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.
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
investigate and describe applications of heat in everyday life such as cooking food or using a clothes dryer; and
S.1.8.B
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.
conduct a descriptive investigation to explain how physical properties can be changed through processes such as cutting, folding, sanding, melting, or freezing; and
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
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.
investigate how changes in properties are indicative of chemical reactions such as hydrochloric acid with a metal, oxidation of metal, combustion, and neutralizing an acid with a base;
classify processes as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysis; and
Recurring themes and concepts — Connections to the content
Recurring themes and concepts provide a connective structure for scientific ideas across disciplines. The connection(s) below show some ways that teachers can help students understand how the content they are learning fits into the broader understanding of science. These connections do not represent all possible connections that might be made but highlight some that are appropriate for this grade level.
Flow of energy and cycling of matter through systems
Energy flows within a system or between systems through transfers and transformations. Matter is cycled within systems through physical and chemical processes. It is important to note that in kindergarten–grade 2, the foundation of flow of energy and cycling of matter is built by identifying the forms of energy and properties of matter. In grades 3–8, students learn that matter and energy are conserved, changing forms but maintaining quantities.
Energy flows into materials, causing changes that may be reversed by removing the energy from the materials.
Stability and change
Stability describes a system that does not change at the observed scale. In a stable system, a small disturbance will die out and the system will return to a stable state. Change in the system can come from modifying a factor or condition.
In most instances, materials remain in an unchanging, stable state. Modifying a condition or factor (heat applied or removed) can change one or more physical properties of the material.
Cross-curricular Connections
The cross-curricular connections are designed to help educators make content connections between the science TEKS and math, English language arts and reading, social studies, and technology applications. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.
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Math
Math.1.1.F analyze mathematical relationships to connect and communicate mathematical ideas