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.”
identify the roots, stems, leaves, flowers, fruits, and seeds of plants and compare how those structures help different plants meet their basic needs for survival;
analyze the structures and functions of different species to identify how organisms survive in the same environment; and
S.8.13.C
describe how variations of traits within a population lead to structural, behavioral, and physiological adaptations that influence the likelihood of survival and reproductive success of a species over generations.
analyze the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; and
explain how the interactions that occur among systems that perform functions of transport, reproduction, and response in plants are facilitated by their structures.
AQUA.13.B
describe how adaptations allow an organism to exist within an aquatic environment; and
AQUA.13.C
compare adaptations of freshwater and marine organisms.
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.
Organisms in similar environments tend to display similar adaptations (a pattern). For example, many Arctic animals have white body coverings.
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.
Organisms with traits that enhance their survival or reproductive success (cause) are more likely to pass on those genes to the next generation, increasing the prevalence of that trait in the next generation (effect).
Relationship between structure and function
A structure is an organized arrangement of particles, parts, or elements in a substance, body, or entity. A function is the purpose or reason for something to exist in a system. The function of a structure depends on the shapes of and relationships among its essential parts.
An adaptation (structure) allows an organism to meet its needs better or increase reproductive success (function).
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
English Language Arts and Reading
ELAR.8.5.D create mental images to deepen understanding
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