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.”
analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; and
examine scientific explanations for varying rates of change such as gradualism, abrupt appearance, and stasis in the fossil record.
EARTH.7.D
explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record;
EARTH.7.F
analyze data from rock and fossil succession to evaluate the evidence for and significance of mass extinctions, major climatic changes, and tectonic events.
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.
Patterns in the structures of fossils and surrounding rocks can be used to describe the environments in which those organisms once lived.
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.
Environments can remain stable for long periods. Evidence of environmental change includes the presence of different fossils in new rock layers.
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.4.13.C identify and gather relevant information from a variety of sources
ELAR.4.13.E demonstrate understanding of information gathered