Subject:
Study the TEKS
TEKS for Grade: K
(K.1) Scientific processes. The student participates in classroom and field investigations following home and school safety procedures.
The student is expected to:
(A) demonstrate safe practices during classroom and field investigations;
(K.2) Scientific processes.
The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:
(C) gather information using simple equipment and tools to extend the senses;
(E) communicate findings about simple investigations.
(K.4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:
(A) identify and use senses as tools of observation; and
(B) make observations using tools including hand lenses, balances, cups, bowls, and computers.
(K.7) Science concepts.
The student knows that many types of change occur. The student is expected to:
(A) observe, describe, and record changes in size, mass, color, position, quantity, time, temperature, sound, and movement;
(B) identify that heat causes change, such as ice melting or the
Sun warming the air and compare objects according to temperature
Grade Level: 1 Lesson: The Temperature is Rising
TEKS for Grade: 1
(1.1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures. The student is expected to:
(A) demonstrate safe practices during classroom and field investigations; and
(1.2) Scientific processes.
The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:
(C) gather information using simple equipment and tools to extend the senses;
(E) communicate explanations about investigations.
(1.4) Scientific processes.
The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:
(A) collect information using tools including hand lenses, clocks, computers, thermometers, and balances;
(B) record and compare collected information;
(1.7) Science concepts. The student knows that many types of change occur. The student is expected to:
(A) observe, measure, and record changes in size, mass, color, position, quantity, sound, and movement;
(B) identify and test ways that heat may cause change such as when ice melts;
TEKS for Grade: 2
(2.1) Scientific processes.
The student conducts classroom and field investigations following home and school safety procedures. The student is expected to:
(A) demonstrate safe practices during classroom and field investigations;
(2.2) Scientific processes.
The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:
(D) gather information using simple equipment and tools to extend the senses;
(F) communicate explanations about investigations.
(2.4) Scientific processes.
The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:
(A) collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances; and
(2.7) Science concepts.
The student knows that many types of change occur. The student is expected to:
(A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement;
(B) identify, predict, and test uses of heat to cause change such as melting and evaporation;

Changes:
In kindergarten the students make observations using tools. In grade 1 the students use the tools to collect and record information and then compare the data. In kindergarten the students identify that heat causes changes, but in grade 1 the students will test ways that heat causes changes.
Changes:
In grade 2 the students will use more tools to collect information than in grade 1. In grade 2 the student identifies, tests, and predicts uses of heat to cause change, whereas in grade 1 the students identify and test ways heat causes changes.
Important findings that affect my instruction and assessment:
The K.1, 1.1, and 2.1 TEKS are the same, so that by the time students enter grade 2 they should be well adapted to working safely in a classroom lab situation. The K.2, 1.2, and 2.2 TEKS are also the same, so that by the time the student enters grade 2 they should be well adapted to making observations using senses and tools and communicating explanations about their investigations. The variety of tools the students use increases each year, so that students are getting more experience using tools with each year.
Students in all the grades will observe, describe, and record changes in temperature. (Note: the word temperature is not in the grade 1 TEKS, but the thermometer is in the tool set in both K and 2. Therefore it is assumed that changes in temperature would be a grade 1 skill.)
Kindergarten students would identify how the presence or absence of heat causes change; grade 1 students would test ways that heat causes change; and grade 2 students would identify, test, and make predictions about how using heat causes change. This means that grade 1 students must do more than simply point out a change caused by heat. Notice the progression of skills from K through grades 1 and 2.
Determine the Criteria
Criteria for evidence of student learning
(These are precise, performance-based characteristics that define high quality):
Students follow oral instructions to safely complete the investigation.
Students arrange the order of the cups of water correctly from cold to hot.
Students explain their method for ordering the cups of water.
Students safely use a thermometer to determine the temperature of the cups of water after mixing.
Students explain the best method for comparing the temperature of cups of water.

Subject: Science
Study the TEKS
TEKS for Grade: 3
(3.2) Scientific processes.
The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(B) collect information by observing and measuring;
(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
(D) communicate valid conclusions; and
(3.3) Scientific processes.
The student knows that information, critical thinking, and scientific problem solving are used in making decisions. The student is expected to:
(C) represent the natural world using models and identify their limitations;
(3.7) Science concepts.
The student knows that matter has physical properties. The student is expected to:
(A) gather information including temperature, magnetism, hardness, and mass using appropriate tools to identify physical properties of matter; and
(B) identify matter as liquids, solids, and gases.
Grade Level: 4
TEKS for Grade: 4
(4.2) Scientific processes.
The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(B) collect information by observing and measuring;
(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
(D) communicate valid conclusions; and
(4.3) Scientific processes.
The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(C) represent the natural world using models and identify their limitations;
(4.7) Science concepts.
The student knows that matter has physical properties. The student is expected to:
(A) observe and record changes in the states of matter caused by the addition or reduction of heat; and
(B) conduct tests, compare data, and draw conclusions about physical properties of matter including states of matter, conduction, density, and buoyancy.
Lesson: As a Matter of Fact
TEKS for Grade: 5
(5.2) Scientific processes.
The student uses scientific methods during field and laboratory investigations. The student is expected to:
(B) collect information by observing and measuring;
(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
(D) communicate valid conclusions; and
(5.3) Scientific processes.
The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(C) represent the natural world using models and identify their limitations;
(5.7) Science concepts.
The student knows that matter has physical properties. The student is expected to:
(A) classify matter based on its physical properties including magnetism, physical state, and the ability to conduct or insulate heat, electricity, and sound

Changes:
From grade 3 to grade 4, students are improving their skills of observation for collecting data. They should be improving at using data along with models to explain phenomena. In grade 3, the students are asked to identify the states of matter and how temperature can be used to determine physical properties. In grade 4 the students test how adding or reducing heat affects the state of matter.
Changes:
By grade 5, students are in their third year of using their skills of observation for collecting data and using this data with models to explain phenomena.
In grade 5, students classify materials based on properties, one of which is the substances state.

Subject: Science Grade Level: 7 Lesson: Element Sort
Study the TEKS
TEKS for Grade: 6
(6.2) Scientific processes.
The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
(B) collect data by observing and measuring;
(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.
(6.7) Science concepts.
The student knows that substances have physical and chemical properties.
The student is expected to:
(B) classify substances by their physical and chemical properties.
TEKS for Grade: 7
(7.2) Scientific processes.
The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
(B) collect data by observing and measuring;
(C) organize, analyze, make inferences, and predict trends from direct and indirect evidence;
(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.
(7.7) Science concepts.
The student knows that substances have physical and chemical properties.
The student is expected to:
(B) describe physical properties of elements and identify how they are used to position an element on the periodic table; and
TEKS for Grade: 8
(8.2) Scientific processes.
The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
(B) collect data by observing and measuring;
(C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence;
(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.
(8.9) Science concepts . The student knows that substances have chemical and physical properties.
The student is expected to:
(B) interpret information on the periodic table to understand that physical properties are used to group elements;
Changes: Changes:
The process skills that students use in grade 6 remain the same in grade 7. In grade 6, students are classifying substances by physical or chemical properties. In grade 7, they use physical properties of elements as a way to organize the elements on the periodic table.
From grade 7 to grade 8, the process skills remain the same. In grade 8, students use the periodic table to understand how elements behave.
Important findings that affect my instruction and assessment:
The periodic table is first introduced in grade 7.
Students are using the periodic table and recognizing patterns based on physical properties of the elements.
Students should have had practice with process skills and should be becoming more independent with their implementation.

Subject: Science Grade Level: IPC Lesson: Atomic Multitudes
Study the TEKS
TEKS for Grade: 8
(8.2) Scientific processes.
The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence;
(D) communicate valid conclusions; and
(8.9) Science concepts. The student knows that substances have chemical and physical properties.
The student is expected to:
(A) demonstrate that substances may react chemically to form new substances;
(B) interpret information on the periodic table to understand that physical properties are used to group elements;
(C) recognize the importance of formulas and equations to express what happens in a chemical reaction; and
TEKS for Grade: IPC
(2) Scientific processes.
The student uses scientific methods during field and laboratory investigations. The student is expected to:
(C) organize, analyze, evaluate, make inferences and predict trends from data; and
(D) communicate valid conclusions.
(7) Science concepts. The student knows relationships exist between properties of matter and its components. The student is expected to:
(A) investigate and identify properties of fluids including density, viscosity, and buoyancy;
(E) classify samples of matter from everyday life as being elements, compounds, or mixtures.
9) Science concepts.
The student knows how solution chemistry is a part of everyday life. The student is expected to:
(A) relate the structure of water to its function as the universal solvent;
Changes:
The process skills from grade 8 to
Integrated Physics and Chemistry
(IPC) remain the same. Grade 8 students know that substances have physical and chemical properties.
They also know how to use the periodic table, and they know that formulas and equations can be used to represent chemical reactions. In
IPC, students start to examine the relationship between properties of matter and its components. These relationships can be used to explain chemical phenomena.
TEKS for Grade: Chemistry
(2) Scientific processes.
The student uses scientific methods during field and laboratory investigations. The student is expected to:
(D) organize, analyze, evaluate, make inferences, and predict trends from data; and
(E) communicate valid conclusions.
(8) Science concepts.
The student knows how atoms form bonds to acquire a stable arrangement of electrons. The student is expected to:
(B) investigate and compare the physical and chemical properties of ionic and covalent compounds;
(D) describe the influence of intermolecular forces on the physical and chemical properties of covalent compounds.
(12) Science concepts. The student knows the factors that influence the solubility of solutes in a solvent. The student is expected to:
(C) evaluate the significance of water as a solvent in living organisms and in the environment.
Changes:
The process skills remain the same from IPC to Chemistry. IPC students examine relationships between the properties of matter and its components. They use this information to classify substances, examine specific properties, and relate the structure of water to its functions. In Chemistry, students continue to study these relationships as well as expand their understanding of the interactions of atoms.

Important findings that affect my instruction and assessment:
The process skills are not new to IPC students. At most these skills should be reviewed, but the students should be able to apply them independently.
IPC is the first time that students will examine the relationship between the components of matter and its physical properties.
IPC is the first time that students examine the structure of water and relate its functions as a solvent.
Determine the Criteria
Criteria for evidence of student learning
(These are precise, performance-based characteristics that define high quality):
When assigned a given phenomenon, students can explain verbally, pictorially, or graphically how the atoms/molecules are interacting with each other.
Students explain how changes in motion of atoms/molecules affect the density and viscosity of a substance.
Students describe the atomic structure of water and explain why its structure allows it to be a valuable solvent.