Unit 00: Introduction: Processes for Scientific Investigations

(2 classes for the entire unit)

Students demonstrate safe practices as described in the Texas Education Agency-approved safety standards. Please refer to the TEKS Resource System Resource “Science Notebooking: A Reflective Tool for Assessing Student Understanding” (Secondary) for more information. Consider having students use scientific practices to engage in a short descriptive investigation regarding safety to begin working and thinking like a scientist and to give a purpose to begin using the science notebook.

The introduction unit is an opportunity to introduce the course through the lens of the Overarching Understandings (big ideas). Throughout the school year, students need to continually look at instances of natural phenomena through the big ideas of systems, classifications, properties, patterns, models, constancy, and change. These terms are included in the Key Content Vocabulary, and students should be questioned throughout each unit for instances of these big ideas. Additionally, students need to be continually aware of the processes involved in their “doing” of science.

The scientific processes are very similar throughout every science course, beginning in Kindergarten. Students may need some direct instruction on the purpose and properties of scientific processes; however, it is intended for students to develop a deep understanding of the scientific processes by using them in the context of the content of this course, throughout every unit of this course. There are no Performance Assessments or assessment items associated with the introduction.

TEKS in this unit: 6.1A, 6.1B, 6.2A, 6.2B, 6.2C, 6.2D, 6.2E, 6.3A, 6.3B, 6.3C, 6.3D, 6.4A, 6.4B

Unit 01: Investigating Chemicals

(15 classes for the entire unit)

This is students’ first experience with the concepts of elements, compounds, and chemical change. Students learn that an element is the simplest pure substance made up of one kind of matter, which is represented by a chemical symbol on the Periodic Table, and a compound is a pure substance composed of two or more elements and represented by a chemical formula. Students use scientific practices and a variety of tools to investigate elements, compounds, and the formation of new substances by using the evidence of a possible chemical change. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 6.1A, 6.1B, 6.2A, 6.2B, 6.2C, 6.2D, 6.2E, 6.3A, 6.3B, 6.3C, 6.3D, 6.4A, 6.4B, 6.5A, 6.5C

Unit 02: Investigating Properties of Matter

(17 classes for the entire unit)

Students use scientific practices and a variety of tools to investigate the physical properties of matter. They use physical properties to compare metals, nonmetals, and metalloids. Students use the Periodic Table to identify the locations of metals, nonmetals, and metalloids for the purpose of seeing how substances with like properties are classified. Additionally, students calculate density to identify an unknown substance and test the physical properties of minerals. Students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

Note: Students will be allowed the use of calculators on the Grade 8 Science STAAR Assessment.

In Grade 6 Mathematics, students are concurrently learning to divide positive rational numbers to include decimal dividends and divisors (6.3E). Since students have not yet mastered solving for quotients, including dividends and divisors with decimals, science teachers are encouraged to work closely with the mathematics teachers to ensure the same language and processes are being taught in both content areas with regards to calculating density. Therefore, teachers may want to consider restricting the numbers and mathematics to solving division problems with decimals, in which the four-digit dividend (mass) may be a decimal and the two-digit divisor (volume) is a whole number with a quotient (density) limited to the hundredths (5.3G), or allow students to use calculators during this unit. If restricting numbers is implemented, it is recommended to revisit calculating density later in the year to measure the density of objects and hold students accountable for solving for quotients, including dividends and divisors with decimals (6.3E).

TEKS in this unit: 6.1A, 6.1B, 6.2A, 6.2B, 6.2C, 6.2D, 6.2E, 6.3A, 6.3B, 6.3C, 6.3D, 6.4A, 6.4B, 6.6A, 6.6B, 6.6C

Unit 03: Investigating Force and Motion

(23 classes for the entire unit)

Students use scientific practices and a variety of tools to investigate concepts of force and motion. Students are introduced to kinetic and potential energy for the first time. They compare and contrast kinetic and potential energy in the context of force and motion. Students identify and describe the effects of unbalanced forces on an object’s position, direction, and speed; calculate average speed; and measure and graph changes in motion including distance over time and speed over time. Students also investigate how inclined planes can be used to change the amount of force used to move an object. Students compare the forces needed to move objects with and without inclined planes. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

Note: Students will be allowed the use of calculators on the Grade 8 Science STAAR Assessment.

In Grade 6 Mathematics, students are concurrently learning to divide positive rational numbers to include decimal dividends and divisors (6.3E). Science teachers are encouraged to work closely with the mathematics teachers to ensure the same language and processes are being taught in both content areas with regards to calculating average speed. This unit provides the opportunity for students to practice previously learned mathematics concepts. Grade 6 Science students utilized the same mathematics processes to calculate density.

TEKS in this unit: 6.1A, 6.2A, 6.2B, 6.2C, 6.2D, 6.2E, 6.3A, 6.3B, 6.3C, 6.3D, 6.4A, 6.4B, 6.8A, 6.8B, 6.8C, 6.8D, 6.8E

Unit 04: Investigating Energy Resources and Transformations

(13 classes for the entire unit)

Students research the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources. Students use scientific practices and a variety of tools to investigate and demonstrate energy transformations and identify examples of potential and kinetic energy. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 6.1A, 6.1B, 6.2A, 6.2C, 6.2D, 6.2E, 6.3A, 6.3B, 6.3C, 6.4A, 6.4B, 6.7A, 6.8A, 6.9C

Unit 05: Investigating Thermal Energy

(10 classes for the entire unit)

Students use scientific practices and a variety of tools to investigate methods of thermal energy transfer in a system, including conduction, convection, and radiation. They also investigate predictable patterns in the movement of thermal energy, such as an ice cube melting. Students describe how the transfer of thermal energy relates to the law of conservation of energy. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards, and consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 6.1A, 6.2A, 6.2B, 6.2C, 6.2D, 6.2E, 6.3A, 6.3B, 6.3C, 6.4A, 6.4B, 6.9A, 6.9B

Unit 06: Investigating Earth Materials

(15 classes for the entire unit)

Students construct a model to illustrate the structural layers of the Earth and identify the advantages and limitations of their models. Students use scientific practices and a variety of tools to investigate and classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation within the rock cycle. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 6.1A, 6.1B, 6.2A, 6.2C, 6.2D, 6.2E, 6.3A, 6.3B, 6.3C, 6.3D, 6.4A, 6.4B, 6.5B, 6.10A, 6.10B

Unit 07: Investigating Plate Tectonics

(15 classes for the entire unit)

Students use scientific practices and a variety of tools to investigate and describe how plate tectonics causes major geologic events. They build on the prior knowledge of convection, the asthenosphere, and the lithosphere to gain an understanding of plate movement. Students also identify major tectonic plates. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 6.1A, 6.2A, 6.2C, 6.2E, 6.3A, 6.3B, 6.3C, 6.3D, 6.4A, 6.4B, 6.10C, 6.10D

Unit 08: Investigating the Solar System

(12 classes for the entire unit)

Students use scientific practices and a variety of tools to investigate and describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, and comets. They also demonstrate an understanding of the role gravity plays in governing the motion of our solar system and explore the relationship between mass and gravitational attraction. Moreover, students study the history of space exploration and discuss the future of space exploration, including the types of equipment and transportation needed for space travel. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 6.1A, 6.2A, 6.2C, 6.2D, 6.2E, 6.3A, 6.3B, 6.3C, 6.3D, 6.4A, 6.4B, 6.11A, 6.11B, 6.11C

Unit 09: Investigating Taxonomic Groups

(17 classes for the entire unit)

Students use scientific practices and a variety of tools to investigate and explore how all living things are composed of cells and recognize that the presence of a nucleus is a factor in determining whether a cell is prokaryotic or eukaryotic. They also identify basic characteristics of organisms, including autotrophic, heterotrophic, unicellular or multicellular, and modes of reproduction that further classify them in the currently recognized Kingdoms. Moreover, students recognize that the taxonomic system is based on understanding differences at the cellular level and the broadest taxonomic classification is divided into currently recognized Domains. They observe organisms using tools, such as microscopes, to gain a deeper understanding of what the basic characteristics look like in different organisms. Students construct tables to compare and contrast characteristics of organisms in order to determine their classification. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 6.1A, 6.1B, 6.2A, 6.2C, 6.2D, 6.2E, 6.3A, 6.3D, 6.4A, 6.4B, 6.12A, 6.12B, 6.12C, 6.12D

Unit 10: Investigating Ecosystems

(10 classes for the entire unit)

Students use scientific practices and a variety of tools to investigate and describe biotic and abiotic factors of an ecosystem in which organisms interact. They must be able to identify which components of an ecosystem are biotic or abiotic. Students also study and diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem. When presented with a scenario or diagram, students must be able to identify which level of organization is represented. Moreover, students recognize that a limited number of the many known elements comprise the largest portion of living matter and the oceans. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 6.1A, 6.2A, 6.2C, 6.2E, 6.3B, 6.3C, 6.4A, 6.5B, 6.12E, 6.12F