Gizmos for Texas - Science: 8th Grade (Essential Knowledge and Skills adopted 2021)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

8.1: : 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.

8.1.B: : The student is expected to: use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

8.1.D: : The student is expected to: use appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, weather maps, hand lenses, and lab notebooks or journals;

8.1.E: : The student is expected to: collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

8.1.G: : The student is expected to: develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

8.2: : Scientific and engineering practices. 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.

8.2.C: : The student is expected to: use mathematical calculations to assess quantitative relationships in data; and

8.3: : Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.

8.3.A: : The student is expected to: develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

8.3.B: : The student is expected to: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

8.5: : Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines.

8.5.B: : The student is expected to: identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;

8.5.E: : The student is expected to: analyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems;

8.5.F: : The student is expected to: analyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; and

8.5.G: : The student is expected to: analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.

8.6: : Matter and energy. The student understands that matter can be classified according to its properties and matter is conserved in chemical changes that occur within closed systems.

8.6.D: : The student is expected to: compare and contrast the properties of acids and bases, including pH relative to water; and

8.6.E: : The student is expected to: investigate how mass is conserved in chemical reactions and relate conservation of mass to the rearrangement of atoms using chemical equations, including photosynthesis.

8.7: : Force, motion, and energy. The student understands the relationship between force and motion within systems.

8.7.A: : The student is expected to: calculate and analyze how the acceleration of an object is dependent upon the net force acting on the object and the mass of the object using Newton's Second Law of Motion; and

8.7.B: : The student is expected to: investigate and describe how Newton's three laws of motion act simultaneously within systems such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.

8.8: : Force, motion, and energy. The student knows how energy is transferred through waves.

8.8.A: : The student is expected to: compare the characteristics of amplitude, frequency, and wavelength in transverse waves, including the electromagnetic spectrum; and

8.9: : Earth and space. The student describes the characteristics of the universe and the relative scale of its components.

8.9.A: : The student is expected to: describe the life cycle of stars and compare and classify stars using the Hertzsprung-Russell diagram;

8.9.C: : The student is expected to: research and analyze scientific data used as evidence to develop scientific theories that describe the origin of the universe.

8.1: : Earth and space. The student knows that interactions between Earth, ocean, and weather systems impact climate.

8.10.A: : The student is expected to: describe how energy from the Sun, hydrosphere, and atmosphere interact and influence weather and climate;

8.10.B: : The student is expected to: identify global patterns of atmospheric movement and how they influence local weather; and

8.11: : Earth and space. The student knows that natural events and human activity can impact global climate.

8.11.A: : The student is expected to: 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;

8.11.B: : The student is expected to: use scientific evidence to describe how human activities, including the release of greenhouse gases, deforestation, and urbanization, can influence climate; and

8.11.C: : The student is expected to: describe the carbon cycle.

8.12: : Organisms and environments. The student understands stability and change in populations and ecosystems.

8.12.A: : The student is expected to: explain how disruptions such as population changes, natural disasters, and human intervention impact the transfer of energy in food webs in ecosystems;

8.12.C: : The student is expected to: describe how biodiversity contributes to the stability and sustainability of an ecosystem and the health of the organisms within the ecosystem.

8.13: : Organisms and environments. The student knows how cell functions support the health of an organism and how adaptation and variation relate to survival.

8.13.A: : The student is expected to: identify the function of the cell membrane, cell wall, nucleus, ribosomes, cytoplasm, mitochondria, chloroplasts, and vacuoles in plant or animal cells;

8.13.B: : The student is expected to: describe the function of genes within chromosomes in determining inherited traits of offspring; and

8.13.C: : The student is expected to: describe how variations of traits within a population lead to structural, behavioral, and physiological adaptations that influence the likelihood of survival and reproductive success of a species over generations.

Correlation last revised: 6/29/2023

Texas - Science: 8th Grade

Essential Knowledge and Skills | Adopted: 2021