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.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
S.7.10.B
describe how plate tectonics causes ocean basin formation, earthquakes, mountain building, and volcanic eruptions, including supervolcanoes and hot spots.
EARTH.8.C
investigate how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics;
EARTH.8.E
explain how plate tectonics accounts for geologic processes, including sea floor spreading and subduction, and features, including ocean ridges, rift valleys, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents;
EARTH.8.F
calculate the motion history of tectonic plates using equations relating rate, time, and distance to predict future motions, locations, and resulting geologic features;
EARTH.8.G
distinguish the location, type, and relative motion of convergent, divergent, and transform plate boundaries using evidence from the distribution of earthquakes and volcanoes; and
EARTH.8.H
evaluate the role of plate tectonics with respect to long-term global changes in Earth's subsystems such as continental buildup, glaciation, sea level fluctuations, mass extinctions, and climate change.
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.
Geologic events occur based on patterns in the movement and type of crust at plate boundaries.
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.
Due to the movement of the plates (cause), earthquakes occur (effect). Mountain building (effect) occurs when tectonic plates move toward each other at convergent boundaries (cause). Ocean basin formation (effect) occurs when tectonic plates diverge (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 flow of energy in the mantle's convection currents drives the movement of tectonic plates.
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.
Stable convection currents in the mantle cause tectonic plate motion (change). Earthquakes, mountain building, and volcanic eruptions are products of collisions between plates.
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.7.5.F make inferences and use evidence to support understanding
ELAR.7.5.H synthesize information to create new understanding
ELAR.7.6.C use text evidence to support an appropriate response