The student is expected to describe the carbon cycle.
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.”
describe how natural changes to the environment such as floods and droughts cause some organisms to thrive and others to perish or move to new locations; and
describe how primary and secondary ecological succession affect populations and species diversity after ecosystems are disrupted by natural events or human activity; and
investigate and evaluate how ecological relationships, including predation, parasitism, commensalism, mutualism, and competition, influence ecosystem stability;
explain how environmental change, including change due to human activity, affects biodiversity and analyze how changes in biodiversity impact ecosystem stability.
AQUA.9.A
identify the role of carbon, nitrogen, water, and nutrient cycles in an aquatic environment, including upwellings and turnovers;
ENVIR.6.D
identify how changes in limiting resources such as water, food, and energy affect local ecosystems;
ENVIR.8.A
compare exponential and logistical population growth using graphical representations;
ENVIR.8.B
identify factors that may alter carrying capacity such as disease; natural disaster; available food, water, and livable space; habitat fragmentation; and periodic changes in weather;
ENVIR.8.C
calculate changes in population size in ecosystems; and
ENVIR.9.A
analyze and describe how natural events such as tectonic movement, volcanic events, fires, tornadoes, hurricanes, flooding, and tsunamis affect natural populations;
ENVIR.9.C
examine how natural processes such as succession and feedback loops can restore habitats and ecosystems;
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.
The carbon cycle contains repeating patterns of processes: photosynthesis, respiration, combustion, and decomposition.
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.
Each carbon cycle (system) stage depends on the other stages to produce or liberate the carbon-containing molecules.
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 carbon cycle is one of the significant ways matter is cycled through 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.
The carbon cycle is naturally stable. However, an abundance or impairment in one of the processes can cause changes to the environment. For example, lack of decomposition reduces the amount of carbon used for photosynthesis.
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.8.5.E make connections to personal experiences, ideas in other texts, and society
ELAR.8.5.F make inferences and use evidence to support understanding
ELAR.8.5.H synthesize information to create new understanding