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 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;
model and describe slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; and
S.5.10.C
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.
describe the evidence that supports that Earth has changed over time, including fossil evidence, plate tectonics, and superposition; and
AQUA.11.D
describe how erosion and deposition in river systems lead to formation of geologic features.
EARTH.9.A
interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies;
EARTH.9.C
model the processes of mass wasting, erosion, and deposition by water, wind, ice, glaciation, gravity, and volcanism in constantly reshaping Earth's surface; and
EARTH.12.A
evaluate the impact on humans of natural changes in Earth's systems such as earthquakes, tsunamis, and volcanic eruptions;
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.
Each type of landform has particular characteristics (patterns) that allow students to predict the method by which it was formed.
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.
The weathering and erosion of rock by water or ice (cause) results in the formation of canyons (effect). Deltas (effect) are produced by the deposition of sediment by water (cause), and sand dunes (effect) form when wind deposits sediment (cause).
Flow of energy and cycling of matter through systems
Matter and energy are conserved, changing forms but maintaining quantities. Energy flows within a system or between systems through transfers and transformations. Matter is cycled within systems through physical and chemical processes.
The formation of landforms is an example of cycling of matter because the matter from which landforms are created is already in the environment (system). For example, sand dunes are formed from sand and other weathered rock particles that is already present in the environment.
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.
Over short time periods, most landforms appear to be stable. However over years, decades, or centuries, changes can be observed.
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
Social Studies
SS.5.6.B describe regions in the United States based on physical characteristics such as landform, climate, and vegetation