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.”
model and describe the processes that led to the formation of sedimentary rocks and fossil fuels; and
S.6.10.C
describe how metamorphic, igneous, and sedimentary rocks form and change through geologic processes in the rock cycle.
EARTH.7.A
describe the development of multiple radiometric dating methods and analyze their precision, reliability, and limitations in calculating the ages of igneous rocks from Earth, the Moon, and meteorites;
EARTH.7.E
describe how evidence of biozones and faunal succession in rock layers reveal information about the environment at the time those rocks were deposited and the dynamic nature of the Earth; 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.
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.
Sedimentary rocks (effect) are formed through compaction and cementation (causes). When existing rock is exposed to heat and pressure within the crust (cause), it is transformed into metamorphic rock (effect). When liquid rock is expelled through a volcano or deep sea vent (cause), it is transformed into igneous rock (effect).
Model the interdependence and parts of a system
A system is a whole made of parts that work together. It has components and boundaries. It can interact with or be part of other systems.
The rock cycle is a system in which each type of rock (part) can be processed into another.
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 rock cycle is the processing of existing rock (matter) into other types of rock using energy from Earth's layers or weathering and erosion agents.
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.
The rock cycle is a stable system of continuous change.
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.6.5.H synthesize information to create new understanding
Technology Applications
TA.6.1.B analyze the patterns and sequences found in visual representations such as learning maps, concept maps, or other representations of data