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Skills available for Texas eighth-grade science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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

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

  • B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

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

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

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

  • 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

  • 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.

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

  • 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;

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

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

  • D recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts;

  • E investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and

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

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

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

  • 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;

  • B demonstrate and predict the sequence of events in the lunar cycle; and

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

8 The student knows characteristics of the universe.

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

  • B 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;

  • 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;

  • D model and describe how light years are used to measure distances and sizes in the universe; and

  • E research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

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

10 The student knows that climatic interactions exist among Earth, ocean, and weather systems.

  • A recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;

  • B identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and

  • C identify the role of the oceans in the formation of weather systems such as hurricanes.

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

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

  • B 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;

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

  • 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.