Science Curriculum Framework s1

Science Curriculum Framework

8th Grade

2006-2007 Table of Contents

Table of Contents 1 Mission Statement and Belief Statement 2 Acknowledgement 3 Introduction 4 Student Participation in TEKS-Based Inquiry and the BISD Science Fair 5 Scope & Sequence 6 Curriculum Frameworks First Six Weeks 7- 8 Second Six Weeks 9-10 Third Six Weeks 11 Fourth Six Weeks 12-13 Fifth Six Weeks 14 Sixth Six Weeks 15 Appendix

Texas Essential Knowledge and Skills Fifth Grade Science, Sixth Grade Science, Seventh Grade Science, Eighth Grade Science, Integrated Physics, and Chemistry, Biology, Sixth Grade Math

Texas Assessment of Knowledge and Skills Objectives Fifth Grade, Tenth Grade, and Exit Level

Science TEKS Toolkit Excerpts Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods and Web-Based Resources

Recommended Exemplar Labs

National Science Education Standards

Science Curriculum Framework 2006-2007 1 Brownsville Independent School District Mission Statement

The mission of the Brownsville Independent School District, an international community respected for its rich cultural heritage is to produce responsible, well- rounded graduates

Who - have the ability to pursue a post-secondary education and/or career -possess a capability for independent learning and thinking with a competitive edge in a multi-cultural, multi-lingual world By - identifying and maximizing physical, financial, and human resources and -Unifying community and school commitment to excellence in education and equal educational opportunity.

Brownsville Independent School District Belief Statement

 Excellence is our common goal.  Parental responsibility is an integral factor in student success.  Belief in self is fundamental to success.  Everyone deserves respect as a human being.  Perseverance and hard work are essential for success.  Change creates opportunities for growth.  Truthfulness is important for effective communication.  Public schools are an extension of the community.  Sensitivity is essential for understanding the needs of others.  Great achievements follow high expectations.  Cooperation is necessary to get things done.  Active listening is essential for effective communication.  Successful students are active participants in the learning process.

Science Curriculum Framework 2006-2007 2 Acknowledgement

The Brownsville Independent School District gratefully acknowledges the contributions given by the Science teachers who participated in the development of this secondary Science curriculum framework. Science teachers from the following campuses assisted in the development of the framework:

 Besteiro Middle School  Cummings Middle School  Faulk Middle School  Garcia Middle School  Lucio Middle School  Oliveira Middle School  Perkins Middle School  Stell Middle School  Stillman Middle School  Vela Middle School  Secondary Science Curriculum Specialists

Science Curriculum Framework 2006-2007 3 Introduction

Texas Legislation requires that all Texas school districts develop, implement, and evaluate a comprehensive educational program aimed at student mastery of the Texas Essential Knowledge and Skills as defined in Chapter 112.

The purpose of this Secondary Science Curriculum Framework is to match learning experiences to the Texas Essential Knowledge and Skills and provide a sequence of objectives and lab activities that are also aligned, including the 40% lab requirement for all High School Science courses. Brownsville ISD also requires the 40% lab minimum curriculum requirement for all Middle School Science courses.

In addition, this document includes sample activities and required “RECOMMENDED/EXEMPLAR” labs to be taught in each course. These labs are not intended to be the only labs taught in each course, but are provided to ensure consistency in high-quality instruction throughout the district. They should further serve to avoid overemphasis in one area while neglecting another, and thus, focus on student needs.

Pre-AP accommodations are indicated throughout the document, either as additional TEKS added to the course to meet the needs of the Pre-AP course sequence, or emphasized TEKS that need to be taught with added depth to the Pre- AP student in order to prepare them for the AP or Dual Enrollment course. Adaptations for other special populations will be made as needed, but the basic curriculum is the same for all students.

The textbook provided by the state is a resource for teaching the course, not the curriculum. Although the textbook “covers” all TEKS for the course, it does not necessarily provide instructional support for teaching the TEKS to the level of depth necessary to fulfill the TEKS intention. Therefore, it is highly recommended that teachers use a variety of additional resources from multiple sources in order to meet the TEKS requirements. Some of these resources may include, but are not limited to the required Recommended/Exemplar Labs, FOSS kits (which should be taught in their entirety as a unit), TEXTEAMS activities, Calculator Based Labs, Snapshot Activities and Vistas provided through the Charles A. Dana Center Science Toolkit.

Science Curriculum Framework 2006-2007 4 This curriculum framework is primarily a working document that prescribes what is to be taught in a given subject or area of study. It gives both structure and direction to the educational program. As a formal document, it is an official statement of the curriculum and a teacher’s guide to instruction.

Student Participation in TEKS-Based Inquiry and the BISD Science Fair

Research, inquiry and invention are essential skills successful students must develop as they grow academically. Students must be able to discuss and evaluate social, technological and scientific issues evident today and trends influencing the future. A challenge for educators is to exploit the natural curiosity all students possess. Allowing time, opportunity and support during school hours for student- based inquiry permits learners to expose their misconceptions and pursue the “why” questions they have. Students should plan investigations and conduct research that can help them test their ideas, interpret differing points of view and justify consequent discoveries. Students are much more likely to internalize and remember concepts learned if they are actively involved with them, rather than passively observing them take place. TEKS-based investigations enable students to effectively learn and use content-area concepts and skills. Through these types of direct investigations students are able to “maximize their ability to make sense of the world and to learn more about it.” (Science for All Americans) Therefore, it is a BISD requirement that all students participate in a research-based inquiry project at the sixth, seventh, and eighth grades. Participation at other grades or courses is highly recommended since successful research projects take two to four years. When students are engaged in research-based inquiry, they are involved in using a rich variety of primary and secondary source materials and the Science Process Skills as required by law in the Science TEKS.

A successful classroom science investigation may be developed into a research- based inquiry project and entered in the Science Fair. Students who choose to enter the fair will be able to create investigations from among fifteen different categories. The Science Fair will be held annually in the fall, allowing teachers and students to prepare for one science competition per year following the rules of the Intel International Science and Engineering Fair, www.sciserv.org/isef . All students will have the opportunity to complete an original investigation. Individual campuses, teachers and students will be able to choose which projects to enter in the Science and Engineering Fair.

Science Curriculum Framework 2006-2007 5 8th Grade Framework 2006-2007 Six Recommend. TAKS TEKS Concepts Recommended/Exemplar Labs Weeks Chapters 1st Obj.1: Nature 8.1-8.7 Intro. To safety; measurements (length, mass, volume & Swing Time (Text Book pg17), Identifying Errors (Lab of Science* Science density); proper use of scientific tools and Manual), Investigating Water (Lab Manual), Metric Mania equipment; scientific skills and process skills Lessons, Dry Ice Obj.5: Earth 8.14 9, 10, 11 earth's interior; convection currents; drifting Pangea Puzzle, Rock Cycle (Crayon) Lab, Convection Lab (Text A,C; continents; sea-floor spreading; theory of plate Book pg 117, 323), Earth History Foss Kit (Identification of 8.12 A tectonics; topography, changing earth's surface; Rocks), History from Rock (lab manual pg. 51) rock cycle; identification of rocks and minerals 2nd Obj.5: Space 8.13 A 8 & 14 characteristics of the universe such as stars and Lunar Cycle (Oreo Cookie) Lab, Planetary Foss (Lunar Cycle galaxies; history of the universe; lunar cycle Note cards), Life Cycle of a Star, Planetary Orbits, Astronomical Units, Size of the Sun, composition of stars Obj.2: Living 8.11 B, 16, 17, 18, 19 Mendel's work; probability & genetics; cell & All in the Family (Text Book pg 355), chromosomes and C; 8.6 inheritance; interactions in the human body inheritance (lab manual pg 74), Bugs-Bugs-Bugs, Flower Lab, A,B Punnett Square, Get the Beat, Take a Deep Breath 3rd Obj.2: 8.11 A; 12, 13, 15 Cycles: water, nitrogen, carbon; adaptations, Owls left overs (Text Book pg 666 or Lab Aids), Bird adaptation Environmental 8.10 B; ecosystems, predation, symbiotic relationships, (lab Manual pg 87), Water quality, Pollution-Prevention with 8.6 C food webs, conserving land and soil, human and Rocks (Lab Manual pg. 59), Biological succession, Predator vs. global effects on the environment Prey, Deer: Predation or Starvation, Succession in a Jar, Biological Magnification 4th Obj.3: 8.10 A; 1 & 3 atoms; periodic table; chemical reactions & Edible Electrons, Just add water (Text Book pg122), Evidence Chemistry 8.9 A-C; equations; types of reactions; specific heat; for chemical change, Where is the evidence (Text Book pg 44), 8.8 A,B states of matter; thermal energy Energy in a Chemical Reaction, Group reactions, Its in a bag, Missing Alien, Specific Heat w/ Metals 5th Obj.4: Physics 8.7 A,B 3, 4, 5, 6, 7 Newton's laws of motion; types of energy; Walk like me, Indy Car, Slinky Demo(pg. 142), Roller Coaster waves & sound Lab, Pencil Car or Indy Car, Ch.2 & 4 Techniques: Free Fall, Speed of falling objects, Falling Energy, Are all sunglasses created equal?, Reflection and absorption of light 6th Introduction to Bio/ Supplemental vocabulary building (STEMS); dissection of Dissecting Rats, Edible Cells, Levels of organizations of cells, Biology IPC Resources specimens; CPO equipment Painting of fish TEKS * Objective 1: On-going throughout school year Disclaimer: Science Fair Projects are enrichment activities to be worked at home and after-school. Daily starters will be given at the beginning of each class period, targeting the 8th grade formula chart and periodic table. Exemplar Labs are denoted in red color.

Science Curriculum Framework 2006-2007 6 8th Grade Scope and Sequence 2006-2007

Time Frame: 1st Six Weeks (page 1 of 2)

Unit Concepts: TAKS: Prentice Hall Chapters: Nature of Science Obj.1 Intro. To Science

Concept and Process TEKS: Recommended Labs Suggested Resources: (reinforced TEKS in parenthesis) BISD 8th Grade Resource 8.1-8.4 Manual

(8.1) The student conducts field Swing Time Websites: and laboratory investigations PH Textbook pg. 17 http://www.sciserv.org/i using safe, environmentally sef/primer/index.asp appropriate, and ethical practices. Identifying Errors PH Lab Manual pg. xvi (8.2) The student uses scientific inquiry methods during field and laboratory investigations. Investigating Water (8.3) The student uses critical PH Lab Manual pgs. 1-4 thinking and scientific problem solving to make informed decisions.

(8.4) The student knows how to use a variety of tools and United Streaming: methods to conduct science Safe Science: Lab inquiry. Safety Awareness. United Learning (1996). http://www.unitedstrea ming.com/

How Scientists Work: What is the Scientific Method? United Learning (2003). http://www.unitedstrea ming.com/

* Exemplar Labs

Science Curriculum Framework 2006-2007 7 Time Frame: 1st Six Weeks (page 2 of 2)

Unit Concepts: TAKS: Prentice Hall Chapters: Earth Obj.5 9, 10, 11

Concept and Process TEKS: Recommended Labs: Suggested Resources: (reinforced TEKS in parenthesis) BISD 8th Grade Resource 8.14 A,C Manual

(8.14) the student knows that Pangea Puzzle Websites: natural events and human http://science.nasa.gov/ activities can alter Earth Rock Cycle (Crayon) Lab earthscience.htm systems. The student is http://www.cotf.edu/ete expected to: Convection Lab /modules/msese/earthsy PH Textbook pg.17-, 323 sflr/rock.html (A) predict land features resulting from gradual History from Rocks http://kids.earth.nasa.g changes such as mountain PH Lab Manual pg.51 ov/ building, beach erosion, http://kids.earth.nasa.g land subsidence, and Earth History Foss Kit: ov/archive/pangaea/quiz continental drift. Identification of Rocks .html (C) describe how human activities have modified United Streaming: soil, water, and air quality. http://www.unitedstrea ming.com/ Earth Science: Conservation and Natural Resources. Discovery Channel School (2002). Earth Science: Rocks and Minerals. Discovery Channel School (2002). Our Changing Earth. Rainbow Educational Media (2005). What's Inside the Earth? An Introduction to the Earth's Interior, Crust, and Mineral Resources. Rainbow Educational Media * Exemplar Labs (1995).

Science Curriculum Framework 2006-2007 8 Time Frame: 2nd Six Weeks (page 1 of 2)

Unit Concepts: TAKS: Prentice Hall Chapters: Space Obj.5 8, 14

Concept and Process TEKS: Recommended Labs: Suggested Resources: (reinforced TEKS in parenthesis) BISD 8th Grade Resource 8.12 A Manual 8.13 A (8.12) The student knows that Lunar Cycle ( Oreo Websites: cycles exist in Earth systems. Cookie) Lab http://www.bluebirdobs The student is expected to: .org/lunarcycle/lunarcy cle.html (A) analyze and predict the Lunar Cycle Flash Cards sequence of events in the Planetary Foss Kit http://nasaexplores.co lunar and rock cycles; m

Life Cycle of a Star http://hubblesite.org/g (8.13) The student knows allery/album/galaxy_col characteristics of the universe. lection/ The student is expected. http://chandra.harvard. (A) describe the characteristics edu/ of the universe such as stars and galaxies United Streaming: Exploring Space: The Universe. United Learning (1995). http://www.unitedstrea ming.com/

Spin Around the Solar System, A: Moon Dance. United Learning (2001). http://www.unitedstrea ming.com/ * Exemplar Labs

Science Curriculum Framework 2006-2007 9 Time Frame: 2nd Six Weeks (page 2 of 2)

Unit Concepts: TAKS: Prentice Hall Chapters: Living Obj.2 6, 17, 18, 19

Concept and Process TEKS: Recommended Labs: Suggested Resources: (reinforced TEKS in parenthesis) BISD 8th Grade Resource 8.11 B,C Manual 8.6 A,B (8.11) The student knows that All in the Family Websites: traits of species can change PH Textbook pg. 355 http://dnaftb.org/dnaftb through generations that the / instructions for traits are contained in the genetic material Chromosomes and of the organisms. The student is inheritance expected to: PH Lab Manual pg. 74

(B) distinguish between in inherited traits and other Bugs-Bugs-Bugs characteristics that result from interactions with the Flower Lab United Streaming: environment; and Genes, Genetics, and (C) make predictions about DNA. Rainbow Educational Media possible outcomes of various genetic (2003) combinations of inherited http://www.unitedstrea characteristics ming.com/ (8.6) The student knows that Get to the Beat interdependence occurs among “Pushing the Limits of the living systems. The student is Take a Deep Breath Human Body” Science expected to: Screen Report Video, Vol. 35 (A) describe interactions among systems in the human organism; (B) identify feedback mechanisms that maintain equilibrium of systems such as body temperature, turgor pressure, and chemical reactions; * Exemplar Labs

Science Curriculum Framework 2006-2007 10 Time Frame: 3rd Six Weeks (page 1 of 1)

Unit Concepts: TAKS: Prentice Hall Chapters: Environmental Obj.2 12,13,15

Concept and Process TEKS: Recommended Labs: Suggested Resources: (reinforced TEKS in parenthesis) BISD 8th Grade Resource 8.11 A Manual 8.10 B 8.6 C (8.11) The student knows that Owls left over Websites: traits of species can change PH Textbook pg. 666 or http://www.nationalgeog through generations and that the Lab Aids #37 raphic.com/ngkids/surpri instructions for traits are se_main.html contained in the genetic material Bird Adaptation of the organisms. The student is PH Lab Manual pg. 87 expected to : Water Quality United Streaming: (A) identify that change in Activities for Middle http://www.unitedstrea environmental conditions Grade Science w/CBL2 ming.com/ can affect the survival of and TI individuals and of species; Geographical Features: Landforms. (8.10) The student knows that Pollution-Prevention with 100% Educational Videos (2000). complex interactions occur Rocks between matter and energy. PH Lab Manual pg. 59 On the Gulf: The student is expected to: Coastlines in Danger. Discovery Channel (A) describe interactions among School (2006). solar, weather, and ocean systems; and Biology: The Science of Life: Ecology: (8.6) The student knows that Organisms in Their interdependence occurs among Environment. United living systems. The student is Learning (2003) expected to: Cycle Series, The: The (C) describe interactions within Nitrogen Cycle. United ecosystems. Learning (1994).

Our Wondrous Oceans: Oceans, The Cradle of Life. United Learning. (1995). * Exemplar Labs

Science Curriculum Framework 2006-2007 11 Time Frame: 4th Six Weeks (page 1 of 2)

Unit Concepts: TAKS: Prentice Hall Chapters: Chemistry Obj.3 1 and 3

Concept and Process TEKS: Recommended Labs: Suggested Resources: (reinforced TEKS in parenthesis) BISD 8th Grade Resource 8.8 A, B Manual 8.9 A-D 8.10 A-C (8.8) The student knows that “First Introduction to Websites: matter is composed of atoms Molecular Models” Lab Aids (A) Describe the structure and parts of an atom. Edible Electrons (B) Identify the properties of an atom including mass and electrical charge. United Streaming: http://www.unitedstrea (8.9) The student knows that ming.com/ substances have chemical Alien Lab and physical properties Physical Science Types of reactions Text Series: Atomic (A) demonstrate that substances Teams Structure and the may react chemically to Periodic Table. United form new substances Evidence for chemical Learning (1998). (B) interpret information on the reactions periodic table to understand Physical Science: that physical properties are Where is the evidence (PH Elements, used to group elements Textbook pg. 44) Compounds, and (C) recognize the importance of Atoms. United Learning formulas and equations to (1998). express what happens in a chemical reaction Physical Science (D) identify that physical and Series: Phases of chemical properties Matter. United Learning influence the development (1998). and application of everyday materials such as cooking Physical Science surfaces, insulation, Series: Chemical adhesives, and plastics Reactions. United Learning (1998).

Unit Concepts: TAKS: Prentice Hall Chapters: Chemistry Obj.3 1 and 3

Concept and Process TEKS: Recommended Labs: Suggested Resources: (reinforced TEKS in parenthesis) 8.8 A, B BISD 8th Grade Resource 8.9 A-D Manual 8.10 A-C (8.10) The student knows that Its in the Bag Websites: complex interactions occur between matter and energy. Just add water (PH Textbook pg. 122) (A) Illustrate interactions between matter and energy Specific Heat in Metals including specific heat. (B) Describe interactions among solar, weather, and United Streaming: ocean systems (C) Identify and demonstrate that loss or gain heat energy occur during exothermic and endothermic chemical reactions.

Unit Concepts: TAKS: Prentice Hall Chapters: Physics Obj.4 3,4,5,6, and 7

Concept and Process TEKS: Recommended Labs: Suggested Resources: 8.7 A, B BISD 8th Grade Resource Manual (8.7) The student knows that Walk like me Websites: there is a relationship between www.utdanacenter.org/sci force and motion. Standing waves encetoolkit/instruction/sna pshots/8.php#b7 (A) Demonstrate how The Indy, Middle School unbalanced forces cause Science with Calculators changes in the speed or pg. 35 direction of an object’s motion Slinky Demo (B) Recognize that waves are generated and can travel Roller coaster lab through different media. Reflection and Absorption United Streaming: of Light, Earth Science http://www.unitedstreami ng.com/ with Computers pg. 23-1 Basics of Physics: Are All Sunglasses Created Exploring the Laws of Equal? Earth Science with Motion. United Learning Computers pg. 21 (2004).

Cycle Series, The: The Water Cycle. United Learning (1993).

* Exemplar Labs

Science Curriculum Framework 2006-2007 14 Time Frame: Sixth Six Weeks (page 1 of 1)

Unit Concepts: TAKS: Prentice Hall Chapters: Introduction to Biology 9th Bio Supplemental Resources

Concept and Process TEKS: Recommended Labs: Suggested Resources: (reinforced TEKS in parenthesis) BISD 8th Grade Resource Biology Manual

(BIO 10) The student knows Rat Dissection Website: that at all levels of nature, living things are found within other Edible Cells living systems. Levels of Organization of Living Things

Science Curriculum Framework 2006-2007 15 APPENDIX

Texas Essential Knowledge and Skills Fifth Grade Science (Texas Essential Knowledge and Skills for Science Subchapter A Elementary) http://www.tea.state.tx.us/rules/tac/chapter112/ch112a.html Texas Essential Knowledge and Skills for Science Subchapter B Middle School http://www.tea.state.tx.us/rules/tac/chapter112/ch112b.html Texas Essential Knowledge and Skills for Science Subchapter C High School http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html

Texas Assessment of Knowledge and Skills Objectives Fifth Grade http://www.tea.state.tx.us/student.assessment/resources/guides/study/ Gr5Rdg_Mth_Sci.pdf Eighth Grade http://www.tea.state.tx.us/student.assessment/resources/guides/study/ Gr8Sci.pdf Tenth Grade

http://www.tea.state.tx.us/student.assessment/resources/guides/study/ Gr10Mth_Sci.pdf

Eleventh Grade

http://www.tea.state.tx.us/student.assessment/resources/guides/study/ Gr11Mth_Sci.pdf

Science TEKS Toolkit Excerpts http://www.utdanacenter.org/sciencetoolkit Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods Web-Based Resources

National Science Education Standards http://www.nsta.org/standards

Science Curriculum Framework 2006-2007 16 Eighth Grade Recommended/Exemplar Labs

Six TEKS Recommended/Exemplar Source Weeks Labs Swing Time, Identifying Errors, Swing Time: PH Textbook pg. 17 Investigating Water , Metric Mania Identifying Errors: PH Lab Manual pg. xvi 8.1-8.7 Lessons, Dry Ice, Pangea Puzzle, Investigating Water: PH Lab Manual pp. 1-4 st 8.14 Rock Cycle (Crayon) Lab, Convection Lab: : PH Textbook pp. 117, 323 1 A,C; Convection Lab, Earth History Foss Identification of Rocks: Earth History Foss Kit 8.12 A Kit (Identification of Rocks), History from Rock: PH Lab Manual pg. 51 History from Rock

Lunar Cycle (Oreo Cookie) Lab, Lunar Cycle ( Oreo Cookie) Lab: Cur. Framework Planetary Foss (Lunar Cycle Note Lunar Cycle Flash Cards: Planetary Foss Kit cards), Life Cycle of a Star, Life Cycle of a Star Planetary Orbits, Astronomical All in the Family: PH Textbook pg. 355 8.13 A Units, Size of the Sun, composition Chromosomes and inheritance: PH Lab Manual pg. 8.11 B, nd of stars 74 2 C; 8.6 All in the Family, chromosomes and Bugs-Bugs-Bugs: Cur. Framework A,B inheritance, Bugs-Bugs-Bugs, Flower Lab: Cur. Framework Flower Lab, Punnett Square, Get the Get to the Beat: Cur. Framework Beat, Take a Deep Breath Take a Deep Breath: Cur. Framework

Owls Left Overs, Bird adaptation, Owls Left Overs: PH Textbook pg. 666 or Lab Aids Water quality, Pollution-Prevention #37 8.11 A; with Rocks, Biological succession, Bird Adaptation: PH Lab Manual pg. 87 3rd 8.10 B; Predator vs. Prey, Deer: Predation Water Quality: Activities for Middle Grade Science 8.6 C or Starvation, Succession in a Jar, w/CBL2 and TI Biological Magnification Pollution-Prevention with Rocks: PH Lab Manual pg. 59 Edible Electrons, Just add water Edible Electrons: Cur. Framework (Text Book pg122), Evidence for Alien Lab: Cur. Framework chemical change, Where is the Types of reactions Text Teams: Cur. Framework 8.10 A; evidence, Energy in a Chemical Evidence for chemical reactions: Cur. Framework th 8.9 A-C; 4 Reaction, Group reactions, Its in a Where is the evidence? PH Textbook pg. 44 8.8 A,B bag, Missing Alien, Specific Heat Its in the Bag: Cur. Framework w/ Metals Just add water: PH Textbook pg. 122 Specific Heat in Metals: Cur. Framework Walk like me, Indy Car, Slinky Walk like me: Cur. Framework Demo, Roller Coaster Lab, Pencil Standing waves: Cur. Framework Car or Indy Car, Ch.2 & 4 The Indy: Middle School Science with Calculators Techniques: Free Fall, Speed of pg. 35 falling objects, Falling Energy, Are Slinky Demo: PH Textbook pg. 142 th 8.13 A 5 all sunglasses created equal?, Roller coaster lab: Cur. Framework Reflection and absorption of light Reflection and Absorption of Light: Earth Science with Computers pg. 23 Are All Sunglasses Created Equal? Earth Science with Computers pg. 21 Dissecting Rats, Edible Cells, Rat Dissection: Cur. Framework Bio/ Levels of organizations of cells, Edible Cells: Cur. Framework th 6 IPC Painting of fish Levels of Organization of Living Things: Cur. TEKS Framework

Science Curriculum Framework 2006-2007 17 National Science Education Content Standards For Grades 5-8 Content Standard A: Science As Inquiry Abilities to do scientific inquiry Understandings about scientific inquiry B: Physical Science Properties and changes of properties in matter Motions and forces Transfer of energy C: Life Science Structure and function in living systems Reproduction and heredity Regulation and Behavior Populations and ecosystems Diversity and adaptations of organisms D: Earth and Space Structure of the earth system Earth’s history Earth in Science the solar system E: Science and Abilities of technological design Understandings about Technology science and technology F: Science in Personal Personal health Populations, resources, and and Social Perspectives environments Natural hazards Risks and benefits Science and technology in society G: History and Nature of Science as a human endeavor Nature of science Science History of science

Science Curriculum Framework 2006-2007 18