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

1.A: demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

 Diffusion
 Hearing: Frequency and Volume

 Field Investigations
 Lab Safety

2: The student uses scientific inquiry methods during laboratory and field investigations.

2.A: plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

 Diffusion
 Effect of Environment on New Life Form
 Hearing: Frequency and Volume
 Pendulum Clock
 Real-Time Histogram
 Sight vs. Sound Reactions
 Time Estimation

2.B: design and implement comparative and experimental investigations by making observations, asking well-defined questions,

 Diffusion
 Effect of Environment on New Life Form
 Hearing: Frequency and Volume
 Pendulum Clock
 Real-Time Histogram
 Sight vs. Sound Reactions
 Time Estimation

 Lab Safety

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


 Recording Data

2.D: construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

 Diffusion
 Effect of Temperature on Gender
 Seed Germination

3: The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

3.A: 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;


 Hypotheses and Theories
 Science and the Media

3.B: use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;

 Element Builder

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

4.A: 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; and

 Triple Beam Balance

 Hypotheses and Theories
 Lab Safety
 Science and the Media

4.B: 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.


 Lab Safety

5: The student knows that matter is composed of atoms and has chemical and physical properties.

5.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;

 Element Builder

5.B: identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity;

 Element Builder

 Chemical Properties

5.C: interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements;

 Ionic Bonds

 Chemical Properties

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;

 Chemical Equations

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

 Balancing Chemical Equations
 Chemical Equations

6: The student knows that there is a relationship between force, motion, and energy.

6.A: demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion;

 Fan Cart Physics

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.

 Fan Cart Physics

7: The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon.

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;

 Seasons Around the World
 Seasons in 3D
 Seasons: Earth, Moon, and Sun
 Seasons: Why do we have them?

7.B: demonstrate and predict the sequence of events in the lunar cycle; and

 Phases of the Moon

7.C: relate the position of the Moon and Sun to their effect on ocean tides.

 Tides

8: The student knows characteristics of the universe.

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

 H-R Diagram

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;

 Doppler Shift

9: The student knows that natural events can impact Earth systems.

9.A: describe the historical development of evidence that supports plate tectonic theory;

 Building Pangaea

9.B: relate plate tectonics to the formation of crustal features; and

 Plate Tectonics

9.C: interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.

 Building Topographic Maps
 Reading Topographic Maps

11: The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.

11.A: describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;

 Coral Reefs 1 - Abiotic Factors
 Forest Ecosystem
 Prairie Ecosystem

11.C: explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; and

 Coral Reefs 1 - Abiotic Factors

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.

 Coral Reefs 1 - Abiotic Factors
 Coral Reefs 2 - Biotic Factors

Content correlation last revised: 10/30/2009

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.