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  • Matter and energy

Science.3.6.B

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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;

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.”

  • Overview
  • Alignments
Side-by-Side 

SCIENCE.3.6.B — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

Previous grade
S.1.6.A

classify objects by observable physical properties, including, shape, color, and texture, and attributes such as larger and smaller and heavier and lighter;

S.2.6.A

classify matter by observable physical properties, including texture, flexibility, and relative temperature, and identify whether a material is a solid or liquid;

S.3.6.A

measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water;

S.3.6.B

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;

S.4.6.A

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);

S.5.6.A
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;
S.6.6.A
compare solids, liquids, and gases in terms of their structure, shape, volume, and kinetic energy of atoms and molecules;
S.6.6.C
identify elements on the periodic table as metals, nonmetals, metalloids, and rare Earth elements based on their physical properties and importance to modern life;
S.6.6.D
compare the density of substances relative to various fluids; and
S.8.6.C
describe the properties of cohesion, adhesion, and surface tension in water and relate to observable phenomena such as the formation of droplets, transport in plants, and insects walking on water;
S.8.6.D
compare and contrast the properties of acids and bases, including pH relative to water; and
CHEM.5.A
explain the development of the Periodic Table over time using evidence such as chemical and physical properties;
CHEM.5.B
predict the properties of elements in chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, based on valence electrons patterns using the Periodic Table; and
IPC.7.C
explain how physical and chemical properties of substances are related to their usage in everyday life such as in sunscreen, cookware, industrial applications, and fuels;
CHEM.12.B
define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions;
CHEM.12.C
differentiate between strong and weak acids and bases;
AQUA.5.A
describe how the shape and polarity of the water molecule make it a "universal solvent" in aquatic systems;
AQUA.5.B
identify how aquatic ecosystems are affected by water's properties of adhesion, cohesion, surface tension, heat capacity, and thermal conductivity; and
AQUA.5.C
explain how the density of water is critical for organisms in cold environments.
AQUA.8.B
collect and analyze pH, salinity, temperature, mineral content, nitrogen compounds, dissolved oxygen, and turbidity data periodically, starting with baseline measurements; and
AQUA.11.A
examine basic principles of fluid dynamics, including hydrostatic pressure, density as a result of salinity, and buoyancy;
AQUA.11.C
explain how fluid dynamics causes upwelling and lake turnover; and
Next grade

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.
Patterns

Patterns are regular sequences that can be found throughout nature.

There are patterns in the properties of each state that allow matter to be classified as solid, liquid, or gas.

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.
Expand All
Math

Math.3.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

Math.3.6.A classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language

Math.3.7.D determine when it is appropriate to use measurements of liquid volume (capacity) or weight

English Language Arts and Reading

ELAR.3.6.G evaluate details read to determine key ideas

ELAR.3.7.F respond using newly acquired vocabulary as appropriate

ELAR.3.9.D.iii recognize organizational patterns such as cause and effect and problem and solution

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