Texas K–6 science standards

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

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: use scientific practices to plan and conduct simple descriptive investigations and use engineering practices to design solutions to problems;

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: identify, describe, and demonstrate safe practices during classroom and field investigations as outlined in Texas Education Agency-approved safety standards;

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: use tools, including hand lenses, goggles, trays, cups, bowls, sieves or sifters, notebooks, terrariums, aquariums, samples (rocks, sand, soil, loam, gravel, clay, seeds, and plants), windsock, demonstration thermometer, rain gauge, straws, ribbons, non-standard measuring items, blocks or cubes, tuning fork, various flashlights, small paper cups, items that roll, noise makers, hot plate, opaque objects, transparent objects, foil pie pans, foil muffin cups, wax paper, Sun-Moon-Earth model, and plant life cycle model to observe, measure, test, and compare;

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: collect observations and measurements as evidence;

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: record and organize data using pictures, numbers, words, symbols, and simple graphs; and

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

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: identify basic advantages and limitations of models such as their size, properties, and materials;

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: analyze data by identifying significant features and patterns;

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: use mathematical concepts to compare two objects with common attributes; and

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: evaluate a design or object using criteria to determine if it works as intended.

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: develop explanations and propose solutions supported by data and models;

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: listen actively to others' explanations to identify important evidence and engage respectfully in scientific discussion.

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to: explain how science or an innovation can help others; and

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to: identify scientists and engineers such as Isaac Newton, Mae Jemison, and Ynes Mexia and explore what different scientists and engineers do.

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: identify and use patterns to describe phenomena or design solutions;

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: investigate and predict cause-and-effect relationships in science;

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: describe the properties of objects in terms of relative size (scale) and relative quantity;

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: examine the parts of a whole to define or model a system;

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: identify forms of energy and properties of matter;

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: describe the relationship between the structure and function of objects, organisms, and systems; and

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: describe how factors or conditions can cause objects, organisms, and systems to either change or stay the same.

Force, motion, and energy. The student knows that forces cause changes in motion and position in everyday life. The student is expected to describe and predict how a magnet interacts with various materials and how magnets can be used to push or pull.

Force, motion, and energy. The student knows that energy is everywhere and can be observed in everyday life. The student is expected to:

The student knows that objects have physical properties that determine how they are described and classified. The student is expected to identify and record observable physical properties of objects, including shape, color, texture, and material, and generate ways to classify objects. communicate the idea that objects can only be seen when a light source is present and compare the effects of different amounts of light on the appearance of objects; and

The student knows that objects have physical properties that determine how they are described and classified. The student is expected to identify and record observable physical properties of objects, including shape, color, texture, and material, and generate ways to classify objects. demonstrate and explain that light travels through some objects and is blocked by other objects, creating shadows.

The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: identify, describe, and predict the patterns of day and night and their observable characteristics; and

The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: observe, describe, and illustrate the Sun, Moon, stars, and objects in the sky such as clouds.

The student knows that the natural world includes earth materials and systems that can be observed. The student is expected to: describe and classify rocks by the observable properties of size, shape, color, and texture;

The student knows that the natural world includes earth materials and systems that can be observed. The student is expected to: observe and describe weather changes from day to day and over seasons; and

The student knows that the natural world includes earth materials and systems that can be observed. The student is expected to: identify evidence that supports the idea that air is all around us and demonstrate that wind is moving air using items such as a windsock, pinwheel, or ribbon.

Organisms and environments. The student knows that plants and animals depend on the environment to meet their basic needs for survival. The student is expected to:

The student knows that earth materials are important to everyday life. The student is expected to observe and generate examples of practical uses for rocks, soil, and water. observe and identify the dependence of plants on air, sunlight, water, nutrients in the soil, and space to grow; and

The student knows that earth materials are important to everyday life. The student is expected to observe and generate examples of practical uses for rocks, soil, and water. observe and identify the dependence of animals on air, water, food, space, and shelter.

The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to: identify the structures of plants, including roots, stems, leaves, flowers, and fruits;

The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to: identify the different structures that animals have that allow them to interact with their environment such as seeing, hearing, moving, and grasping objects;

The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to: identify and record the changes from seed, seedling, plant, flower, and fruit in a simple plant life cycle; and

The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to: identify ways that young plants resemble the parent plant.

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

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: use scientific practices to plan and conduct simple descriptive investigations and use engineering practices to design solutions to problems;

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: identify, describe, and demonstrate safe practices during classroom and field investigations as outlined in Texas Education Agency-approved safety standards;

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: use tools, including hand lenses, goggles, heat-resistant gloves, trays, cups, bowls, beakers, sieves/sifters, tweezers, primary balance, notebooks, terrariums, aquariums, stream tables, soil samples (loam, sand, gravel, rocks, and clay), seeds, plants, windsock, pinwheel, student thermometer, demonstration thermometer, rain gauge, straws, ribbons, non-standard measuring items, flashlights, sandpaper, wax paper, items that are magnetic, non-magnetic items, a variety of magnets, hot plate, aluminum foil, Sun-Moon-Earth model, and plant and animal life cycle models to observe, measure, test, and compare;

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: collect observations and measurements as evidence;

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: record and organize data using pictures, numbers, words, symbols, and simple graphs; and

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

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: identify basic advantages and limitations of models such as their size, properties, and materials;

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: analyze data by identifying significant features and patterns;

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: use mathematical concepts to compare two objects with common attributes; and

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: evaluate a design or object using criteria to determine if it works as intended.

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: develop explanations and propose solutions supported by data and models;

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: listen actively to others' explanations to identify important evidence and engage respectfully in scientific discussion.

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to: explain how science or an innovation can help others; and

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to: identify scientists and engineers such as Katherine Johnson, Sally Ride, and Ernest Just and explore what different scientists and engineers do.

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: identify and use patterns to describe phenomena or design solutions;

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: investigate and predict cause-and-effect relationships in science;

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: describe the properties of objects in terms of relative size (scale) and relative quantity;

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: examine the parts of a whole to define or model a system;

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: identify forms of energy and properties of matter;

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: describe the relationship between structure and function of objects, organisms, and systems; and

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: describe how factors or conditions can cause objects, organisms, and systems to either change or stay the same.

The student knows that objects have physical properties that determine how they are described and classified. The student is expected to: classify objects by observable physical properties, including, shape, color, and texture, and attributes such as larger and smaller and heavier and lighter;

The student knows that objects have physical properties that determine how they are described and classified. The student is expected to: explain and predict changes in materials caused by heating and cooling; and

The student knows that objects have physical properties that determine how they are described and classified. The student is expected to: demonstrate and explain that a whole object is a system made of organized parts such as a toy that can be taken apart and put back together.

The student knows that forces cause changes in motion and position in everyday life. The student is expected to: explain how pushes and pulls can start, stop, or change the speed or direction of an object's motion; and

The student knows that forces cause changes in motion and position in everyday life. The student is expected to: plan and conduct a descriptive investigation that predicts how pushes and pulls can start, stop, or change the speed or direction of an object's motion.

The student knows that energy is everywhere and can be observed in everyday life. The student is expected to: investigate and describe applications of heat in everyday life such as cooking food or using a clothes dryer; and

The student knows that energy is everywhere and can be observed in everyday life. The student is expected to: describe how some changes caused by heat may be reversed such as melting butter and other changes cannot be reversed such as cooking an egg or baking a cake.

The student knows that the natural world has recognizable patterns. The student is expected to describe and predict the patterns of seasons of the year such as order of occurrence and changes in nature.

The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to: investigate and document the properties of particle size, shape, texture, and color and the components of different types of soils such as topsoil, clay, and sand;

The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to: investigate and describe how water can move rock and soil particles from one place to another;

The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to: compare the properties of puddles, ponds, streams, rivers, lakes, and oceans, including color, clarity, size, shape, and whether it is freshwater or saltwater; and

The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to: describe and record observable characteristics of weather, including hot or cold, clear or cloudy, calm or windy, and rainy or icy, and explain the impact of weather on daily choices.

The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to: identify and describe how plants, animals, and humans use rocks, soil, and water;

The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to: explain why water conservation is important; and

The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to: describe ways to conserve water such as turning off the faucet when brushing teeth and protect natural sources of water such as keeping trash out of bodies of water.

The student knows that the environment is composed of relationships between living organisms and nonliving components. The student is expected to: classify living and nonliving things based upon whether they have basic needs and produce young;

The student knows that the environment is composed of relationships between living organisms and nonliving components. The student is expected to: describe and record examples of interactions and dependence between living and nonliving components in terrariums or aquariums; and

The student knows that the environment is composed of relationships between living organisms and nonliving components. The student is expected to: identify and illustrate how living organisms depend on each other through food chains.

The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to: identify the external structures of different animals and compare how those structures help different animals live, move, and meet basic needs for survival;

The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to: record observations of and describe basic life cycles of animals, including a bird, a mammal, and a fish; and

The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to: compare ways that young animals resemble their parents.

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

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: use scientific practices to plan and conduct simple descriptive investigations and use engineering practices to design solutions to problems;

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: identify, describe, and demonstrate safe practices during classroom and field investigations as outlined in Texas Education Agency-approved safety standards;

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: use tools, including hand lenses, goggles, heat-resistant gloves, trays, cups, bowls, beakers, notebooks, stream tables, soil, sand, gravel, flowering plants, student thermometer, demonstration thermometer, rain gauge, flashlights, ramps, balls, spinning tops, drums, tuning forks, sandpaper, wax paper, items that are flexible, non-flexible items, magnets, hot plate, aluminum foil, Sun-Moon-Earth model, and frog and butterfly life cycle models to observe, measure, test, and compare;

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: collect observations and measurements as evidence;

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: record and organize data using pictures, numbers, words, symbols, and simple graphs; and

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

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. The student is expected to: identify basic advantages and limitations of models such as their size, properties, and materials;

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. The student is expected to: analyze data by identifying significant features and patterns;

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. The student is expected to: use mathematical concepts to compare two objects with common attributes; and

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. The student is expected to: evaluate a design or object using criteria to determine if it works as intended.

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: develop explanations and propose solutions supported by data and models;

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: listen actively to others' explanations to identify important evidence and engage respectfully in scientific discussion.

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to: explain how science or an innovation can help others; and

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to: identify scientists and engineers such as Alexander Graham Bell, Marie Daly, Mario Molina, and Jane Goodall and explore what different scientists and engineers do.

Recurring themes and concepts. The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: identify and use patterns to describe phenomena or design solutions;

Recurring themes and concepts. The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: investigate and predict cause-and-effect relationships in science;

Recurring themes and concepts. The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: measure and describe the properties of objects in terms of size and quantity;

Recurring themes and concepts. The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: examine the parts of a whole to define or model a system;

Recurring themes and concepts. The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: identify forms of energy and properties of matter;

Recurring themes and concepts. The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: describe the relationship between structure and function of objects, organisms, and systems; and

Recurring themes and concepts. The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: describe how factors or conditions can cause objects, organisms, and systems to either change or stay the same.

Matter and its properties. The student knows that matter has physical properties that determine how it is described, classified, and used. The student is expected to: classify matter by observable physical properties, including texture, flexibility, and relative temperature, and identify whether a material is a solid or liquid;

Matter and its properties. The student knows that matter has physical properties that determine how it is described, classified, and used. The student is expected to: conduct a descriptive investigation to explain how physical properties can be changed through processes such as cutting, folding, sanding, melting, or freezing; and

Matter and its properties. The student knows that matter has physical properties that determine how it is described, classified, and used. The student is expected to: demonstrate that small units such as building blocks can be combined or reassembled to form new objects for different purposes and explain the materials chosen based on their physical properties.

Force, motion, and energy. The student knows that forces cause changes in motion and position in everyday life. The student is expected to: explain how objects push on each other and may change shape when they touch or collide; and

Force, motion, and energy. The student knows that forces cause changes in motion and position in everyday life. The student is expected to: plan and conduct a descriptive investigation to demonstrate how the strength of a push and pull changes an object's motion.

Force, motion, and energy. The student knows that energy is everywhere and can be observed in everyday life. The student is expected to: demonstrate and explain that sound is made by vibrating matter and that vibrations can be caused by a variety of means, including sound;

Force, motion, and energy. The student knows that energy is everywhere and can be observed in everyday life. The student is expected to: explain how different levels of sound are used in everyday life such as a whisper in a classroom or a fire alarm; and

Force, motion, and energy. The student knows that energy is everywhere and can be observed in everyday life. The student is expected to: design and build a device using tools and materials that uses sound to solve the problem of communicating over a distance.

Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: describe the Sun as a star that provides light and heat and explain that the Moon reflects the Sun's light; and

Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: observe objects in the sky using tools such as a telescope and compare how objects in the sky are more visible and can appear different with a tool than with an unaided eye.

Earth and space. The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to: investigate and describe how wind and water move soil and rock particles across the Earth's surface such as wind blowing sand into dunes on a beach or a river carrying rocks as it flows;

Earth and space. The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to: measure, record, and graph weather information, including temperature and precipitation; and

Earth and space. The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to: investigate different types of severe weather events such as a hurricane, tornado, or flood and explain that some events are more likely than others in a given region.

Earth and space. The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to: distinguish between natural and manmade resources; and

Earth and space. The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to: describe how human impact can be limited by making choices to conserve and properly dispose of materials such as reducing use of, reusing, or recycling paper, plastic, and metal.

Organisms and environments. The student knows that living organisms have basic needs that must be met through interactions within their environment. The student is expected to: describe how the physical characteristics of environments, including the amount of rainfall, support plants and animals within an ecosystem;

Organisms and environments. The student knows that living organisms have basic needs that must be met through interactions within their environment. The student is expected to: create and describe food chains identifying producers and consumers to demonstrate how animals depend on other living things; and

Organisms and environments. The student knows that living organisms have basic needs that must be met through interactions within their environment. The student is expected to: explain and demonstrate how some plants depend on other living things, wind, or water for pollination and to move their seeds around.

Organisms and environments. The student knows that organisms have structures and undergo processes that help them interact and survive within their environments. The student is expected to: identify the roots, stems, leaves, flowers, fruits, and seeds of plants and compare how those structures help different plants meet their basic needs for survival;

Organisms and environments. The student knows that organisms have structures and undergo processes that help them interact and survive within their environments. The student is expected to: record and compare how the structures and behaviors of animals help them find and take in food, water, and air;

Organisms and environments. The student knows that organisms have structures and undergo processes that help them interact and survive within their environments. The student is expected to: record and compare how being part of a group helps animals obtain food, defend themselves, and cope with changes; and

Organisms and environments. The student knows that organisms have structures and undergo processes that help them interact and survive within their environments. The student is expected to: investigate and describe some of the unique life cycles of animals where young animals do not resemble their parents, including butterflies and frogs.

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

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

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

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: 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;

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: collect observations and measurements as evidence;

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: 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

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

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

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

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: use mathematical calculations to compare patterns and relationships; and

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: evaluate a design or object using criteria.

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: develop explanations and propose solutions supported by data and models;

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: listen actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion.

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to: explain how scientific discoveries and innovative solutions to problems impact science and society; and

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

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: identify and use patterns to explain scientific phenomena or to design solutions;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: use scale, proportion, and quantity to describe, compare, or model different systems;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: examine and model the parts of a system and their interdependence in the function of the system;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: investigate the flow of energy and cycling of matter through systems;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: explain the relationship between the structure and function of objects, organisms, and systems; and

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: explain how factors or conditions impact stability and change in objects, organisms, and systems.

The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to: measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water;

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

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

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

The student knows the nature of forces and the patterns of their interactions. The student is expected to: demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls; and

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

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to: identify everyday examples of energy, including light, sound, thermal, and mechanical; and

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to: plan and conduct investigations that demonstrate how the speed of an object is related to its mechanical energy.

The student knows there are recognizable objects and patterns in Earth's solar system. The student is expected to: construct models and explain the orbits of the Sun, Earth, and Moon in relation to each other; and

The student knows there are recognizable objects and patterns in Earth's solar system. The student is expected to: identify the order of the planets in Earth's solar system in relation to the Sun.

The student knows that there are recognizable processes that change Earth over time. The student is expected to: compare and describe day-to-day weather in different locations at the same time, including air temperature, wind direction, and precipitation;

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

The student knows that there are recognizable processes that change Earth over time. The student is expected to: model and describe rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides.

The student understands how natural resources are important and can be managed. The student is expected to: explore and explain how humans use natural resources such as in construction, in agriculture, in transportation, and to make products;

The student understands how natural resources are important and can be managed. The student is expected to: explain why the conservation of natural resources is important; and

The student understands how natural resources are important and can be managed. The student is expected to: identify ways to conserve natural resources through reducing, reusing, or recycling.

The student describes patterns, cycles, systems, and relationships within environments. The student is expected to: explain how temperature and precipitation affect animal growth and behavior through migration and hibernation and plant responses through dormancy;

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

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

The student describes patterns, cycles, systems, and relationships within environments. The student is expected to: identify fossils as evidence of past living organisms and environments, including common Texas fossils.

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: 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

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

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

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

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

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: use tools, including hand lenses; metric rulers; Celsius thermometers; calculators; laser pointers; mirrors; digital scales; balances; graduated cylinders; beakers; hot plates; meter sticks; magnets; notebooks; timing devices; sieves; materials for building circuits; 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;

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: collect observations and measurements as evidence;

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: construct appropriate graphic organizers used 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

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

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

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

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: use mathematical calculations to compare patterns and relationships; and

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: evaluate a design or object using criteria.

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: develop explanations and propose solutions supported by data and models;

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: listen actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion.

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to: explain how scientific discoveries and innovative solutions to problems impact science and society; and

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

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: identify and use patterns to explain scientific phenomena or to design solutions;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: use scale, proportion, and quantity to describe, compare, or model different systems;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: examine and model the parts of a system and their interdependence in the function of the system;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: investigate how energy flows and matter cycles through systems and how matter is conserved;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: explain the relationship between the structure and function of objects, organisms, and systems; and

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: explain how factors or conditions impact stability and change in objects, organisms, and systems.

The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to: classify and describe matter using observable physical properties, including temperature, mass, magnetism, relative density (the ability to sink or float in water), and physical state (solid, liquid, gas);

The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to: investigate and compare a variety of mixtures, including solutions that are composed of liquids in liquids and solids in liquids; and

The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to: demonstrate that matter is conserved when mixtures such as soil and water or oil and water are formed.

The student knows the nature of forces and the patterns of their interactions. The student is expected to plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object.

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to: investigate and identify the transfer of energy by objects in motion, waves in water, and sound;

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to: identify conductors and insulators of thermal and electrical energy; and

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to: demonstrate and describe how electrical energy travels in a closed path that can produce light and thermal energy.

The student recognizes patterns among the Sun, Earth, and Moon system and their effects. The student is expected to: collect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight; and

The student recognizes patterns among the Sun, Earth, and Moon system and their effects. The student is expected to: collect and analyze data to identify sequences and predict patterns of change in the observable appearance of the Moon from Earth.

The student knows that there are processes on Earth that create patterns of change. The student is expected to: describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process;

The student knows that there are processes on Earth that create patterns of change. The student is expected to: model and describe slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; and

The student knows that there are processes on Earth that create patterns of change. The student is expected to: differentiate between weather and climate.

The student understands how natural resources are important and can be managed. The student is expected to: identify and explain advantages and disadvantages of using Earth's renewable and nonrenewable natural resources such as wind, water, sunlight, plants, animals, coal, oil, and natural gas;

The student understands how natural resources are important and can be managed. The student is expected to: explain the critical role of energy resources to modern life and how conservation, disposal, and recycling of natural resources impact the environment; and

The student understands how natural resources are important and can be managed. The student is expected to: determine the physical properties of rocks that allow Earth's natural resources to be stored there.

The student describes patterns, cycles, systems, and relationships within environments. The student is expected to: investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter;

The student describes patterns, cycles, systems, and relationships within environments. The student is expected to: describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers; and

The student describes patterns, cycles, systems, and relationships within environments. The student is expected to: identify and describe past environments based on fossil evidence, including common Texas fossils.

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: explore and explain how structures and functions of plants such as waxy leaves and deep roots enable them to survive in their environment; and

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: differentiate between inherited and acquired physical traits of organisms.

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

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: use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems;

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

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: use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information;

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: collect observations and measurements as evidence;

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: construct appropriate graphic organizers used 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

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

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

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

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: use mathematical calculations to compare patterns and relationships; and

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: evaluate experimental and engineering designs.

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: develop explanations and propose solutions supported by data and models;

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: listen actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion.

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to: explain how scientific discoveries and innovative solutions to problems impact science and society; and

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

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: identify and use patterns to explain scientific phenomena or to design solutions;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: use scale, proportion, and quantity to describe, compare, or model different systems;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: examine and model the parts of a system and their interdependence in the function of the system;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: investigate how energy flows and matter cycles through systems and how matter is conserved;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: explain the relationship between the structure and function of objects, organisms, and systems; and

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: explain how factors or conditions impact stability and change in objects, organisms, and systems.

The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to: compare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy;

The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to: demonstrate and explain that some mixtures maintain physical properties of their substances such as iron filings and sand or sand and water;

The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to: compare the properties of substances before and after they are combined into a solution and demonstrate that matter is conserved in solutions; and

The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to: illustrate how matter is made up of particles that are too small to be seen such as air in a balloon.

The student knows the nature of forces and the patterns of their interactions. The student is expected to: investigate and explain how equal and unequal forces acting on an object cause patterns of motion and transfer of energy; and

The student knows the nature of forces and the patterns of their interactions. The student is expected to: design a simple experimental investigation that tests the effect of force on an object in a system such as a car on a ramp or a balloon rocket on a string.

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to: investigate and describe the transformation of energy in systems such as energy in a flashlight battery that changes from chemical energy to electrical energy to light energy;

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to: demonstrate that electrical energy in complete circuits can be transformed into motion, light, sound, or thermal energy and identify the requirements for a functioning electrical circuit; and

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to: demonstrate and explain how light travels in a straight line and can be reflected, refracted, or absorbed.

The student recognizes patterns among the Sun, Earth, and Moon system and their effects. The student is expected to demonstrate that Earth rotates on its axis once approximately every 24 hours and explain how that causes the day/night cycle and the appearance of the Sun moving across the sky, resulting in changes in shadow positions and shapes.

The student knows that there are recognizable patterns and processes on Earth. The student is expected to: explain how the Sun and the ocean interact in the water cycle and affect weather;

The student knows that there are recognizable patterns and processes on Earth. The student is expected to: model and describe the processes that led to the formation of sedimentary rocks and fossil fuels; and

The student knows that there are recognizable patterns and processes on Earth. The student is expected to: model and identify how changes to Earth's surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes.

The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.

The student describes patterns, cycles, systems, and relationships within environments. The student is expected to: observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem;

The student describes patterns, cycles, systems, and relationships within environments. The student is expected to: predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web; and

The student describes patterns, cycles, systems, and relationships within environments. The student is expected to: describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments. The student is expected to: analyze the structures and functions of different species to identify how organisms survive in the same environment; and

The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments. The student is expected to: explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival.

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

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: use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

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: use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

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: 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, hand lenses, and lab notebooks or journals;

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: collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

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: construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;

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: develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

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: distinguish between scientific hypotheses, theories, and laws.

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

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: analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;

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: use mathematical calculations to assess quantitative relationships in data; and

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: evaluate experimental and engineering designs.

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to: 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;

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to: make informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; and

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

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: identify and apply patterns to understand and connect scientific phenomena or to design solutions;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: analyze how differences in scale, proportion, or quantity affect a system's structure or performance;

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: examine and model the parts of a system and their interdependence in the function of the system;

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

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: analyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; and

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.

The student knows that matter is made of atoms, can be classified according to its properties, and can undergo changes. The student is expected to: compare solids, liquids, and gases in terms of their structure, shape, volume, and kinetic energy of atoms and molecules;

The student knows that matter is made of atoms, can be classified according to its properties, and can undergo changes. The student is expected to: investigate the physical properties of matter to distinguish between pure substances, homogeneous mixtures (solutions), and heterogeneous mixtures;

The student knows that matter is made of atoms, can be classified according to its properties, and can undergo changes. The student is expected to: identify elements on the periodic table as metals, nonmetals, metalloids, and rare Earth elements based on their physical properties and importance to modern life;

The student knows that matter is made of atoms, can be classified according to its properties, and can undergo changes. The student is expected to: compare the density of substances relative to various fluids; and

The student knows that matter is made of atoms, can be classified according to its properties, and can undergo changes. The student is expected to: identify the formation of a new substance by using the evidence of a possible chemical change, including production of a gas, change in thermal energy, production of a precipitate, and color change.

The student knows the nature of forces and their role in systems that experience stability or change. The student is expected to: identify and explain how forces act on objects, including gravity, friction, magnetism, applied forces, and normal forces, using real-world applications;

The student knows the nature of forces and their role in systems that experience stability or change. The student is expected to: calculate the net force on an object in a horizontal or vertical direction using diagrams and determine if the forces are balanced or unbalanced; and

The student knows the nature of forces and their role in systems that experience stability or change. The student is expected to: identify simultaneous force pairs that are equal in magnitude and opposite in direction that result from the interactions between objects using Newton's Third Law of Motion.

The student knows that the total energy in systems is conserved through energy transfers and transformations. The student is expected to: compare and contrast gravitational, elastic, and chemical potential energies with kinetic energy;

The student knows that the total energy in systems is conserved through energy transfers and transformations. The student is expected to: describe how energy is conserved through transfers and transformations in systems such as electrical circuits, food webs, amusement park rides, or photosynthesis; and

The student knows that the total energy in systems is conserved through energy transfers and transformations. The student is expected to: explain how energy is transferred through transverse and longitudinal waves.

The student models the cyclical movements of the Sun, Earth, and Moon and describes their effects. The student is expected to: model and illustrate how the tilted Earth revolves around the Sun, causing changes in seasons; and

The student models the cyclical movements of the Sun, Earth, and Moon and describes their effects. The student is expected to: describe and predict how the positions of the Earth, Sun, and Moon cause daily, spring, and neap cycles of ocean tides due to gravitational forces.

The student understands the rock cycle and the structure of Earth. The student is expected to: differentiate between the biosphere, hydrosphere, atmosphere, and geosphere and identify components of each system;

The student understands the rock cycle and the structure of Earth. The student is expected to: model and describe the layers of Earth, including the inner core, outer core, mantle, and crust; and

The student understands the rock cycle and the structure of Earth. The student is expected to: describe how metamorphic, igneous, and sedimentary rocks form and change through geologic processes in the rock cycle.

The student understands how resources are managed. The student is expected to: research and describe why resource management is important in reducing global energy, poverty, malnutrition, and air and water pollution, and

The student understands how resources are managed. The student is expected to: explain how conservation, increased efficiency, and technology can help manage air, water, soil, and energy resources.

The student knows that interdependence occurs between living systems and the environment. The student is expected to: investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as availability of light and water, range of temperatures, or soil composition;

The student knows that interdependence occurs between living systems and the environment. The student is expected to: describe and give examples of predatory, competitive, and symbiotic relationships between organisms, including mutualism, parasitism, and commensalism; and

The student knows that interdependence occurs between living systems and the environment. The student is expected to: describe the hierarchical organization of organism, population, and community within an ecosystem.

The student knows that organisms have an organizational structure and variations can influence survival of populations. The student is expected to: describe the historical development of cell theory and explain how organisms are composed of one or more cells, which come from pre-existing cells and are the basic unit of structure and function;

The student knows that organisms have an organizational structure and variations can influence survival of populations. The student is expected to: identify and compare the basic characteristics of organisms, including prokaryotic and eukaryotic, unicellular and multicellular, and autotrophic and heterotrophic; and

The student knows that organisms have an organizational structure and variations can influence survival of populations. The student is expected to: describe how variations within a population can be an advantage or disadvantage to the survival of a population as environments change.