*6.6.A (PSE 8.3.B-C, 8.3.A,D) *7.6.A (PSE 8.3.B-D) *7.6.B (PSE 8.2A-E)

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1 1 st 2 nd 3 rd 4 th 5 th 6 th Cat # 1 8 th Grade Standards Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk A describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud Readiness 8.5.B identify that protons determine an element s identity and valence electrons determine its chemical properties, including reactivity Readiness 8.5.C interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements Readiness 8.5.D recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts Readiness STAAR 2012 PSE 8.3.D 8.5.E investigate how evidence of chemical reactions indicate that new substances with different properties are formed Readiness (TWICE) 8.5.F recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass While going over procedures and policies, students will demonstrate and practice safe lab procedures using the following tools: journals/notebooks, beakers, meter sticks, graduated cylinders, balances, test tubes, hot plates, thermometers, calculators, computers, timing devices, and other equipment as needed to teach Category 1. *6.6.B, 8.3.A,D) Experimental Design While investigating how evidence of chemical reactions (8.5.E) the learner will plan, design, and implement questions, hypothesis, and *6.6.A, 8.3.A,D) *7.6.A 8.3.B-D) While describing properties of matter and elements, the learner will use SI units and construct tables, graphs, as well as identify patterns on the periodic table (8.5.C). Standards *Scaffolding shown 7.5.C diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids 7.6.A identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur 7.6.B distinguish between physical and chemical changes in matter in the digestive system *6.5.C 6.5.C differentiate between elements and compounds on the most basic level STAAR 2012 *7.6.B 8.2A-E) structure of atoms (8.5.A) the learner will use models to represent the atom identifying advantages and limitations of the models such as size, scale, and materials. 6.6.A compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability 6.6.B calculate density to identify an unknown substance Scientific Explanations, Scientists, and Society 8.3.A, D structure of atoms (8.5.A) and identifying patterns on the periodic table (8.5.C), the learner will relate the impact of the research that led to the development of the atomic model. Comparing the historical models the learner can examine all sides of scientific evidence that led to the scientific explanations of the structure of an atom. 1

2 Cat # 2 8 th Grade Standards Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Standards 8.6.A demonstrate and calculate how unbalanced forces change the speed or direction of an object s motion READINESS STAAR 2012 PSE 8.3.B 8.6.B differentiate between speed, velocity, and acceleration 8.6.C investigate and describe applications of Newton s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth s tectonic activities, and rocket launches READINESS *6.8.A, 6.9.C, 7.5C 8.2C-E) *7.7.A 8.2C-E, 8.3.B,C) *6.8.C 6.8.D 8.3.A-D) 7.7.A Contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still 6.8.A compare and contrast potential and kinetic energy 6.8.C calculate average speed using distance and time measurements 6.8.D measure and graph changes in motion Indicated after TEKS in chart above While enforcing procedures and policies, students will demonstrate and practice safe lab procedures using the following tools: journals/notebooks, meter sticks, spring scales, balances, calculators, computers, timing devices, and other equipment as needed to teach Category 2. Experimental Design While investigating the applications of Newton s Laws (8.6.C), the learner will plan, design, and implement questions, hypothesis, and While calculating and differentiating speed, velocity and acceleration, the learner will use SI units and construct tables, and graphs. (8.6.A-B) impact of unbalanced forces on motion (8.6.A. C) the learner will use models to represent forces as applied in vehicle restraints, sports activities, amusement park rides, and rocket launches. 6.9.C demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy Scientific Explanations, Scientists, and Society 8.3.A, D While investigating and describing the applications of Newton s Laws (8.6.C) the learner will relate the impact of the research that led to the development of the Laws of Motion. 2

3 Finals Finals Review 8 th Grade Science TEKS-AT-A-GLANCE Cat # 3 Space 8 th Grade Standards Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Standards 8.7.A model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons READINESS STAAR 2012 PSE 8.3B 8.7.B demonstrate and predict the sequence of events in the lunar cycle READINESS ) ) 6.11.B understand that gravity is the force that governs the motion of our solar system 8.7.C relate the position of the Moon and Sun to their effect on ocean tides 8.8.A describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification READINESS 8.8.B recognize that the Sun is a mediumsized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star 8.8.C explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe *6.11.D ) ) ) 8.8.D model and describe how light years are used to measure distances and sizes in the universe While enforcing procedures and policies, students will demonstrate and practice safe lab procedures using the following tools: journals/notebooks, meter sticks, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach Category 3: Space. ) While exploring how different wavelengths of the EM spectrum are used to gain information about the components of the universe (8.8.C) the learner will plan, design, and implement questions, hypothesis, and While using the models for light years (8.8.D) and the H-R Diagram(8.8.A), the learner will use SI units and construct tables, and graphs. While illustrating the Earth s rotation and revolution (8.7.A) lunar cycle (8.7.B,C), H-R Diagram (8.8A), and light years (8.8.D) the learner will use models to represent the atom identifying advantages and limitations. Scientific Explanations, Scientists, and Society interactions between the components of the universe and specifically our solar system, the learner will relate the impact of the research. 3

4 Cat # 3 Earth 8 th Grade Standards Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Standards 8.9.A describe the historical development of evidence that supports plate tectonic theory 8.9.B relate plate tectonics to the formation of crustal features READINESS STAAR 2012 PSE 8.3.B(TWICE) 8.9.C interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering READINESS (TWICE) 8.10.A recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents 8.10.B identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts 8.10.C identify the role of the oceans in the formation of weather systems such as hurricanes While going over procedures and policies, students will demonstrate and practice safe lab procedures using the following tools: journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, test tubes, hot plates, balances, thermometers, calculators, computers, timing devices, and other equipment as needed to teach category 3: Earth. ) ) ) While recognizing how the Sun provides energy that drives convection (8.10.A) the learner will plan, design, and implement questions, hypothesis, and 8.3.A, 8.3.D) Data (Collection and While identifying the interactions of systems on weather and climate (8.10.A-C) the learner will use SI units and construct tables, graphs, as well as identify patterns on weather maps. ) formation of a geologic feature (8.9.B,C) the learner will use models to represent the features identifying advantages and limitations of the models such as size, scale, and materials. 7.8.C model the effects of human activity on groundwater and surface water in a watershed Scientific Explanations, Scientists, and Society plate tectonic theory (8.9.A), the learner will relate the impact of the research that led to the development of the theory. 4

5 STAAR Review STAAR Review 8 th Grade Science TEKS-AT-A-GLANCE Cat # 4 Readiness Standards Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Standards 8.11.A describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems READINESS STAAR 2012 PSE 8.3B (TWICE), 8.11.B investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition READINESS 8.11.C explore how short-and long-term environmental changes affect organisms and traits in subsequent populations READINESS 8.11.D recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems While going over procedures and policies, students will demonstrate and practice safe lab procedures using the following tools: journals/notebooks, beakers, meter sticks, graduated cylinders, test tubes, hot plates, balances, microscopes, thermometers, calculators, computers, and other equipment as needed to teach category 4. While analyzing the biotic and abiotic factors of ecosystems (8.11.B), the learner will use SI units and construct tables, graphs, as well as predict adaptation. ) *7.10.C 8.2 A,B) 8.3.A, 8.3.D) While investigating the interdependence of organisms and populations in an ecosystem (811.B) the learner will plan, design, and implement questions, hypothesis, and Scientific Explanations, Scientists, and Society While describing human dependence and impact on ocean systems (8.11.D) the learner will examine all sides of evidence and relate the impact of the research to society. *7.5.C 8.3 B-C) While the learner will use models to represent biotic factors in an ecosystem (8.11 A-D)- identifying advantages and limitations of the models such as size, scale, and materials. (From Matter and Energy) 7.5.C diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids 7.10.B describe how biodiversity contributes to the sustainability of an ecosystem 7.10.C observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds 7.11.A examine organisms or their structures such as insects or leaves and use dichotomous keys for identification 7.11.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 7.12.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 STAAR D differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole STAAR 2012 PSE 8.2.A 7.12.F recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life STAAR B compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction 7.14.C recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus 6.12.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 STAAR

6 Finals Finals Review 8 th Grade Science TEKS-AT-A-GLANCE Cat # 3 Biology Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Standards B.10.A describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; EOC(B) B.10.C analyze the levels of organization in biological systems and relate the levels to each other and to the whole system.eoc( B) ) ) B.11.A describe the role of internal feedback mechanisms in the maintenance of homeostasis; of both organisms and ecosystems EOC(B) ) While enforcing procedures and policies, students will demonstrate and practice safe lab procedures using the following tools: journals/notebooks, meter sticks, calculators, computers, dissecting tools, and other equipment as needed to introduce Biology concepts. interactions that occur among body systems of an organism (B.10.A) the learner will plan, design, and implement questions, hypothesis, and role of internal feedback mechanisms (B.11.A),the learner will use SI units and construct tables, and graphs. While illustrating the levels of organization in biological systems (B.10.C) the learner will use models to represent the atom identifying advantages and limitations. Scientific Explanations, Scientists, and Society interactions between the roles of the systems the learner will relate the impact of the research. 6

7 8.1.A Process Standards (Underlying Processes and Mathematical Tools) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards My Goal Test 1 Test 2 Test B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials 8.2.A 8.2.B 8.2.C plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers 8.2.D construct tables and graphs, using repeated trials and means, to organize data and identify patterns 8.2.E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends 8.3.A 8.3.B 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 use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature 8.3.C identify advantages and limitations of models such as size, scale, properties, and materials 8.3.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 8.4.A 8.4.B use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum 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 7

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