K � 8 Science TEKS Summit by Vi91bie8

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									                                  8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ :    8.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas
Safety Standards


Identify verb(s)   Demonstrate                               Bloom’s Taxonomy Level          Comprehension


Concept(s)         Safety during labs and field investigations



Prior knowledge    Scientific process safety – Safety learned from previous years
required/
supporting topic   TEKS statement same as in grade 6 and 7


Essential          Students need to show evidence of safe practices
knowledge          Prove the validity of safe practices.
(What students
are expected to
know and be able
to do)

Possible           Knowing the difference between safe practices and safety equipment.
misconceptions
or
comments/
suggestions
                                  8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8 .1B Practice appropriate use and conservation of resources including disposal, reuse, or recycling of
materials.


Identify verb(s)   Practice                                         Bloom’s Taxonomy Level              Application


Concept(s)         Appropriate use and conservation of resources – disposal, reuse, recycling


Prior knowledge    What a resource is
required/          Making informed choices in regards to conservation, disposal and recycling of materials
supporting topic   Know how to properly dispose of resources
                   How would you reuse
                   Process of recycling

                   TEKS statement same as in grade 6 and 7



Essential          Must be able to apply appropriate disposal usage, recycling process, and conservation of resources.
knowledge
(What students
are expected to
know and be able
to do)

Possible           Students not understanding that everything is not recyclable
misconceptions     Misconceptions about proper disposal of various materials – motor oil vs. bath water
or                 Can be taught in the context of pollution in addition to all lab activities throughout the year.
comments/
suggestions
                                  8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8. 2A Plan and implement comparative and descriptive investigations by making observations, asking
well-defined questions, and selecting and using appropriate equipment and technology.


Identify verb(s)   Plan, implement, making observations,        Bloom’s Taxonomy Level           Analysis, synthesis, application
                   asking, selecting, using


Concept(s)         Scientific processes and skills


Prior knowledge    Students will need to be familiar with science equipment and technology hardware and applications. The
required/          students will need to understand the concepts of compare and describe. Students must also have a foundation
supporting topic   in scientific experiment design.

                   TEKS statement same as in grade 6 and 7 except for qualifier selecting


Essential          Students are expected to know how to question throughout the scientific process and how to design and
knowledge          implement skills and equipment.
(What students
are expected to
know and be able
to do)

Possible           TEKS 2A and 2B go hand in hand. The verbs are slightly different, but getting the same overlying concept.
misconceptions
or
comments/
suggestions
                                 8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8. 2B Design and implement comparative and experimental investigations by making observations,
asking well-defined questions, formulating testable hypotheses and selecting and using appropriate equipment and
technology


Identify verb(s)   Design, implement, make observations,       Bloom’s Taxonomy Level           Analysis, synthesis, application
                   asking, formulating, selecting, using


Concept(s)         Scientific Process (Method)



Prior knowledge    Students will need to be familiar with science equipment and technology hardware and applications. Students
required/          must also have a foundation in scientific method and scientific experiment design. Students must know the
supporting topic   components of a testable hypothesis. They must also understand how to make and observation. Students
                   need a background in basic inquiry - how to question appropriately.

                   6.2.B and 7.2.B: Design and implement experimental investigations by making observations, asking well-
                   defined questions, formulating testable hypotheses, and using appropriate equipment and technology.


Essential          Designing comparative experimental investigations.
knowledge          How to ask well-defined questions.
(What students
are expected to
know and be able
to do)

Possible           TEKS 2A and 2B go hand in hand.
misconceptions
or
comments/
suggestions
                                 8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8. 2C Collect and record data using the International System of Units (SI) and qualitative means such as
labeled drawings, writing, and graphic organizers.
.

Identify verb(s)   Collect, record                                Bloom’s Taxonomy Level            Knowledge


Concept(s)         Qualitative and quantitative collection of data using method that is most appropriate



Prior knowledge    Knowing SI units
required/          Knowing how to measure
supporting topic   Knowing appropriate equipment to use to measure
                   Difference between qualitative and quantitative
                   How to record data within charts, graphs, etc.

                   TEKS statement same as in grade 6 and 7


Essential          Measure and record quantitative and qualitative data
knowledge
(What students
are expected to
know and be able
to do)

Possible           Difference between quantitative and qualitative
misconceptions     Students think SI units are metric units are the same.
or
comments/
suggestions
                                  8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ :     8. 2D Construct tables and graphs, using repeated trials and means, to organize data and identify
patterns.


Identify verb(s)   Construct, use, organize, identify            Bloom’s Taxonomy Level             Knowledge, analysis


Concept(s)         Construct and organize data collection method


Prior knowledge    Knowledge of various tables, charts, graphs, etc. and when it is appropriate to use each.
required/          Identifying patterns
supporting topic
                   TEKS statement same as in grade 7


Essential          Constructing appropriate tables, charts, graphs, etc, to display and analyze data.
knowledge          Identify patterns within data.
(What students
are expected to
know and be able
to do)

Possible
misconceptions
or
comments/
suggestions
                                 8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8. 2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by
the data, and predict trends


Identify verb(s)   Analyze, formulate, communicate, predict        Bloom’s Taxonomy Level   Analysis, synthesis


Concept(s)         Formulate and communicate data driven conclusions.


Prior knowledge    Experience communicating conclusions
required/          Be able to predict trends.
supporting topic   How to determine validity

                   TEKS statement same as in grade 6 and 7


Essential          Communicate valid conclusions and predict trends based on data.
knowledge
(What students
are expected to
know and be able
to do)

Possible           Determining validity.
misconceptions     Basing all conclusions on the data collected.
or
comments/
suggestions
                                   8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8. 3A 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 the scientific
evidence of those scientific explanations so as to encourage critical thinking by the student


Identify verb(s)    Analyze, evaluate, critique, use, examine,       Bloom’s Taxonomy Level              Analysis, synthesis, evaluation
                    encourage


Concept(s)          Critiquing scientific explanations using all evidence available and students’ critical thinking skills


Prior knowledge     Vocabulary: analyze, evaluate, critique, empirical, logical, experimental vs. observational testing
required/
supporting topic    TEKS statement same as in grade 6 and 7


Essential           Use critical thinking skills to analyze and critique scientific explanations
knowledge
(What students
are expected to
know and be able
to do)

Possible
misconceptions      Students knowing exactly what critical thinking really is.
or
comments/
suggestions
                                    8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8 .3B Use models to represent aspects of the natural world such as an atom, a molecule, space or a
geologic feature



Identify verb(s)   Use, represent                               Bloom’s Taxonomy Level         Knowledge, comprehension


Concept(s)         Use models to represent natural world.


Prior knowledge    Students being able to choose and develop appropriate model for use.
required/
supporting topic   6.3.B: Use models to represent aspects of the natural world such as a model of Earth’s layers.
                   7.3.B: Use models to represent aspects of the natural world such as human body systems, and plant and
                   animal cells.


Essential          How to use models to represent the natural world.
knowledge
(What students
are expected to
know and be able
to do)

Possible           Note: The such as is different among grades 6-8.
misconceptions
or
comments/
suggestions
                                  8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8. 3C Identify advantages and limitations of models such as size, scale, properties, and materials .



Identify verb(s)   Identify, compare                     Bloom’s Taxonomy Level            Knowledge, Analysis


Concept(s)         Identify advantages and limitations of models


Prior knowledge    Vocabulary: scale, advantages, limitations, properties – Understanding these concepts.
required/
supporting topic   TEKS statement same as in grade 6 and 7


Essential          The student will be able to identify advantages and limitations of models.
knowledge          How to evaluate size, scale, properties, and materials with regards to materials.
(What students
are expected to
know and be able
to do)

Possible           Students need to fully understand a limitation.
misconceptions     Comment: Students need to be able to transfer 3D model to a 2D model or vice versa.
or                 Example: With a solar system model, it is difficult to show size and distance to scale with the same model.
comments/
suggestions
                                  8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8. 3D Relate the impact of research on scientific thought and society including the history of science and
contributions of scientists as related to the content


Identify verb(s)   Relate                                         Bloom’s Taxonomy Level            Evaluation


Concept(s)         How does research impact scientific thought and society.


Prior knowledge    TEKS statement same as in grade 6 and 7
required/
supporting topic


Essential          The students will know how to identify an impact of research and how to relate that research to scientific
knowledge          thought and society.
(What students
are expected to
know and be able
to do)

Possible           Make sure that this concept is taught as related to the content.
misconceptions
or
comments/
suggestions
                                    8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8 .4A 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.


Identify verb(s)   Use, collect, record, analyze                   Bloom’s Taxonomy Level                   Knowledge, Application, Analysis


Concept(s)         Use appropriate tools to collect, record, and analyze information.


Prior knowledge    Being able to identify lab equipment appropriately.
required/          Students will know how to use lab journals
supporting topic
                   6.4.A: 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.
                   7.4.A: Use appropriate tools to collect, record, and analyze information including: life science models, hand lens, stereoscopes,
                   microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape
                   measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes,
                   collecting nets, insect traps, globes, digital cameras and journals/notebooks and other equipment as needed to teach the curriculum.



Essential          Use appropriate tools to collect, record, and analyze information.
knowledge
(What students
are expected to
know and be able
to do)

Possible           Students must identify which tools to use for each verb: collection, recording, analyzing etc.
misconceptions
or                 Note: Lab journals have been added to the list of tools. Students have been expected to use science
comments/          notebooks/journals since Kindergarten.
suggestions        Anemometers, psychrometers and spectroscopes are not listed at K-7 grade levels.
                                 8th Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 8. 4B 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.


Identify verb(s)   Use, be prepared                  Bloom’s Taxonomy Level        Application


Concept(s)         Proper use of safety equipment.


Prior knowledge    Use of safety equipment from previous years TEKS.
required/
supporting topic   TEKS statement same as in grade 6 and 7



Essential          Proper use of safety equipment listed in TEKS.
knowledge          Note: Safety equipment.
(What students
are expected to
know and be able
to do)

Possible           Difference between safety equipment, emergency safety equipment, and safety practices.
misconceptions
or
comments/
suggestions
                                                   8th Grade Strand: Matter

2010 TEKS OBJ : 8.5A 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.


Identify verb(s)               Describe                            Bloom’s Taxonomy Level          Comprehension


Concept(s)         Atomic Structure
                    -mass
                    -electrical charges
                    -location of subatomic particles


Prior knowledge    Vocabulary: mass, neutral
required/
supporting topic   6.5.A: Know that an element is a pure substance represented by chemical symbols.
                   6.5.B: Recognize that a limited number of the many known elements comprise the largest portion of solid Earth,
                   living matter, oceans, and the atmosphere.
                   6.5.C: Differentiate between elements and compounds on the most basic level.
                   7.6.A: Identify that organic compounds contain carbon and other elements such as hydrogen, oxygen,
                   phosphorus, nitrogen or sulfur.


Essential          Illustrate the structure of atoms (Bohr Model) indicating placement of charges and limitations of models
knowledge
(What students     Charges and location of sub-atomic particles.
are expected to
know and be able
to do)

Possible           Students commonly associate neutrons with negative charge
misconceptions     Create 2D and 3D models
or
comments/
suggestions
                                                  8th Grade Strand: Matter

2010 TEKS OBJ : 8. 5B Identify that protons determine an element’s identity, and valence electrons determine its chemical
properties including reactivity.


Identify verb(s)   Identify, determine              Bloom’s Taxonomy Level              Knowledge, comprehension


Concept(s)         How sub-atomic particles determine the identity and chemical properties of the element.


Prior knowledge    How to use Periodic Table of Elements
required/          Knowing the parts, charges, and locations of sub-atomic particles.
supporting topic
                   6.5.A: Know that an element is a pure substance represented by chemical symbols.
                   6.5.B: Recognize that a limited number of the many known elements comprise the largest portion of solid Earth,
                   living matter, oceans, and the atmosphere.
                   6.5.C: Differentiate between elements and compounds on the most basic level.
                   6.6.A: Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity or
                   malleability.
                   7.6.A: Identify that organic compounds contain carbon and other elements such as hydrogen, oxygen,
                   phosphorus, nitrogen or sulfur.


Essential          How sub-atomic particles (protons and electrons) determine the identity and chemical properties of the element
knowledge          including reactivity.
(What students     Read periodic table to identify # of valence electrons
are expected to    Placement of element determines its classification
know and be able   Know difference between an ion and an atom
to do)             Differentiate between physical and chemical properties (malleability vs. reactivity)

Possible           Incomplete understanding of physical and chemical properties, periodic table
misconceptions     Need to teach 5A and 5C before 5B.
or                 Note: Periodic Table is not explicitly addressed in detail before 8th grade.
comments/          Need additional discussions of element subgroups (i.e. noble gases)
suggestions
                                                   8th Grade Strand: Matter

2010 TEKS OBJ : 8. 5C Interpret the arrangement of the Periodic Table including groups and periods, to explain how
properties are used to classify elements


Identify verb(s)   Interpret, explain               Bloom’s Taxonomy Level           Comprehension


Concept(s)         Arrangement of The Periodic Table and use of Periodic table to classify elements.

                   Properties – physical and chemical


Prior knowledge    Know what an element is
required/          Know the what a chemical symbol is
supporting topic   6.5.A: Know that an element is a pure substance represented by chemical symbols.
                   6.5.B: Recognize that a limited number of the many known elements comprise the largest portion of solid Earth,
                   living matter, oceans, and the atmosphere.
                   6.5.C: Differentiate between elements and compounds on the most basic level.
                   7.6.A: Identify that organic compounds contain carbon and other elements such as hydrogen, oxygen,
                   phosphorus, nitrogen or sulfur.


Essential          Arrangement of The Periodic Table and use of Periodic table to classify elements.
knowledge
(What students
are expected to
know and be able
to do)

Possible           Lack of prior knowledge; holes in content
misconceptions
or                 8.5A and 8.5C need to be taught before 8.5B.
comments/
suggestions
                                                    8th Grade Strand: Matter

2010 TEKS OBJ : 8. 5D Recognize that chemical formulas are used to identify substances and determine the number of
atoms of each element in chemical formulas containing subscripts


Identify verb(s)   Recognize, determine                  Bloom’s Taxonomy Level         Knowledge, Comprehension, Application


Concept(s)         Importance of chemical formulas and identification of the number of atoms of each element.
                   Use of subscripts


Prior knowledge    NEW topic
required/          Basic understanding of atomic structure
supporting topic   Understanding of subscript
                   Chemical symbols – what they are
                   Differentiate between element and compound

                   Prior TEKS: NONE


Essential          Chemical formula represents a specific substance and that the number of atoms of each element determines
knowledge          the substance.
(What students       - write and interpret chemical formulas
are expected to
know and be able
to do)

Possible           Coefficients are presented in 8.5.F. Teach subscripts first, not at the same time as coefficients.
misconceptions     Students need to know the number of atoms present when no subscript is written.
or                 Math skills lacking
comments/          This TEKS statement is about chemical formulas, not equations.
suggestions
                                                  8th Grade Strand: Matter

2010 TEKS OBJ : 8. 5E Investigate how evidence of chemical reactions indicate that new substances with different
properties are formed.


Identify verb(s)   Investigate                      Bloom’s Taxonomy Level           Application


Concept(s)         In a chemical reaction, new substances are formed.


Prior knowledge    Know what a chemical reaction is; Know what a substance is
required/          Know physical vs. chemical change
supporting topic   Understanding of chemical properties

                   6.5.D: 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.
                   6.6.A: Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity or
                   malleability.
                   6.6.C: Test the physical properties of minerals including hardness, color, luster, and streak.
                   7.6.B: Distinguish between physical and chemical changes in matter in the digestive system.


Essential          Chemical reactions form new substances with different properties than the original substance.
knowledge            - be able to recognize a chemical change has taken place from evidence (temperature change, gas
(What students     produced, precipitate forms, color change)
are expected to
know and be able
to do)

Possible           Difference between chemical and physical properties.
misconceptions     Investigate means students perform a lab activity.
or                 Example: AgNO3 + NaCl  AgCl + NaNO3 Mixing 2 clear liquid solutions will form a solid ( AgCl ).
comments/
suggestions
                                                    8th Grade Strand: Matter

2010 TEKS OBJ : 8. 5F Recognize whether a chemical equation containing coefficients is balanced or not and how that
relates to the law of conservation of mass


Identify verb(s)   Recognize, relate                                Bloom’s Taxonomy Level          Knowledge, Comprehension


Concept(s)         Law of Conservation of Mass – recognizing if chemical equations are balanced or not.
                   Math skills – multiplication and addition


Prior knowledge    New Topic
required/          Formulas, subscripts, coefficients
supporting topic   Law of Conservation of Mass

                   Prior TEKS: NONE


Essential          Law of Conservation of Mass – recognizing if chemical equations are balanced or not.
knowledge          Explain relationship of chemical change to Conservation of Mass
(What students     Can’t change subscripts, only coefficients
are expected to    Know the parts of the equation
know and be able
to do)

Possible           Students not understanding what a coefficient and subscript are or how to apply it; don’t have to balance it only
misconceptions     recognize that the equation is balanced or not
or                 Not understanding the Law of Conservation of Mass
comments/
suggestions
                                         8th Grade Strand: Force, Motion and Energy

2010 TEKS OBJ : 8. 6A Demonstrate and calculate how unbalanced forces change the speed or direction of an object’s
motion.


Identify verb(s)   Demonstrate, Calculate                        Bloom’s Taxonomy Level             Comprehension, Application


Concept(s)         Forces, Unbalanced forces
                   Speed, Direction, Motion
                   Change in speed or direction affects object’s motion


Prior knowledge    Force – a push or a pull
required/          Recognize an unbalanced force; Calculate speed – change in distance over time
supporting topic
                   6.8.B: Identify and describe the changes in position, direction, and speed of an object when acted upon by
                   unbalanced forces.
                   6.8.C: Calculate average speed using distance and time measurements.
                   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.
                   7.7.C: Demonstrate and illustrate forces that affect motion in everyday life, such as emergence of seedlings,
                   turgor pressure, and geotropism.


Essential          Students must show how unbalanced forces change the speed and direction of the motion of an object and
knowledge          calculate/ measure the change in speed and direction.
(What students     Must be able to calculate speed and graph it.
are expected to    Speed = distance / time
know and be able
to do)

Possible           Reading graphs and interpreting and extrapolating data are skills that require continuous reinforcing.
misconceptions     Acceleration describes any change in velocity, whether it is increasing or decreasing.
or                 Lack of math skills will hamper success.
comments/
suggestions
                                         8th Grade Strand: Force, Motion and Energy

2010 TEKS OBJ : 8. 6B Differentiate between speed, velocity and acceleration



Identify verb(s)   Differentiate                                 Bloom’s Taxonomy Level             Analysis


Concept(s)         Speed; Velocity
                   Acceleration


Prior knowledge    Calculating speed
required/          Understanding of speed vs. velocity
supporting topic
                   6.8.C: Calculate average speed using distance and time measurements.


Essential          Students must be able to tell compare and contrast speed, velocity and acceleration.
knowledge
(What students
are expected to
know and be able
to do)

Possible           Students will have difficulty clarifying the differences between the three terms.
misconceptions     Speed, velocity and acceleration are often used incorrectly in the media.
or                 Acceleration describes any change in velocity, whether it is increasing or decreasing.
comments/
suggestions
                                         8th Grade Strand: Force, Motion and Energy

2010 TEKS OBJ : 8. 6C 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 .


Identify verb(s)    Investigate, Describe, Apply         Bloom’s Taxonomy Level          Knowledge, Comprehension, Application


Concept(s)          Newton’s Laws (Inertia, Force and Acceleration, Action – Reaction)
                    Tectonic forces


Prior knowledge     Force and motion; Friction; Gravity; Potential and Kinetic Energy
required/
supporting topic    6.8.C: Calculate average speed using distance and time measurements.
                    6.8.D: Measure and graph changes in motion.


Essential           Students must investigate and be able to describe and apply their knowledge of Newton’s Laws of Motion to
knowledge           “real life” examples.
(What students      Needs lots of independent practice through hands on activities
are expected to     F = ma
know and be able
to do)

Possible            This is new to eighth grade; was previously covered in 6th and 7th grades in old TEKS.
misconceptions      Students believe the exhaust from rockets pushes against the ground and this causes the rocket to move in the
or                  opposite direction.
comments/           Difficulty recognizing what law is in “action” or if more than one is occurring
suggestions
                                         8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8. 7A Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves
around the sun causing changes in seasons


Identify verb(s)   Model, Illustrate                             Bloom’s Taxonomy Level            Comprehension, Application


Concept(s)         Earth’s rotation and Earth’s revolution; Tilt of Earth’s Axis
                   Cause of change from day to night; Cause of change of seasons


Prior knowledge    The Earth’s rotation on its axis every 24 hours causes day and night.
required/          The Earth’s revolution around the Sun over a period of approximately 365 days and the tilt of its axis causes
supporting topic   the change of seasons.
                   Seasons in the Northern Hemisphere are opposite to those in the Southern Hemisphere.

                   5.8.C: Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night
                   cycle and the apparent movement of the Sun across the sky.


Essential          Students must be able to model and clearly show, in some way, the rotation of the Earth on its axis that causes
knowledge          day and night.
(What students     Students must be able to model and clearly show how the revolution of the Earth and the tilt of its axis cause
are expected to    the change in seasons.
know and be able   They must recognize the tilt is remains stationary throughout the revolution.
to do)

Possible           This TEKS has moved from 7th to 8th.
misconceptions     Students believe the Earth’s “wobble” on its axis causes the Earth to tilt back and forth, towards and away from
or                 the Sun and causes the change in the seasons.
comments/
suggestions
                                          8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8.7B Demonstrate and predict the sequence of events in the lunar cycle.


Identify verb(s)   Demonstrate, Predict                      Bloom’s Taxonomy Level        Comprehension, Application


Concept(s)         Recognize phases of the Moon that form a cycle
                   Patterns


Prior knowledge    Half of the Moon’s surface is constantly illuminated with reflected light from the Sun.
required/          Our perspective of the Moon changes because our position on the Earth changes relative to the Moon due to
supporting topic   Earth’s rotation and the Moon’s revolution around the Earth approximately every 28 days.
                   The Moon only appears to change shape due to our point of view of the illuminated portion of the Moon’s
                   surface.

                   5.8.D: Identify and compare the physical characteristics of the Sun, Earth, and Moon.


Essential          Students must clearly show the sequence of events that form the lunar cycle as well as length of cycle and are
knowledge          able to predict events as a result.
(What students     -Must know the phases of the Moon (new, waxing crescent, 1st quarter, waxing gibbous, full, waning gibbous,3rd
are expected to    quarter, waning crescent) in order.
know and be able   Must build a model if they are responsible for demonstrating sequence of events.
to do)

Possible           This TEKS moved from 7th to 8th.
misconceptions     Students erroneously believe the shadow of the Earth causes the phases of the Moon.
or                 Adding a discussion of eclipses will enhance understanding of the Sun-Earth-Moon system.
comments/          This is not a vocabulary lesson; students must understand movements of the Sun-Earth-Moon system.
suggestions
                                             8th Grade: Earth and Space Science

2010 TEKS OBJ :    8 .7C Relate the position of the Moon and Sun to their effect on ocean tides


Identify verb(s)   Relate                               Bloom’s Taxonomy Level          Comprehension


Concept(s)         Earth, Moon, Sun System
                   Rotation and Revolution of the Moon and Earth in relation to each other and the Sun
                   Tides, Gravity


Prior knowledge    Gravity
required/          Position and movement of the Earth and Moon relative to the Sun and the position and movement of the Moon
supporting topic   and Earth relative to each other
                   Phases of the Moon

                   6.11.B: Understand that gravity is the force that governs the motion of our solar system.


Essential          Students must be able to tell how the Sun’s and Moon’s gravitational pull on the Earth’s oceans cause high and
knowledge          low tides on the Earth.
(What students     Most coastal areas experience two daily high (and two low) tides.
are expected to
know and be able
to do)

Possible           New to 8th grade
misconceptions     Students may believe only the Moon is responsible for tides.
or                 Knowing tide names (spring tide, neap tide) is necessary in order to fully understand Sun-Earth-Moon system.
comments/
suggestions
                                         8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8. 8A Describe components of the universe including stars, nebulae and galaxies, and use models such
as the Herztsprung-Russell diagram for classification


Identify verb(s)   Describe, use                                 Bloom’s Taxonomy Level            Comprehension, Application


Concept(s)         Components of the universe
                   Classification of stars


Prior knowledge    Understand models – how to use and limitations
required/          Basic understanding of a system
supporting topic
                   Prior TEKS: NONE


Essential          The students will be able to describe stars, nebulae and galaxies. They will also need to be able to use models
knowledge          for classification of components of the universe.
(What students     Model and classify star evolution using the HR diagram
are expected to
know and be able
to do)

Possible           New to 8th grade
misconceptions     Students have difficulty interpreting the HR diagram correctly
or                 Students have difficulty conceptualizing the size of galaxies.
comments/          TEKS statement 8.3.A lists spectroscopes as necessary equipment.
suggestions
                                         8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8. 8B Recognize that the Sun is a medium-sized 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


Identify verb(s)   Recognize                                      Bloom’s Taxonomy Level          Knowledge


Concept(s)         Sun – size, shape, and location


Prior knowledge    Disc-shaped galaxy; Galaxy shapes; Light years
required/          Be able to differentiate between star sizes
supporting topic   Limitations of models

                   5.8.D: Identify and compare the physical characteristics of the Sun, Earth, and Moon.
                   6.1..A: Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons,
                   meteors, asteroids, and comets.


Essential          Recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun
knowledge          is many thousands of times closer to Earth than any other star.
(What students       -star size
are expected to      -distance proximity
know and be able     -shape of the galaxy
to do)

Possible           Light years measures distance and not light.
misconceptions     The Sun thought to be biggest star.
or                 Students need to learn perspectives (disc vs. spiral)
comments/
suggestions
                                          8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8. 8C 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.


Identify verb(s)   Explore                                  Bloom’s Taxonomy Level                     Comprehension


Concept(s)         How the electromagnetic spectrum is used to gain information about the universe.
                   - electromagnetic spectrum
                   - wavelengths of light


Prior knowledge    NEW TOPIC
required/          Components of the universe (8.8.B)
supporting topic   Properties of stars (8.8.A)
                   5.6.C: Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to
                   another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces, and
                   refracted such as the appearance of an object when observed through water.
                   6.6.A: Explore the uses of energy including mechanical, light, thermal, electrical, and sound energy.


Essential          Use and understand how the electromagnetic spectrum can be used to gain information about distances and
knowledge          properties of components in the universe.
(What students     - know the different components of the electromagnetic spectrum
are expected to    - know how wavelength is measured
know and be able   - recognize sources of the electromagnetic spectrum
to do)

Possible           New to 8th Grade
misconceptions     Need to include “real world” examples of how the energy is transformed through the electromagnetic spectrum
or
comments/
suggestions
                                         8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8. 8D Model and describe how light years are used to measure distances and sizes in the universe.


Identify verb(s)   Model, describe                                Bloom’s Taxonomy Level             Comprehension


Concept(s)         Light years


Prior knowledge    NEW topic
required/          Creation of models
supporting topic   Measuring skills

                   Prior TEKS: NONE


Essential          Model and describe how light years are used to measure distances and sizes in the universe
knowledge           - know light years measure distance
(What students      - limitation of models
are expected to     - students need to create models
know and be able
to do)

Possible           Light years measure the distance light travels in a certain period of time, not the amount of light
misconceptions     Understanding the limitations of models
or                 Students must create models.
comments/
suggestions
                                         8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8. 8E Research how scientific data are used as evidence to develop scientific theories to describe the
origin of the universe


Identify verb(s)   Research                                     Bloom’s Taxonomy Level           Comprehension


Concept(s)         Theories of the origin of the universe



Prior knowledge    Research skills
required/          Knowledge of process skills
supporting topic
                   Prior TEKS: NONE


Essential          Know the theories of the origins of the universe and the evidence that supports those theories.
knowledge          Understand theories can be accepted, dismissed, changed or be modified as new evidence is discovered
(What students
are expected to
know and be able
to do)

Possible           This TEKS statement does not mean students will write reports summarizing origin of universe theories.
misconceptions     Students must look at how the data are used.
or
comments/          Examples of theories: Big Bang Theory, Big Bounce Theory
suggestions
                                         8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8. 9A Describe the historical development of evidence that supports plate tectonic theory


Identify verb(s)   Describe                                       Bloom’s Taxonomy Level            Comprehension


Concept(s)         Evidence that supports plate tectonic theory


Prior knowledge    Understanding of plate tectonic theory
required/          Knowledge of tectonic plates and layers of the Earth
supporting topic
                   5.7.D: Identify fossils as evidence of past living organisms and the nature of the environments at the time using
                   models.
                   6.10.C: Identify the major tectonic plates including Eurasian, African, Indo-Australian, Pacific, North American,
                   and South American.
                   6.10.D: Describe how plate tectonics causes major geological events, such as ocean basins, earthquakes,
                   volcanic eruptions, and mountain building.


Essential          Give an account, in words, the historical evidence that supports plate tectonic theory.
knowledge          - Wegner’s Continental Drift Theory and evidence
(What students     - Seafloor spreading
are expected to    - Occurrence and location of earthquakes and volcanoes
know and be able
to do)

Possible           Emphasize relationship between Plate Tectonic Theory and Continental Drift Theory
misconceptions
or
comments/
suggestions
                                          8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8 .9B Relate plate tectonics to the formation of crustal features.


Identify verb(s)   Relate                                      Bloom’s Taxonomy Level              Application


Concept(s)         Plate tectonics- resulting crustal features/ landforms



Prior knowledge    Know crustal features (land forms); Know and understand plate tectonics; Know layers of the Earth
required/
supporting topic   6.10.D: Describe how plate tectonics causes major geological events, such as ocean basins, earthquakes,
                   volcanic eruptions, and mountain building.


Essential          Relate plate tectonics to the formation of crustal features
knowledge          Convergent, divergent and strike-slip (transform) boundaries
(What students      - mountain building, volcanoes, earthquakes, rift zones
are expected to
know and be able
to do)

Possible           Distinguish between the different boundaries
misconceptions     Requires lots of modeling
or
comments/          Students do not have a lot of prior knowledge about oceanic crustal features.
suggestions
                                           8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8. 9C Interpret topographic maps and satellite views to identify land and erosional features and predict
how these features may be reshaped by weathering


Identify verb(s)   Interpret, identify, predict           Bloom’s Taxonomy Level         Comprehension, application, synthesis


Concept(s)         Use of topographic maps and satellite views to identify land and erosional features
                   Weathering


Prior knowledge    Be able to read and identify structures topographic maps and satellite views
required/          Know what weathering is and analyze effects
supporting topic   Knowledge of landforms such as caves, beaches, deltas, changes in river flow

                   5.7.B: Recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s
                   surface by wind, water, and ice.
                   7.8.B: Analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas.


Essential          Look at map (topographic and satellite view) and identify land and erosional features, then use that information
knowledge          to predict changes made by physical and chemical weathering.
(What students
are expected to
know and be able
to do)

Possible           Moved from 6th to 8th (old TEKS vs. new TEKS)
misconceptions     Lack of map reading skills and math skills will be a problem
or                 Differentiating between weathering and erosion.
comments/
suggestions        Use Google Earth: http://earth.google.com/
                   Introduce by showing pre- and post-Ike images of Bolivar Peninsula
                                         8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8 .10A Recognize that the Sun provides the energy that drives convection within the atmosphere and
oceans, producing winds and ocean currents


Identify verb(s)   Recognize                                     Bloom’s Taxonomy Level            Knowledge


Concept(s)         Sun provides energy for convection currents in the oceans and atmosphere.


Prior knowledge    Basic understanding of convection.
required/          Basic understanding of energy transformations
supporting topic
                   6.9.A: Investigate methods of thermal energy transfer including conduction, convection, and radiation


Essential          The students will know that the Sun provides the energy that drives convection within the atmosphere and
knowledge          oceans.
(What students
are expected to
know and be able
to do)

Possible           Idea that Sun drives entire process
misconceptions     Differentiating between conduction and convection
or                 8.10A needs to be taught before 8.10B
comments/
suggestions        GEMS Ocean Currents Guide has easy ways to model ocean currents.
                   http://www.lhsgems.org/oceancurrents.html
                                         8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8 .10B Identify how global patterns of atmospheric movement influence local weather using weather
maps that show high and low pressures and fronts


Identify verb(s)   Identify, use                                 Bloom’s Taxonomy Level            Knowledge


Concept(s)         How global atmospheric movement affects local weather.
                   Relationship between global patterns and local weather.


Prior knowledge    Practice with weather maps; Know high and low pressures and fronts
required/          6.9.A: Investigate methods of thermal energy transfer including conduction, convection, and radiation
supporting topic   6.9.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.


Essential          Students will use weather maps to identify how global atmospheric patterns influence local weather.
knowledge          - identify weather symbols on a map
(What students     - atmospheric temperature variations influence the development of high and low pressure and the presence of
are expected to    fronts
know and be able
to do)

Possible           Moved from 6th to 8th (old TEKS vs. new TEKS)
misconceptions     Misconception differentiating climate and weather.
or
comments/
suggestions
                                         8th Grade Strand: Earth and Space Science

2010 TEKS OBJ : 8 .10C Identify the role of the oceans in the formation of weather systems, such as hurricanes


Identify verb(s)   Identify                                       Bloom’s Taxonomy Level            Knowledge


Concept(s)         Identify the role of the oceans in the formation of weather systems


Prior knowledge    Ocean systems; Water cycle; Weather systems; Convection currents; Energy transformations
required/          6.9.A: Investigate methods of thermal energy transfer including conduction, convection, and radiation
supporting topic   7.8.A: Predict and describe how different types of catastrophic events impact ecosystems, such as floods,
                   hurricanes, or tornadoes.


Essential          Identify the role of the oceans in the formation of weather systems, such as hurricanes
knowledge            - temperatures of large bodies of water affect the temperature of the air above the water
(What students       - the processes that form hurricanes and where they form
are expected to
know and be able
to do)

Possible           Moved from 6th to 8th
misconceptions     Differentiating among convection, conduction, and radiation
or
comments/
suggestions
                                      8th Grade Strand: Organisms and Environments

2010 TEKS OBJ : 8. 11A Describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food
webs in marine, freshwater and terrestrial ecosystems.
.

Identify verb(s)   Describe                                     Bloom’s Taxonomy Level            Comprehension


Concept(s)         Describe relationships in food webs in various ecosystems.


Prior knowledge    Students must know the following:
required/          Producer, consumer; Predator, prey; Parasite, host relationship
supporting topic   Food Web, food chain
                   Marine, freshwater, and terrestrial ecosystem

                   5.9.B: Describe how the flow of energy derived from the Sun, used by producers to create their own food, is
                   transferred through a food chain and food web to consumers and decomposers.


Essential          Describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs in
knowledge          marine, freshwater and terrestrial ecosystems.
(What students
are expected to
know and be able
to do)

Possible           Confusion distinguishing producers and consumers.
misconceptions     Students do not understand that food chains and webs show energy relationships.
or                 Students draw food chains with arrows in wrong direction (not the same as energy flow).
comments/
suggestions
                                      8th Grade Strand: Organisms and Environments

2010 TEKS OBJ : 8 .11B 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.


Identify verb(s)   Investigate                              Bloom’s Taxonomy Level        Application


Concept(s)         Knowing how organisms depend on and compete for biotic and abiotic factors.



Prior knowledge    Biotic, abiotic
required/          Life sustaining needs of organisms
supporting topic   Definition of population; Understanding what is an ecosystem

                   5.9.A: Observe the way organisms live and survive in their ecosystem by interacting with the living and non-
                   living elements.
                   6.12.E: Describe biotic and abiotic parts of an ecosystem in which organisms interact.
                   7.10.A: Observe and describe how different environments, including microhabitats in schoolyards and biomes,
                   support different varieties of organisms.


Essential          Students will need to understand how organisms depend on and compete for biotic and abiotic factors within an
knowledge          ecosystem. Students must use investigation skills.
(What students
are expected to
know and be able
to do)

Possible           Differentiating between abiotic and biotic factors.
misconceptions     Note: TEKS statement says investigate – students must do a lab activity.
or
comments/
suggestions
                                       8th Grade Strand: Organisms and Environments

2010 TEKS OBJ : 8 .11C Explore how short and long-term environmental changes affect organisms and traits in
subsequent populations


Identify verb(s)   Explore                                      Bloom’s Taxonomy Level           Comprehension


Concept(s)         How environmental changes affect organisms over time.



Prior knowledge    Knowledge of traits is limited.
required/          Environmental changes
supporting topic   Definition of populations

                   5.9.C: Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the
                   overpopulation of grazers or the building of highways.
                   7.10.C: Observe, record, and describe the role of ecological succession such as in a microhabitat of a garden
                   with weeds.


Essential          How environmental changes affect organisms over time.
knowledge
(What students
are expected to
know and be able
to do)

Possible           Misconception: Students think adaptations happen to individual organisms. Adaptations happen to
misconceptions     populations.
or                 Teachers need to be cognizant of verb “Explore”
comments/
suggestions
                                      8th Grade Strand: Organisms and Environments

2010 TEKS OBJ : 8. 11D Recognize human dependence on ocean systems and explain how human activities such as
runoff, artificial reefs, or use of resources have modified these systems.


Identify verb(s)   Recognize, Explain                            Bloom’s Taxonomy Level           Knowledge, Comprehension


Concept(s)         Interactions between humans and ocean systems.



Prior knowledge    Ocean systems; Runoff; Reefs; Resources
required/          Definition of dependence
supporting topic
                   5.8.B: Explain how the Sun and the ocean interact in the water cycle.
                   7.8.C: Model the effects of human activity on ground water and surface water in a watershed.


Essential          Recognize interdependence and interactions between humans and ocean systems.
knowledge
(What students
are expected to
know and be able
to do)

Possible           Difficulty narrowing teaching concepts for this TEKS.
misconceptions
or
comments/
suggestions

								
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