another experiment

18 Conduct experiments with downhill motion

18 Sample lab record

CPO Science

Correlation to: Texas Essential Knowledge and Skills: Grade 6 Science

Texas Science Grade 6, 1st Edition

Standard DescriptionVolume 1

Student TextVolume 2

Investigation Manual

07-08-2013 Page 1 of 27

plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology

16 Descriptive, comparative, and experimental investigations

17 Start with a question

21 Do an experiment

209 Thermal energy investigation

20 Use observations to answer questions about position

28 Investigate how pulleys can be used to change forces

36 Make observations

37 Create an experiment

37 Develop a procedure for testing your hypothesis

39 Test the hypothesis

46 Observe conductivity

51 Observe chemical changes

52 A testable hypothesis

53 Test your idea

56 Create your own energy transformation device

57 Formulate hypothesis - What happens to potential and kinetic energy?

57 Test your hypothesis

99 Doing the experiment

111 Investigate ideal conditions for clover plant growth

112 State a testable hypothesis

114 Observe study site closely

112.18.B.02.B

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112.18.B.02.B



design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology

10 The hypothesis

10 An observation and a question

12 A good hypothesis is based on experiences

16 Investigating a system

21 Do an experiment: Manipulated and responding variables

31 Identify control variable in experiment

43 Design an experiment: Plant growth

15 Investigate why we control variables in an experiment

16 Plan and perform another experiment


19 Collect observational data - Answers to questions

26 Observe balanced and unbalanced forces

26 Investigate how force affects motion

35 Test and refine your design

36 Make observations

37 Create an experiment

39 Test the hypothesis

51 Observe chemical changes

53 Test your idea

57 Formulate hypothesis - What happens to potential and kinetic energy?

64 Investigate thermal energy transfer

99 Doing the experiment

112.18.B.02.C

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112.18.B.02.C



collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers

4 Draw and label beetle diagram

8 Examples of qualitative and quantitative observations

10 Examples of qualitative data

10 Examples of quantitative data

23 Presenting data

24 Collect observational data

49 Draw and label diagram of marble on track

60 Use a scale to draw forces

78 Create a sketch

100 Refracting telescope diagrams

111 Dimensioned lunar rover drawing

175 Record evidence of chemical reactions (My notebook)

178 Collect observational data (physical and chemical properties of unknown substances)

194 Create a labeled diagram (#6)

224 Record temperature at each minute

13 Record results of your inquiry (What you observed)

18 Collect quantitative data

19 Collect observational data - Answers to questions

23 Collect data - speed of the car at photogate B

29 Record force data in newtons

49 Create labeled diagrams

51 Organize your observations

53 Speed of the marble data

96 Collect mineral data

102 Draw and label slurry diagrams

105 High and angled metamorphism diagrams

107 Sketch onion cells at different magnifications

114 Temperature and humidity data

112.18.B.02.D

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112.18.B.02.D



construct tables and graphs, using repeated trials and means, to organize data and identify patterns

43 Constructing a graph

44 Drawing a graph

46 Motion graphs

47 Construct and analyze graphs from data (# 4, #5, and #7)

50 Construct and analyze graphs from data

50 Create a data table

52 Make graphs to determine relationships

53 Use data to construct a graph

162 Create a table

18 Create a data table

22 Create a position vs. time graph

23 Create a speed vs. time graph

25 Create a force vs. hole graph

27 Make a speed vs. force graph

31 Graph average distance

31 Graph orbital velocity

53 Make a graph: height and speed vs. position

54 What does the graph tell you?

61 Graph the data you collected

61 Create a data table with two columns

100 Make predictions based on observed data

112 Clover sprouts data table

112 How can you repeat the experiment to get a more exact amount?

115 Biotic factors data table

112.18.B.02.E

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112.18.B.02.E



analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends

7 Distinguish between observations and inferences

18 What kind of relationship does this graphical model show?

42 Patterns on a graph show relationships

45 Use a graph to make predictions

52 Make graphs to determine relationships

52 Analyze position vs. time graphs

54 Make predictions based on distance and time measurements

94 Comparing the planets

130 Predict the order to pour

174 Indirect evidence of chemical change

190 Where will the marble have the greatest speed? (#6)

248 Explain the problem and solution

330 Predicting earthquakes and volcanoes

20 Use observations to answer questions about position

27 Propose explanations based on observations

29 Explain what was learned

33 Apply what was learned

54 What does the graph tell you?

58 Analyze the data

59 Use evidence to support your conclusions

71 Make prediction based on your observations

73 Use information from table

79 Stop and think - use more geologic evidence

81 Test your prediction

82 Predict what happens to the crust

85 Analyze your map

90 How does the data compare

98 Make prediction based on observations

100 Make predictions based on observed data

107 Describe evidence that onion cells are eukaryotic

115 Use direct and indirect evidence to describe organisms

112.18.B.03.A

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112.18.B.03.A


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:

in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

13 Research plate tectonics theory

82 Evaluate performance and improve design

98 Giant impact theory

276 Development of plate tectonics theory

279 Evidence for continental drift

14 Critique hypothesis based on observations

112 Compare observations with hypothesis

112.18.B.03.B



use models to represent aspects of the natural world such as a model of Earth's layers

18 Types of models used in science

39 Maps are models

42 Mathematical models

45 A graph is one form of a model

90 Solar system model

190 Create a map of you neighborhood or street

254 Scale model of Earth's interior

266 Model of mantle convection

302 Modeling sea-floor spreading

32 Explore a scale model - The size of the solar system

33 Make the model

35 Test and refine your design

48 Model compounds

63 Test your model

72 What is a good way to model Earth?

74 Make a three dimensional model

87 Create an earthquake model

104 Metamorphic rock formation model

112.18.B.03.C

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112.18.B.03.C



identify advantages and limitations of models such as size, scale, properties, and materials

18 Types of models used in science

18 What is a model?

42 Mathematical models

78 Modify model until design works

224 Modeling thermal radiation


32 Explore a scale model - The size of the solar system

33 Scale model - The size of the solar system

72 Model strengths and weaknesses

75 Calculate the model's scale

112.18.B.03.D

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112.18.B.03.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

22 Dr. Rosaly Lopes profile

22 Impact of volcanic studies

49 Impact of strobe photography

56 Isaac Newton's ideas about forces

63 Newton and the history of physics

63 Newton's contribution to history of forces

89 Impact of research: Satellites

91 Impact of Galileo

103 Impact of space exploration

103 Contributions of astronauts (Neil Armstrong, Yuri Gagarin, Alan Shepard)

104 Timeline of space observation and exploration

108 Impact of space missions

118 Edouard Benedictus

143 Contribution of Mendeleev

266 Updated hypothesis about mantle convection

285 Ongoing research to understand mantle convection

94 Contribution of Mohs

112.18.B.04.A

Scientific investigation and reasoning 6 Senses and instruments

54 Use a meter stick

123 Use a graduated cylinder to measure volume

130 Use a beaker and graduated cylinder

160 Multimeter (#3)

162 Use a multimeter

11 Data Collector

12 Using the photogate

15 Use photogate

17 Use metric tape measure and ruler

17 Use Data Collector

19 Use a meter stick

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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:The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum

210 Thermometers

224 Use digital thermometers

365 Microscope - viewing a red blood cell

21 Data Collector

24 Use spring scales

26 Spring scales

28 Spring scales

30 Ruler

36 Ruler

38 Use a digital balance

38 Use a beaker and graduated cylinder

46 Data Collector and temperature probe

57 Data Collector and photogate

60 Beakers

60 Thermometer

60 Data Collector

62 Digital balance

64 Data Collector and temperature probes

66 Multimeter

68 Multimeter

81 Metric ruler

97 Hand lens

101 Use a beaker to measure water

106 Microscope

111 Measure volume- graduated beaker, graduated cylinder

114 Use a thermo-hygrometer to measure humidity

114 Use a thermo-hygrometer to measure air temperature

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Typewritten Text

112.18.B.04.B


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:The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

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 fireblanket, and a fire extinguisher

36 Goggles, apron, gloves

46 Safety goggles

86 Wear safety goggles

94 Safety goggles, apron, and gloves

101 Safety goggles, apron, and gloves

112.18.B.05.A

Matter and energy

The student knows the differences between elements and compounds. The student is expected to:

know that an element is a pure substance represented by chemical symbols

116 Element defined

136 Chemical symbol and atomic number of hydrogen

140 Elements are identified by atomic number

141 To what element does an atom belong? (#3)

145 Symbol and atomic number of elements

149 Elements have many forms

40 Periodic table challenge

43 Chemical symbol and atomic number of elements

112.18.B.05.B

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07-08-2013 Page 11 of 27

112.18.B.05.B

Matter and energy


recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere

146 Elements in Earth's atmosphere

146 Elements in Earth's crust

146 Compounds in the ocean

147 Elements in living things

112.18.B.05.C

Matter and energy


differentiate between elements and compounds on the most basic level

116 Compounds are comprised of elements

118 Compare and contrast elements and compounds

152 Arsenic oxide is comprised of arsenic and oxygen

164 Compounds defined

165 Salt is made of sodium and chlorine (#2)

166 Compounds are composed of elements

167 Compounds are made of several different elements

177 Chemical structure of amino acid

48 Describe the difference between an element and a compound?

48 Compounds are made of elements

49 Model compounds

112.18.B.05.D

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112.18.B.05.D

Matter and energy


identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change

170 Chemical change - tarnishing

172 Temperature changes may indicate a chemical change

172 Forming a precipitate

172 A reaction turns a clear liquid red

172 Yellow solid forms from two clear liquids

174 Pockets in pancakes

174 Chemical changes in bread

175 Record evidence of chemical reactions (My notebook)

49 Note chemical formulas of octane and ethanol

50 Investigate how to tell when a chemical reaction has occurred

112.18.B.06.A

Matter and energy

The student knows matter has physical properties that can be used for classification. The student is expected to:

compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability

144 Metals, nonmetals, and metalloids

145 Contrast position of metals, nonmetals, and metalloids

149 Positions of metals, nonmetals, and metalloids

150 Properties of metals

152 Metalloids

153 Nonmetals

154 Summary of metals, nonmetals, and metalloids

156 Properties of gold

44 Identify metals, nonmetals, and metalloids

46 Metals, nonmetals, and metalloids

112.18.B.06.B

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112.18.B.06.B

Matter and energy


calculate density to identify an unknown substance

114 Density explained

122 Density explained

122 Comparative densities

122 Density is a property of matter

124 Compare densities of solids and liquids

124 Density is independent of the quantity of a sample

125 Calculate density from mass and volume

130 Calculate density

132 Calculate density from mass and volume (#11)

137 Density of gold ring is independent of its mass (#2)

264 Comparison of density values of Earth materials

36 Make your own viscoelastic liquid

38 Investigate density

39 Collect density data

39 Make a prediction - sink or float

82 Compare densities of wood and water

82 Compare densities of mantle, oceanic crust, and continental crust

112.18.B.06.C

Matter and energy


test the physical properties of minerals, including hardness, color, luster, and streak

120 Classifying rock samples

134 Project: Properties of materials

156 Properties of gold

240 Mineral defined

240 Research minerals in your state

332 Minerals discussed

334 Rocks are made of minerals

335 Common minerals and cleavage planes

336 Mohs hardness scale

339 More mineral tests

350 Reviewing the Mohs hardness scale

36 Make your own viscoelastic liquid

94 Investigate how minerals are identified

94 Use Mohs hardness scale

96 Collect mineral data

97 Classify igneous rocks

98 Rock classification

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07-08-2013 Page 14 of 27

112.18.B.07.A

Matter and energy

The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to:

research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources

192 Nuclear energy

195 Energy transformation in a power plant

200 Efficiency of gasoline powered engine vs. electrically powered engine

201 Environmental impact comparison - vehicles powered by fossil fuels vs. hybrid cars

228 Advantages and disadvantages of various energy sources

232 Making and transporting electricity

233 Advantages and disadvantages of nuclear energy

234 Hydroelectric power and wind power

234 Pros and cons of hydroelectric power

234 Advantages and disadvantages of wind power

235 Benefits and limitations of solar power, biomass, and geothermal power

236 Economic and environmental impact of resources

242 Efficiency of energy resources

243 Efficiency comparison: gasoline-powered cars vs. cars of the future

243 Economic and environmental impact comparison: gasoline-powered cars vs. cars of the future

246 Harvesting wind power

251 Internet research -energy resources

67 Measure the energy produced by your wind turbine

112.18.B.07.B

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07-08-2013 Page 15 of 27

112.18.B.07.B

Matter and energy

The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to:

design a logical plan to manage energy resources in the home, school, or community

248 Develop an action plan as a group

112.18.B.08.A

Force, motion, and energy

The student knows force and motion are related to potential and kinetic energy. The student is expected to:

compare and contrast potential and kinetic energy

184 Potential energy explained

184 Kinetic energy explained

187 Potential energy explained

188 Kinetic energy described

189 Potential and kinetic energy in systems

197 Potential and kinetic energy calculations

52 Potential and kinetic energy transformations

57 Investigate energy conservation

61 How can we measure the average kinetic energy

112.18.B.08.B

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112.18.B.08.B



identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces

50 Demonstrate changes in motion

56 The effects of gravity on objects

58 Force defined

61 Balanced and unbalanced forces

62 Magnitude and direction of force (#3)

63 Force changes motion

64 Effects of friction

65 Acceleration defined

67 Acceleration involves a change in speed (#4)

76 Airplanes and gravity

84 Gravity and orbital motion

89 Solving problems related to gravitational force


19 Investigate how to measure position in two dimensions

22 Collect position versus time data

24 Use spring scales to measure force in newtons

25 Measure force on a ramp

26 Investigate how force affects motion

26 Observe balanced and unbalanced forces

30 Investigate gravity and orbits

112.18.B.08.C



calculate average speed using distance and time measurements

30 Definition of speed

32 Speed defined

33 Calculating speed

33 Average speed defined

35 Calculating speed

40 Average speed

41 Calculate average speed (# 6)

46 Calculate speed

47 Calculate average speed (# 6)

50 Speed defined

259 Speed calculation (#6)

17 What is speed and how is it measured?

22 Calculate speed of the car

23 Collect data - speed of the car at photogate B

23 Make a speed vs. time graph

53 Speed of the marble data

58 Use collected data to calculate marble speed

112.18.B.08.D

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07-08-2013 Page 17 of 27

112.18.B.08.D



measure and graph changes in motion

44 Position vs. time graph for car on a ramp

46 Position vs. time graph

47 Position vs. time graph (# 4)


52 Analyze position vs. time graphs

53 Calculate speed from a position vs. time graph


22 Create a position vs. time graph



25 Make a force vs. hole graph

27 Make a speed vs. force graph

112.18.B.08.E



investigate how inclined planes and pulleys can be used to change the amount of force to move an object

69 Simple machines

69 Simple machines and forces

70 Simple machines and forces

71 Simple machines and mechanical advantage

72 Calculate mechanical advantage

73 Simple machines and mechanical advantage

74 Mechanical advantage of ramps

75 Calculate mechanical advantage of simple machines (#5)

80 Solving mechanical advantage problems

81 Solving mechanical advantage problems

17 Car and ramp system



28 Investigate simple machines

28 Investigate how pulleys can be used to change forces

29 Pulley arrangement diagram

112.18.B.09.A

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112.18.B.09.A


The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to:

investigate methods of thermal energy transfer, including conduction, convection, and radiation

206 Methods of thermal energy transfer discussed

217 Thermal energy transfer by conduction

218 Thermal energy transfer by convection

219 Thermal energy transfer by radiation

220 A summary of energy transfer

224 Modeling thermal radiation

229 Methods of thermal energy transfer

63 How well did your prototype resist the flow of thermal energy?

64 Investigate thermal energy transfer

112.18.B.09.B



verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting

206 Thermal energy described

213 Thermal equilibrium defined

62 Investigate thermal equilibrium

112.18.B.09.C

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112.18.B.09.C



demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy

184 Energy transformation in a flashlight system


195 Transforming energy

196 Potential energy transformed to kinetic energy

197 Following an energy transformation

202 Energy transformation in an electric motor

204 Energy transformations in antique machines

229 Wind energy conversion


55 Investigate energy transformations

56 Create your own energy transformation device

112.18.B.10.A

Earth and space

The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to:

build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere

254 Earth's interior described


260 Detailed diagram of Earth's interior

261 Earth's interior layers described

262 Earth's inner and outer core described

264 Density and Earth's layers

74 Investigate Earth's layers

74 Make a three dimensional model

74 Make a scale model of Earth

75 Use the model's scale to calculate thickness

81 Investigate why Earth's crust floats

112.18.B.10.B

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112.18.B.10.B

Earth and space


classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation

332 Types of rocks

337 Rock groups and formation

340 Igneous rocks

341 How are igneous rocks formed?

342 Crystals in igneous rocks

343 Interpreting igneous rocks

344 Comparing igneous rocks

346 Sedimentary rock

347 Classifying sedimentary rocks

348 Types of sedimentary rock

351 Making a metamorphic rock

351 Heat, pressure, and metamorphic rock formation

353 Rock classification and increases in temperature and pressure

354 Metamorphic rocks tell history

97 Investigate igneous rocks

98 Rock classification

101 Investigate sedimentary rocks

104 Investigate metamorphic rocks

105 High and angled metamorphism diagrams

112.18.B.10.C

Earth and space


identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American

293 Map of Earth's tectonic plates

294 Earth's tectonic plates

298 Make a plate tectonics book

301 Use the map to identify the plate (#4)

305 Plate boundary diagram

77 Investigate plate tectonics

78 Earth has seven large plates

80 Geologic features and plate boundary interactions

83 Moving tectonic plates

112.18.B.10.D

Earth and space


13 Research plate tectonics theory

276 Plate tectonics theory discussed

278 Alfred Wegener and continental drift

77 Investigate plate tectonics

77 Identify features on a bathymetric map

77 Plate boundary interactions

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07-08-2013 Page 21 of 27

describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building

278 Plate tectonics defined

281 Harry Hess's idea

282 The sea-floor spreading hypothesis

283 Oceanic and continental plates

283 Plate tectonics answers many questions

284 Life cycle of a tectonic plate

288 Types of plate boundaries

288 Ocean floor forms at divergent boundaries

288 Mountains form at convergent boundaries

289 Divergent boundaries -rift valleys and ocean basins

290 Convergent boundaries - deep ocean trenches

291 Mountains and convergent boundaries

292 Transform fault boundaries

293 From Pangaea to Earth today

298 Make a plate tectonics book

301 Ring of fire

304 Earthquakes and volcanoes are found most often at plate boundaries

306 Earthquakes and plate boundaries

308 Transform fault boundary - San Andreas Fault

314 Ring of fire

318 Volcanoes at divergent boundaries

330 Predicting earthquakes and volcanoes

78 Earth has seven large plates

79 Volcanic activity and plate boundaries

83 Use a bathymetric map

86 Earthquakes are associated with plate boundaries

91 How are volcanoes and plate boundaries related?

93 Explore relationship between volcanic rock and plate boundary

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351 Metamorphic rocks form at convergent boundaries

112.18.B.11.A

Earth and space

The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to:

describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets

90 The solar system

90 Inner and outer planets

91 Earth is the third planet from the Sun

91 Terrestrial and gas planets

92 Terrestrial planets

93 Gas planets

94 Comparing the planets

95 Pluto is a dwarf planet

96 Asteroids and comets

96 Comets

97 Meteors and meteorites

98 Impact of gravity on the moon's shape

99 Universe defined

115 Compare planets (#1, #2)

32 Investigate the size of the solar system

33 Scale model - The size of the solar system

112.18.B.11.B

Earth and space


understand that gravity is the force that governs the motion of our solar system

58 Effects of gravity

84 Gravity and the solar system

86 Gravitational force defined

88 Gravitational force and the Sun

89 Solving problems related to gravitational force

98 Impact of gravity on the moon's shape

30 Investigate gravity and orbits

31 Graph orbital velocity

112.18.B.11.C

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112.18.B.11.C

Earth and space


describe the history and future of space exploration, including the types of equipment and transportation needed for space travel

89 Impact of research: Satellites

90 Technology and space travel have improved our understanding

99 Telescope function explained

101 Other types of telescopes

102 Hermann Oberth contribution

103 Impact of space exploration

103 Contributions of astronauts (Neil Armstrong, Yuri Gagarin, Alan Shepard)

104 Timeline of space observation and exploration

105 Construct an argument for or against spending federal dollars for space research

108 Descriptions of spacecraft equipment

111 Design a lunar rover

34 Engineering and space exploration

112.18.B.12.A

Organisms and environments

The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

understand that all organisms are composed of one or more cells

364 Cells described

365 Microscope - viewing a red blood cell

366 What are cells?

367 Human body cell types

106 Investigate plant cells

107 Label onion cell structures

109 Distinguish characteristics of unicellular and multicellular organisms

112.18.B.12.B

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112.18.B.12.B



recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic

364 The nucleus controls the cell's function

368 Prokaryotes vs. eukaryotes

368 The nucleus holds DNA and controls the cell's functions

370 Unicellular vs. multicellular

372 Domains and the prokaryotic groups

373 Kingdoms and the domain Eukarya

378 Microbes are unicellular

106 Investigate plant cells



112.18.B.12.C



recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains

364 Classification of living organisms

371 The importance of classification

372 Domains and the prokaryotic groups

376 Classification groups

108 Investigate classification - domains and kingdoms

109 Internet research: history of classification

110 Classification chart of living organisms

112.18.B.12.D

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112.18.B.12.D



identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms

364 Classification of living organisms

368 Prokaryotes vs. eukaryotes

369 Heterotrophs

370 Sexual vs. asexual reproduction

370 Unicellular vs. multicellular

371 The importance of classification

373 Kingdoms and the domain Eukarya

374 Kingdoms Protista and Fungi

375 Animals reproduce sexually

375 Animals are heterotrophs

375 Kingdoms Plantae and Animalia

376 Classification groups


108 Investigate classification - domains and kingdoms


110 Classification chart of living organisms

112.18.B.12.E



describe biotic and abiotic parts of an ecosystem in which organisms interact

386 Ecosystem defined

388 Populations

389 Changes in abiotic and/or biotic factors affect ecosystems

394 Abiotic factors in land habitats

396 Abiotic factors in freshwater habitats

397 Ocean zones

398 Texas ecoregions

400 Restoring the prairie

113 Investigate the abiotic and biotic factors in an ecosystem

114 Abiotic factors

115 Biotic factors data table

112.18.B.12.F

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112.18.B.12.F



diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem

386 Levels of organization within an ecosystem

387 Individual organisms and species

388 Populations

389 Communities and ecosystems

390 Summary- levels of organization within an ecosystem

115 Classify organisms as producers, consumers, or decomposers

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correlation to texas essential knowledge and skills...

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