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.”
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.
Cause-and-effect relationships
Cause-and-effect relationships are relationships between two or more variables or phenomena whereby one variable or event leads to a predictable response. Events have causes—sometimes simple, sometimes multi-faceted.
Sound is created (effect) when an object vibrates (cause).
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 within a system. The system comprises the instrument or object vibrating, like a guitar or tuning fork, and the medium (air, a liquid, or a solid) through which the vibrations travel to the ear. Energy is transferred to the instrument, making it vibrate, and then the energy travels through the medium to the ear.
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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English Language Arts and Reading
ELAR.2.1.C share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language
ELAR.2.6.E make connections to personal experiences, ideas in other texts, and society