State Standards for Texas
ELA: 7.110.23.b.5
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- ELA: 7.110.23.b.5.H - synthesize information to create new understanding
Social Studies: 6.113.18.c.21
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
- Social Studies: 6.113.18.c.21.C - express ideas orally based on research and experiences
Social Studies: 6.113.18.c.22
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- Social Studies: 6.113.18.c.22.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Social Studies: 7.113.19.c.20
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
- Social Studies: 7.113.19.c.20.E - formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic
Social Studies: 7.113.19.c.23
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- Social Studies: 7.113.19.c.23.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Social Studies: 8.113.20.c.29
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
- Social Studies: 8.113.20.c.29.E - formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic
Social Studies: 8.113.20.c.31
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- Social Studies: 8.113.20.c.31.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Science: 6.112.26.b.1
Scientific and engineering practices. The student, for at least 40% of instructional time, 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:
- Science: 6.112.26.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Science: 6.112.26.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
- Science: 6.112.26.b.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
- Science: 6.112.26.b.1.F - construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;
- Science: 6.112.26.b.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
Science: 6.112.26.b.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Science: 6.112.26.b.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
- Science: 6.112.26.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
Science: 6.112.26.b.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:
- Science: 6.112.26.b.4.C - 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.
Science: 6.112.26.b.5
Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
- Science: 6.112.26.b.5.A - identify and apply patterns to understand and connect scientific phenomena or to design solutions;
- Science: 6.112.26.b.5.C - analyze how differences in scale, proportion, or quantity affect a system's structure or performance;
- Science: 6.112.26.b.5.D - examine and model the parts of a system and their interdependence in the function of the system;
- Science: 6.112.26.b.5.G - analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.
Science: 6.112.26.b.10
Earth and space. The student understands the rock cycle and the structure of Earth. The student is expected to:
- Science: 6.112.26.b.10.A - differentiate between the biosphere, hydrosphere, atmosphere, and geosphere and identify components of each system;
Science: 6.112.26.b.11
Earth and space. The student understands how resources are managed. The student is expected to:
- Science: 6.112.26.b.11.A - research and describe why resource management is important in reducing global energy poverty, malnutrition, and air and water pollution; and
Science: 7.112.27.b.1
Scientific and engineering practices. The student, for at least 40% of instructional time, 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:
- Science: 7.112.27.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
- Science: 7.112.27.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
- Science: 7.112.27.b.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
- Science: 7.112.27.b.1.F - construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data
- Science: 7.112.27.b.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
Science: 7.112.27.b.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Science: 7.112.27.b.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
- Science: 7.112.27.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
- Science: 7.112.27.b.3.C - engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.
Science: 7.112.27.b.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:
- Science: 7.112.27.b.4.A - relate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;
- Science: 7.112.27.b.4.B - make informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; and
Science: 7.112.27.b.5
Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
- Science: 7.112.27.b.5.A - identify and apply patterns to understand and connect scientific phenomena or to design solutions;
- Science: 7.112.27.b.5.C - analyze how differences in scale, proportion, or quantity affect a system's structure or performance;
- Science: 7.112.27.b.5.D - examine and model the parts of a system and their interdependence in the function of the system;
- Science: 7.112.27.b.5.G - analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.
Science: 7.112.27.b.10
Earth and space. The student understands the causes and effects of plate tectonics. The student is expected to:
- Science: 7.112.27.b.10.A - describe the evidence that supports that Earth has changed over time, including fossil evidence, plate tectonics, and superposition; and
Science: 8.112.28.b.1
Scientific and engineering practices. The student, for at least 40% of instructional time, 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:
- Science: 8.112.28.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
- Science: 8.112.28.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
- Science: 8.112.28.b.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
- Science: 8.112.28.b.1.F - construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;
- Science: 8.112.28.b.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
Science: 8.112.28.b.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Science: 8.112.28.b.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
- Science: 8.112.28.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
Science: 8.112.28.b.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to
- Science: 8.112.28.b.4.C - 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.
Science: 8.112.28.b.5
Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
- Science: 8.112.28.b.5.A - identify and apply patterns to understand and connect scientific phenomena or to design solutions;
- Science: 8.112.28.b.5.C - analyze how differences in scale, proportion, or quantity affect a system's structure or performance;
- Science: 8.112.28.b.5.D - examine and model the parts of a system and their interdependence in the function of the system;
- Science: 8.112.28.b.5.G - analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.
Science: 8.112.28.b.11
Earth and space. The student knows that natural events and human activity can impact global climate. The student is expected to:
- Science: 8.112.28.b.11.A - use scientific evidence to describe how natural events, including volcanic eruptions, meteor impacts, abrupt changes in ocean currents, and the release and absorption of greenhouse gases influence climate;
Science: 7.112.27.b.11
Earth and space. The student understands how human activity can impact the hydrosphere. The student is expected to:
- Science: 7.112.27.b.11.A - analyze the beneficial and harmful influences of human activity on groundwater and surface water in a watershed; and
- Science: 7.112.27.b.11.B - describe human dependence and influence on ocean systems and explain how human activities impact these systems.
ELA: 6.110.22.b.5
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
- ELA: 6.110.22.b.5.H - synthesize information to create new understanding
ELA: 6.110.22.b.12
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- ELA: 6.110.22.b.12.D - identify and gather relevant information from a variety of sources
- ELA: 6.110.22.b.12.F - synthesize information from a variety of sources
- ELA: 6.110.22.b.12.J - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
ELA: 7.110.23.b.12
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- ELA: 7.110.23.b.12.D - identify and gather relevant information from a variety of sources
- ELA: 7.110.23.b.12.F - synthesize information from a variety of sources
- ELA: 7.110.23.b.12.J - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
ELA: 8.110.24.b.5
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
- ELA: 8.110.24.b.5.H - synthesize information to create new understanding
ELA: 8.110.24.b.12
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- ELA: 8.110.24.b.12.D - identify and gather relevant information from a variety of sources
- ELA: 8.110.24.b.12.F - synthesize information from a variety of sources
- ELA: 8.110.24.b.12.J - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
Technology Applications: 126.17.c.1
Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:
- Technology Applications: 126.17.c.1.A - decompose real-world problems into structured parts by using visual representation
- Technology Applications: 126.17.c.1.B - analyze the patterns and sequences found in visual representations such as learning maps, concept maps, or other representations of data
- Technology Applications: 126.17.c.1.D - design a plan collaboratively using visual representation to document a problem, possible solutions, and an expected timeline for the development of a coded solution
Technology Applications: 126.18.c.1
Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:
- Technology Applications: 126.18.c.1.A - decompose real-world problems into structured parts using flowcharts
- Technology Applications: 126.18.c.1.B - analyze the patterns and sequences found in flowcharts
Education Content Standards
Career & Technical Education (CAREER)
AFNR (Grades 6-8) Career Ready Practices
- CRP.10.1 Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences.
AFNR (Grades 6-8) Agriculture, Food, and Natural Resources Cluster Skills
- CS.01.02 Examine technologies and analyze their impact on AFNR systems.
Science (SCIENCE)
MS-ETS1 Engineering Design
- MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Common Core Connections
Anchor Standards: Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Practice Standards: Mathematics
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. Students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSS.MATH.PRACTICE.MP4 Model with mathematics. Students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically. Students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understandings of concepts.
CCSS.MATH.PRACTICE.MP6 Attend to precision. Students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.
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