State Learning Standards Correlations

 

Texas Essential Knowledge and Skills by Chapter

 

Chapter 112 Science

Subchapter B Middle School

§ 112.18 Science Grade 6

 

(a)  Introduction

 

(1)  Science, as defined by the National Academy of Science, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.

 

(2)  Scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.

 

(3)  Grade 6 science is interdisciplinary in nature; however, much of the content focus is on physical science. National standards in science are organized as multi­grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

 

 

(4)  The strands for Grade 6 include:

 

(A)  Scientific investigations and reasoning.

 

(i) To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.

 

(ii) Scientific investigations are conducted for different reasons. All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings. Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation. On the other hand, when conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs.

 

(iii) Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

 

(B) Matter and energy.

 

(i) Matter can be classified as elements, compounds, or mixtures. Students have already had experience with mixtures in Grade 5, so Grade 6 will concentrate on developing an understanding of elements and compounds. It is important that students learn the differences between elements and compounds based on observations, description of physical properties, and chemical reactions. Elements are represented by chemical symbols, while compounds are represented by chemical formulas. Subsequent grades will learn about the differences at the molecular and atomic level.

 

(ii) Elements are classified as metals, nonmetals, and metalloids based on their physical properties. The elements are divided into three groups on the Periodic Table. Each different substance usually has a different density, so density can be used as an identifying property. Therefore, calculating density aids classification of substances.

 

(iii) Energy resources are available on a renewable, nonrenewable, or indefinite basis. Understanding the origins and uses of these resources enables informed decision making. Students should consider the ethical/social issues surrounding Earth's natural energy resources, while looking at the advantages and disadvantages of their long-term uses.

 

(C) Force, motion, and energy. Energy occurs in two types, potential and kinetic, and can take several forms. Thermal energy can be transferred by conduction, convection, or radiation. It can also be changed from one form to another. Students will investigate the relationship between force and motion using a variety of means, including calculations and measurements.

 

(D) Earth and space. The focus of this strand is on introducing Earth's processes. Students should develop an understanding of Earth as part of our solar system. The topics include organization of our solar system, the role of gravity, and space exploration.

 

(E) Organisms and environments. Students will gain an understanding of the broadest taxonomic classifications of organisms and how characteristics determine their classification. The other major topics developed in this strand include the interdependence between organisms and their environments and the levels of organization within an ecosystem.

 

(b)  Knowledge and skills.

 

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

 

The student is expected to:

 

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

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

Pg. 57, Insulation Tests Activity

Pg. 58, Heat From Light Bulbs Activity

 

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

 

Student Guide

Pg. 17

Pgs. 32-33

Pgs. 34- 36

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-1, Water Tickets

 

(2)  Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.

 

The student is expected to:

 

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

 

Student Guide

Pg. 8

Pg. 16

Pg. 28

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-7, Students’ Savings

 

(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

 

Student Guide

Pg. 8

Pg. 16

Pg. 28

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-7, Students’ Savings

 

Electricity Poster

 

(4)    Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry.

 

The student is expected to:

 

(A)  use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum;

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-1, Water Tickets

A-7, Students’ Savings

 

(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.

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

(7) Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable.

 

The student is expected to:

 

(A)  research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources;

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 33, Home Activities

 

Electricity Poster

 

(B)  design a logical plan to manage energy resources in the home, school, or community.

 

Student Guide

Pgs. 28-36

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 26, Make the Connection(s)

 

Additional Activities

A-6, Natural Resources Fact Chart Challenge

 

Electricity Poster

 

(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy.

 

The student is expected to:

 

(A)  compare and contrast potential and kinetic energy.

 

Student Guide

Pgs. 5-6

 

(9) Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form.

 

The student is expected to:

 

(A)  investigate methods of thermal energy transfer, including conduction, convection, and radiation;

 

Student Guide

Pgs. 28-36

 

Student Workbook

Pg. 31, Activity I

 

(B)  verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting;

 

Student Guide

Pgs. 29-36

 

(C)  demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

 

Student Guide

Pgs. 5-6

 

Student Workbook

Pg. 11, Activity D

Pg. 17, Activity E

 

Electricity Poster

 

State Learning Standards Correlations

 

Texas Essential Knowledge and Skills by Chapter

 

Chapter 111 Mathematics

Subchapter B Middle School

§111.22 Mathematics Grade 6

 

(a)  Introduction.

 

(1)  Within a well-balanced mathematics curriculum, the primary focal points at Grade 6 are using ratios to describe direct proportional relationships involving number, geometry, measurement, probability, and adding and subtracting decimals and fractions.

 

(2)  Throughout mathematics in Grades 6-8, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations. Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other; and they connect verbal, numeric, graphic, and symbolic representations of relationships. Students use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Students communicate information about geometric figures or situations by quantifying attributes, generalize procedures from measurement experiences, and use the procedures to solve problems. Students use appropriate statistics, representations of data, reasoning, and concepts of probability to draw conclusions, evaluate arguments, and make recommendations.

 

(3)  Problem solving in meaningful contexts, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades 6-8, students use these processes together with graphing technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve problems as they do mathematics.

 

(b) Knowledge and skills.

 

(3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships.

 

The student is expected to:

 

(A)  use ratios to describe proportional situations;

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-1, Water Tickets

A-4, Brain Twisters

A-7, Students’ Savings

 

(C) use ratios to make predictions in proportional situations.

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-1, Water Tickets

A-4, Brain Twisters

A-7, Students’ Savings

 

(4)  Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes.

 

The student is expected to:

 

(A)  use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area.

 

Student Guide

Pg. 8

Pg. 16

Pg. 28

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 42, Global Apple Activity

 

Additional Activities

A-4, Brain Twisters

 

(7) Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions.

 

The student is expected to locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers.

 

Additional Activities

A-2, Mystery Picture Graph

 

(8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles.

 

The student is expected to:

 

(A)   

(B)  select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 42, Global Apple Activity

 

Additional Activities

A-4, Brain Twisters

 

(D) convert measures within the same measurement system (customary and metric) based on relationships between units.

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 42, Global Apple Activity

 

Additional Activities

A-4, Brain Twisters

 

(10) Probability and statistics. The student uses statistical representations to analyze data.

 

The student is expected to:

 

(D) solve problems by collecting, organizing, displaying, and interpreting data.

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

 

Additional Activities

A-1, Water Tickets

A-2, Mystery Picture Graph

A-4, Brain Twisters

A-6, Natural Resources Fact Chart Challenge

A-7, Students’ Savings

 

(11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.

 

The student is expected to:

 

(A)  identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;

 

Student Guide

Pg. 8

Pg. 16

Pg. 28

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-1, Water Tickets

A-2, Mystery Picture Graph

A-4, Brain Twisters

A-6, Natural Resources Fact Chart Challenge

A-7, Students’ Savings

 

(B)  use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

 

Student Guide

Pg. 8

Pg. 16

Pg. 28

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-1, Water Tickets

A-2, Mystery Picture Graph

A-4, Brain Twisters

A-6, Natural Resources Fact Chart Challenge

A-7, Students’ Savings

 

(C)  select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem;

 

Student Guide

Pg. 8

Pg. 16

Pg. 28

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-1, Water Tickets

A-2, Mystery Picture Graph

A-4, Brain Twisters

A-5, House Poster

A-6, Natural Resources Fact Chart Challenge

A-7, Students’ Savings

 

(D)  select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

 

Student Guide

Pg. 8

Pg. 16

Pg. 28

 

Student Workbook

Pg. 3, Home Checkup

 Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-1, Water Tickets

A-2, Mystery Picture Graph

A-4, Brain Twisters

A-6, Natural Resources Fact Chart Challenge

A-7, Students’ Savings

 

State Learning Standards Correlations

 

Texas Essential Knowledge and Skills by Chapter

 

Chapter 113 Social Studies

Subchapter B Middle School

§ 113.18 Social Studies Grade 6

 

(a) Introduction.

 

(1)  In Grade 6, students study people, places, and societies of the contemporary world. Societies for study are from the following regions of the world: Europe, Russia and the Eurasian republics, North America, Central America and the Caribbean, South America, Southwest Asia-North Africa, Sub-Saharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific realm. Students describe the influence of individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of various societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited government are introduced, and students describe the nature of citizenship in various societies. Students compare institutions common to all societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the various societies and identify different points of view about events. The concept of frame of reference is introduced as an influence on an individual's point of view.

 

(2)  To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, art galleries, and historical sites.

 

(3)  The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

 

(4)  Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

 

(5)  Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).

(6)  Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

 

(7)  State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.

 

(A)  Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.

 

(B)  Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."

 

(8)  Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

 

 

(b)  Knowledge and skills.

 

(6) Geography. The student understands that geographical patterns result from physical environmental processes.

 

The student is expected to:

 

(B)  identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils, and timber

 

Student Guide

Pgs. 4-8

Pgs. 16-19

 

Additional Activities

A-1, Water Tickets

A-5, House Poster

A-6, Natural Resource Fact Chart Challenge

 

Electricity Poster

 

(C) analyze the effects of the interaction of physical processes and the environment on humans.

 

Student Guide

Pgs. 5-10

Pgs. 16-19

 

Additional Activities

A-1, Water Tickets

A-5, House Poster

A-6, Natural Resource Fact Chart Challenge

 

(7) Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to:

 

The student is expected to:

 

(B) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure

 

Student Guide

Pgs. 7-15

Pgs. 19-23

Pgs. 33-36

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Additional Activities

A-1, Water Tickets

A-5, House Poster

A-6, Natural Resource Fact Chart Challenge

 

Electricity Poster

 

(C) describe ways in which technology influences human capacity to modify the physical environment.

 

Student Guide

Pgs. 5-10

Pgs. 16-18

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Additional Activities

A-1, Water Tickets

A-5, House Poster

A-6, Natural Resource Fact Chart Challenge

 

(8) Economics. The student understands the factors of production in a society's economy.

 

The student is expected to:

 

(A)   describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies

 

Student Guide

Pgs. 7-17

Pgs. 19-23

Pgs. 33-36

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Additional Activities

A-1, Water Tickets

A-5, House Poster

A-6, Natural Resource Fact Chart Challenge

 

(B)  identify problems and issues that may arise when one or more of the factors of production is in relatively short supply

 

Student Guide

Pgs. 7-15

Pgs. 19-23

Pgs. 33-36

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Additional Activities

A-1, Water Tickets

A-5, House Poster

A-6, Natural Resource Fact Chart Challenge

 

Electricity Poster

 

 

(20) Science, technology, and society. The student understands the influences of science and technology on contemporary societies. The student is expected to:

 

The student is expected to:

 

(A)  give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors that have transcended the boundaries of societies and have shaped the world.

 

Student Guide

Pgs. 5-10

Pgs. 16-23

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

Pgs. 44-52 Saving Energy at Home

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-3, Electrical Generation

 

Electricity Poster

 

(B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology

 

Student Guide

Pgs. 5-10

Pgs. 16-23

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

Pgs. 44-52 Saving Energy at Home

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-3, Electrical Generation

 

Electricity Poster

 

(C) make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.

 

Student Guide

Pgs. 5-10

Pgs. 16-23

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

Pgs. 44-52 Saving Energy at Home

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Additional Activities

A-3, Electrical Generation

 

Electricity Poster

 

 

(21) 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 electronic technology.

 

The student is expected to:

 

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

 

Student Guide

Pgs. 5-10

Pgs. 19-23

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pgs. 39-42 Saving Water Saves Energy

Pg. 42, Global Apple Activity

Pg. 43, Mini Water Cycle Activity

Pg. 44, Soap Powered Boat Activity

Pgs. 44-52 Saving Energy at Home

Pg. 53, Insulation Tests Activity

Pg. 54, Heat From Light Bulbs Activity

 

Electricity Poster

 

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

 

Student Guide

Pg. 8

Pgs. 16-23

Pg. 24

Pg. 28

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Additional Activities

A-3, Electrical Generation

 

Electricity Poster

 

(D) identify different points of view about an issue or current topic;

 

            Student Guide

Pg. 8

Pgs. 16-13

Pg. 24

Pg. 28

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Additional Activities

A-3, Electrical Generation

 

Electricity Poster

 

(F)  use appropriate mathematical skills to interpret social studies information such as maps and graphs.

 

Student Guide

Pg. 8

Pgs. 16-23

Pg. 24

Pg. 28

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Additional Activities

A-3, Electrical Generation

 

Electricity Poster

 

(22)  Social studies skills. The student communicates in written, oral, and visual forms.

 

The student is expected to:

 

(A)   use social studies terminology correctly

 

Student Workbook

Pgs. 3-4, Home Checkup

Pgs. 5-6, Activity A

Pgs. 7-8, Activity B

Pgs. 9-14, Activity C

Pgs. 15-18, Activity E

Pgs. 19-22, Activity F

Pgs. 23-26, Activity G

Pgs. 27-30, Activity H

Pgs. 31-32, Activity I

Pgs. 33-35, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pgs. 24; 37 Make the Connection

Pg. 42 Global Apple Activity

Pg. 43 Mini Water Cycle Activity

Pg. 44 Soap Powered Boat Activity

Pg. 53 Insulation Tests

Pg. 54 Heat from Light Bulbs

 

Additional Activities

A-1, Water Tickets

A-2, Mystery Picture Graph

A-4, Brain Twister

A-5, House Poster

 

Electricity Poster

 

(B)   incorporate main and supporting ideas in verbal and written communication based on research

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pgs. 26; 42 Make the Connection

Pg. 43 Global Apple Activity

Pg. 44 Mini Water Cycle Activity

Pg. 45 Soap Powered Boat Activity

Pg. 58 Insulation Tests

Pg. 59 Heat from Light Bulbs

 

Additional Activities

A-1, Water Tickets

A-3, Electrical

A-4, Brain Twister

A-5, House Poster

 

Electricity Poster

 

(C)   express ideas orally based on research and experiences

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pgs. 26; 42 Make the Connection

Pg. 43 Global Apple Activity

Pg. 44 Mini Water Cycle Activity

Pg. 45 Soap Powered Boat Activity

Pg. 58 Insulation Tests

Pg. 59 Heat from Light Bulbs

 

Additional Activities

A-1, Water Tickets

A-3, Electrical

 

Electricity Poster

 

(D)   create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research citations to avoid plagiarism.

 

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pgs. 26; 42 Make the Connection

Pg. 43 Global Apple Activity

Pg. 44 Mini Water Cycle Activity

Pg. 45 Soap Powered Boat Activity

Pg. 58 Insulation Tests

Pg. 59 Heat from Light Bulbs

 

Additional Activities

A-1, Water Tickets

A-2, Mystery Picture Graph

A-3, Electrical

A-5, House Poster

 

Electricity Poster

 

(E)   use standard grammar, spelling, sentence structure, and punctuation

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pgs. 26; 42 Make the Connection

Pg. 43 Global Apple Activity

Pg. 44 Mini Water Cycle Activity

Pg. 45 Soap Powered Boat Activity

Pg. 58 Insulation Tests

Pg. 59 Heat from Light Bulbs

 

Additional Activities

A-1, Water Tickets

A-3, Electrical

 

Electricity Poster

 

(F)  use proper citations to avoid plagiarism.

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pgs. 26; 42 Make the Connection

Pg. 43 Global Apple Activity

Pg. 44 Mini Water Cycle Activity

Pg. 45 Soap Powered Boat Activity

Pg. 58 Insulation Tests

Pg. 59 Heat from Light Bulbs

 

Additional Activities

A-3, Electrical

A-6, Natural Resource Fact Chart Challenge

 

Electricity Poster

 

 

 

 

 

 

(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

 

The student is expected to:

 

(A) use a problem-solving process 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;

 

Student Guide

Pgs. 5-10

Pgs. 16-23

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 43, Global Apple Activity

Pg. 44, Mini Water Cycle Activity

Pg. 45, Soap Powered Boat Activity

Pg. 58, Insulation Tests Activity

Pg. 59, Heat From Light Bulbs

 

Additional Activities

A-1, Water Tickets

 

(B)   use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

 

Student Guide

Pgs. 5-10

Pgs. 16-23

 

Student Workbook

Pg. 3, Home Checkup

Pg. 5, Activity A

Pg. 7, Activity B

Pg. 9, Activity C

Pg. 11, Activity D

Pg. 17, Activity E

Pg. 19, Activity F

Pg. 23, Activity G

Pg. 27, Activity H

Pg. 31, Activity I

Pg. 33, Home Activities

 

Teacher Book

Pg. 21, Solar Power at Work Activity

Pg. 43, Global Apple Activity

Pg. 44, Mini Water Cycle Activity

Pg. 45, Soap Powered Boat Activity

Pgs. 49-57, Savings Energy at Home

Pg. 58, Insulation Tests Activity

Pg. 59, Heat From Light Bulbs Activity

 

Additional Activities

A-1, Water Tickets