Texas

1-4 Scientific and engineering practices

• 1 The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

  • A ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

  • B use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems;

    • Solve problems using magnets (3-V.1)
    • Evaluate multiple design solutions to prevent flooding (3-V.2)
    • Identify the best design solution to prevent hurricane damage (3-V.3)

  • C demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards;

  • D use tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;

    • Read a thermometer (3-S.1)
    • Compare temperatures on thermometers (3-S.2)

  • E collect observations and measurements as evidence;

    • Choose metric units of distance (3-W.3)

  • F construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; and

    • Collect and graph temperature data (3-S.3)

  • G develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

• 2 The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

  • A identify advantages and limitations of models such as their size, scale, properties, and materials;

    • Evaluate multiple design solutions to prevent flooding (3-V.2)
    • Identify the best design solution to prevent hurricane damage (3-V.3)

  • B analyze data by identifying any significant features, patterns, or sources of error;

  • C use mathematical calculations to compare patterns and relationships; and

  • D evaluate a design or object using criteria.

    • Evaluate multiple design solutions to prevent flooding (3-V.2)
    • Identify the best design solution to prevent hurricane damage (3-V.3)

• 3 The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

  • A develop explanations and propose solutions supported by data and models;

  • B communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

  • C listen actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion.

• 4 The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

  • A explain how scientific discoveries and innovative solutions to problems impact science and society; and

  • B research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.

5 Recurring themes and concepts

• 5 The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

  • A identify and use patterns to explain scientific phenomena or to design solutions;

    • Use climate data to make predictions (3-S.7)

  • B identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;

    • How do balanced and unbalanced forces affect motion? (3-G.2)

  • C use scale, proportion, and quantity to describe, compare, or model different systems;

  • D examine and model the parts of a system and their interdependence in the function of the system;

    • Identify roles in food chains (3-P.3)

  • E investigate the flow of energy and cycling of matter through systems;

    • How does matter move in food chains? (3-P.4)
    • Interpret food webs (3-P.5)

  • F explain the relationship between the structure and function of objects, organisms, and systems; and

  • G explain how factors or conditions impact stability and change in objects, organisms, and systems.

6 Matter and energy

• 6 The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to:

  • A measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water;

    • Identify properties of an object (3-A.1)
    • Compare properties of objects (3-A.2)
    • Compare properties of materials (3-A.3)
    • Identify magnets that attract or repel (3-I.1)
    • Label magnets that attract or repel (3-I.2)
    • Compare strengths of magnetic forces (3-I.3)
    • Read a thermometer (3-S.1)
    • Compare temperatures on thermometers (3-S.2)
    • Collect and graph temperature data (3-S.3)
    • Abbreviate mass and volume units (3-W.5)

  • B describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container;

    • Classify matter as solid, liquid, or gas (3-B.1)
    • Identify solids, liquids, and gases (3-B.2)
    • Sort solids, liquids, and gases (3-B.3)

  • C predict, observe, and record changes in the state of matter caused by heating or cooling in a variety of substances such as ice becoming liquid water, condensation forming on the outside of a glass, or liquid water being heated to the point of becoming water vapor (gas); and

    • Change-of-state diagrams: solid, liquid, and gas (3-C.1)
    • Heating, cooling, and changes of state (3-C.2)
    • Predict heat flow (3-D.1)
    • Predict temperature changes (3-D.2)

  • D demonstrate that materials can be combined based on their physical properties to create or modify objects such as building a tower or adding clay to sand to make a stronger brick and justify the selection of materials based on their physical properties.

    • Identify multiple materials in objects (3-A.5)

7-8 Force, motion, and energy

• 7 The student knows the nature of forces and the patterns of their interactions. The student is expected to:

  • A demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls; and

    • Identify pushes and pulls (3-G.1)
    • How do balanced and unbalanced forces affect motion? (3-G.2)
    • How do mass and force affect motion? (3-G.3)
    • Identify magnets that attract or repel (3-I.1)
    • Label magnets that attract or repel (3-I.2)
    • Compare strengths of magnetic forces (3-I.3)

  • B plan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons.

    • How do balanced and unbalanced forces affect motion? (3-G.2)

• 8 The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to:

  • A identify everyday examples of energy, including light, sound, thermal, and mechanical; and

    • How is temperature related to thermal energy? (3-D.3)

  • B plan and conduct investigations that demonstrate how the speed of an object is related to its mechanical energy.

    • Compare the speeds of moving objects (3-G.4)

9-11 Earth and space

• 9 The student knows there are recognizable objects and patterns in Earth's solar system. The student is expected to:

  • A construct models and explain the orbits of the Sun, Earth, and Moon in relation to each other; and

  • B identify the order of the planets in Earth's solar system in relation to the Sun.

• 10 The student knows that there are recognizable processes that change Earth over time. The student is expected to:

  • A compare and describe day-to-day weather in different locations at the same time, including air temperature, wind direction, and precipitation;

    • Collect and graph temperature data (3-S.3)
    • Use climate data to make predictions (3-S.7)
    • Use data to describe U.S. climates (3-S.8)
    • Use data to describe world climates (3-S.9)

  • B investigate and explain how soils such as sand and clay are formed by weathering of rock and by decomposition of plant and animal remains; and

  • C model and describe rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides.

    • Classify changes to Earth's surface I (3-U.1)
    • Classify changes to Earth's surface II (3-U.2)
    • Find evidence of changes to Earth's surface (3-U.3)
    • Changes to Earth's surface: earthquakes (3-U.4)
    • Changes to Earth's surface: volcanic eruptions (3-U.5)
    • Changes to Earth's surface: erosion (3-U.6)

• 11 The student understands how natural resources are important and can be managed. The student is expected to:

  • A explore and explain how humans use natural resources such as in construction, in agriculture, in transportation, and to make products;

  • B explain why the conservation of natural resources is important; and

  • C identify ways to conserve natural resources through reducing, reusing, or recycling.

12-13 Organisms and environments

• 12 The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

  • A explain how temperature and precipitation affect animal growth and behavior through migration and hibernation and plant responses through dormancy;

    • Benefits of group behavior: North American caribou (3-K.5)

  • B identify and describe the flow of energy in a food chain and predict how changes in a food chain such as removal of frogs from a pond or bees from a field affect the ecosystem;

    • Identify roles in food chains (3-P.3)
    • How does matter move in food chains? (3-P.4)
    • Interpret food webs (3-P.5)

  • C describe how natural changes to the environment such as floods and droughts cause some organisms to thrive and others to perish or move to new locations; and

    • Introduction to adaptations (3-N.1)

  • D identify fossils as evidence of past living organisms and environments, including common Texas fossils.

    • Introduction to fossils (3-R.1)
    • Compare fossils to modern organisms (3-R.2)
    • Compare ancient and modern organisms: use observations to support a hypothesis (3-R.3)

• 13 The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to:

  • A explore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment; and

    • Animal adaptations: beaks, mouths, and necks (3-N.2)
    • Animal adaptations: feet and limbs (3-N.3)
    • Animal adaptations: skins and body coverings (3-N.4)

  • B explore, illustrate, and compare life cycles in organisms such as beetles, crickets, radishes, or lima beans.

    • Read animal life cycle diagrams (3-K.1)
    • Construct animal life cycle diagrams (3-K.2)
    • Compare stages of an animal's life cycle (3-K.3)
    • Compare different animals' life cycles (3-K.4)
    • Read and construct flowering plant life cycle diagrams (3-L.4)