TEKS for Science Grade 8

(8.1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations;

(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(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;
• The Scientific Method: How We Know What We Know
  http://www.beyondbooks.com/lif71/1f.asp
  

(B) collect data by observing and measuring;

(C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence;

Students can use the content from Beyond Books science programs to help achieve this standard.


(D) communicate valid conclusions;

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

• Graphing
  http://www.beyondbooks.com/psc91/2d.asp
  
• Position-Time Graphs
  http://www.beyondbooks.com/psc91/3d.asp
  
• Velocity-Time Graphs
  http://www.beyondbooks.com/psc91/3e.asp
  

(8.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

Students can use the content from Beyond Books science programs to help achieve this standard.


(B) draw inferences based on data related to promotional materials for products and services;

(C) represent the natural world using models and identify their limitations;

Students can use the content from Beyond Books science programs to help achieve this standard.


(D) evaluate the impact of research on scientific thought, society, and the environment;

Students can use the content from Beyond Books science programs to help achieve this standard.


(E) connect Grade 8 science concepts with the history of science and contributions of scientists.

Students can use the content from Beyond Books science programs to help achieve this standard.

(8.4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, water test kits, and timing devices;

(B) extrapolate from collected information to make predictions.

(8.5) Scientific processes. The student knows that relationships exist between science and technology. The student is expected to:

(A) identify a design problem and propose a solution;

(B) design and test a model to solve the problem;

(C) evaluate the model and make recommendations for improving the model.

(8.6) Science concepts. The student knows that interdependence occurs among living systems. The student is expected to:

(A) describe interactions among systems in the human organism;
• Human Biology AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/8.asp
  

(B) identify feedback mechanisms that maintain equilibrium of systems such as body temperature, turgor pressure, and chemical reactions;
• Water
  http://www.beyondbooks.com/lif71/5a.asp
  
• Environmental Conditions
  http://www.beyondbooks.com/lif71/5c.asp
  
• Regulation
  http://www.beyondbooks.com/lif72/7c.asp
  

(C) describe interactions within ecosystems.
• Ecology: Organisms and Their Environment AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/9.asp
  
• Oceanic Layers and Composition
  http://www.beyondbooks.com/ear81/4a.asp
  
• Lakes, Swamps, and Marshes
  http://www.beyondbooks.com/ear81/5a.asp
  
• Early Earth History
  http://www.beyondbooks.com/ear82/10d.asp
  
• Middle to Recent History
  http://www.beyondbooks.com/ear82/10e.asp
  
• The Living Earth AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/11.asp
  
• Energy and Organisms
  http://www.beyondbooks.com/lif71/2.asp
  
• Abiotic Factors
  http://www.beyondbooks.com/lif71/5.asp
  
• Environmental Conditions
  http://www.beyondbooks.com/lif71/5c.asp
  

(8.7) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:

(A) demonstrate how unbalanced forces cause changes in the speed or direction of an object's motion;
• The Spin We're In
  http://www.beyondbooks.com/ear81/2a.asp
  
• Determining Net Force
  http://www.beyondbooks.com/psc91/4c.asp
  
• The Third Law: Forces in Pairs
  http://www.beyondbooks.com/psc91/4f.asp
  
• Equilibrium
  http://www.beyondbooks.com/psc91/5g.asp
  
• Characteristics of Circular Motion
  http://www.beyondbooks.com/psc91/8a.asp
  
• Centripetal Force
  http://www.beyondbooks.com/psc91/8c.asp
  

(B) recognize that waves are generated and can travel through different media.
• Surf's Up! All About Waves
  http://www.beyondbooks.com/ear81/4b.asp
  
• Thermosphere: Lonely at the Top
  http://www.beyondbooks.com/ear81/6e.asp
  
• Solar Effects
  http://www.beyondbooks.com/ear81/9b.asp
  
• Thunderstorms
  http://www.beyondbooks.com/ear81/10a.asp
  
• Pickin' Up Good Vibrations AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc91/10.asp
  
• Surrounded by Sound AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc91/11.asp
  

(8.8) Science concepts. The student knows that matter is composed of atoms. The student is expected to:

(A) describe the structure and parts of an atom;
• Atoms and Their Structure
  http://www.beyondbooks.com/psc92/1e.asp
  

(B) identify the properties of an atom including mass and electrical charge.
• Atoms and Their Structure
  http://www.beyondbooks.com/psc92/1e.asp
  

(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.
• Stratosphere: The Ozone Zone
  http://www.beyondbooks.com/ear81/6c.asp
  
• It Starts With a Little Chemistry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/3.asp
  
• Energy for Life AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/6.asp
  

(B) interpret information on the periodic table to understand that physical properties are used to group elements;
• Patterns in Chemistry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc92/2.asp
  

(C) recognize the importance of formulas and equations to express what happens in a chemical reaction;
• Biochemical Reactions
  http://www.beyondbooks.com/lif71/3b.asp
  
• Chemical Equations and Reactions AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc92/7.asp
  

(D) identify that physical and chemical properties influence the development and application of everyday materials such as cooking surfaces, insulation, adhesives, and plastics.

(8.10) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:

(A) illustrate interactions between matter and energy including specific heat;
• The Water Cycle
  http://www.beyondbooks.com/ear81/3.asp
  
• Solar Effects
  http://www.beyondbooks.com/ear81/9b.asp
  
• Work, Energy, and Power AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc91/7.asp
  
• Bond Energy
  http://www.beyondbooks.com/psc92/4b.asp
  

(B) describe interactions among solar, weather, and ocean systems.
• Here Comes the Sun
  http://www.beyondbooks.com/ear81/1c.asp
  
• Tidal Force
  http://www.beyondbooks.com/ear81/2c.asp
  
• The Reasons for Seasons
  http://www.beyondbooks.com/ear81/2d.asp
  
• Evaporation
  http://www.beyondbooks.com/ear81/3a.asp
  
• Condensation
  http://www.beyondbooks.com/ear81/3b.asp
  
• Transport
  http://www.beyondbooks.com/ear81/3c.asp
  
• Precipitation
  http://www.beyondbooks.com/ear81/3d.asp
  
• Oceanic Layers and Composition
  http://www.beyondbooks.com/ear81/4a.asp
  
• Surf's Up! All About Waves
  http://www.beyondbooks.com/ear81/4b.asp
  
• Current Events
  http://www.beyondbooks.com/ear81/4c.asp
  
• Oceanic Ice
  http://www.beyondbooks.com/ear81/4f.asp
  
• Earth's Climate AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/7.asp
  
• How's the Weather? AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/8.asp
  
• Taking Turns: Weather Patterns AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/9.asp
  
• Wild and Woolly Weather AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/10.asp
  

(C) identify and demonstrate that loss or gain of heat energy occurs during exothermic and endothermic chemical reactions.
• Bond Energy
  http://www.beyondbooks.com/psc92/4b.asp
  
• Combustion
  http://www.beyondbooks.com/psc92/8c.asp
  

(8.11) Science concepts. The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:

(A) identify that change in environmental conditions can affect the survival of individuals and of species.
• Evolution: Populations in Motion AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/1.asp
  
• Human Impact on the Environment AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/10.asp
  
• Oceanic Ice
  http://www.beyondbooks.com/ear81/4f.asp
  
• Lakes, Swamps, and Marshes
  http://www.beyondbooks.com/ear81/5a.asp
  
• Surface Water Systems and Society
  http://www.beyondbooks.com/ear81/5e.asp
  
• Early Earth History
  http://www.beyondbooks.com/ear82/10d.asp
  
• Middle to Recent History
  http://www.beyondbooks.com/ear82/10e.asp
  
• Environmental Conditions
  http://www.beyondbooks.com/lif71/5c.asp
  

(B) distinguish between inherited traits and other characteristics that result from interactions with the environment;

http://www.newforum.com/beyondbooks/lif72/1.htm+

(C) make predictions about possible outcomes of various genetic combinations of inherited characteristics.

• Genetics AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/8.asp
  

(8.12) Science concepts. The student knows that cycles exist in Earth systems. The student is expected to:

(A) analyze and predict the sequence of events in the lunar and rock cycles;
• Fly Me to the Moon
  http://www.beyondbooks.com/ear81/1e.asp
  
• Tidal Force
  http://www.beyondbooks.com/ear81/2c.asp
  
• The Rock Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/7.asp
  

(B) relate the role of oceans to climatic changes;
• Oceanography
  http://www.beyondbooks.com/ear81/4.asp
  
• Current Events
  http://www.beyondbooks.com/ear81/4c.asp
  
• Ocean Basins
  http://www.beyondbooks.com/ear81/4e.asp
  
• Earth's Climate
  http://www.beyondbooks.com/ear81/7.asp
  
• Temperature Factors
  http://www.beyondbooks.com/ear81/7b.asp
  
• El Niņo
  http://www.beyondbooks.com/ear81/9d.asp
  
• Tornadoes
  http://www.beyondbooks.com/ear81/10b.asp
  

(C) predict the results of modifying the Earth's nitrogen, water, and carbon cycles.
• Nutrient Cycles
  http://www.beyondbooks.com/lif71/5d.asp
  
• The Water Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/3.asp
  
• Oceanic Ice
  http://www.beyondbooks.com/ear81/4f.asp
  
• Surface Water Systems
  http://www.beyondbooks.com/ear81/5.asp
  
• Surface Water Systems and Society
  http://www.beyondbooks.com/ear81/5e.asp
  
• Precipitation Factors
  http://www.beyondbooks.com/ear81/7c.asp
  
• Climatic Change
  http://www.beyondbooks.com/ear81/7d.asp
  
• El Niņo
  http://www.beyondbooks.com/ear81/9d.asp
  
• The Living Earth AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/11.asp
  

(8.13) Science concepts. The student knows characteristics of the universe. The student is expected to:

(A) describe characteristics of the universe such as stars and galaxies;
• Earth Within the Solar System
  http://www.beyondbooks.com/ear81/1.asp
  
• Earth's Location and its Effects
  http://www.beyondbooks.com/ear81/1b.asp
  
• Here Comes the Sun
  http://www.beyondbooks.com/ear81/1c.asp
  

(B) explain the use of light years to describe distances in the universe;

(C) research and describe historical scientific theories of the origin of the universe.

• Earth Within the Solar System
  http://www.beyondbooks.com/ear81/1.asp
  
• Evolution of the Solar-Centric Model
  http://www.beyondbooks.com/ear81/1a.asp
  
• Formation of the Earth
  http://www.beyondbooks.com/ear82/1a.asp
  

(8.14) Science concepts. The student knows that natural events and human activities can alter Earth systems. The student is expected to:

(A) predict land features resulting from gradual changes such as mountain building, beach erosion, land subsidence, and continental drift;
• Continental Margins
  http://www.beyondbooks.com/ear81/4d.asp
  
• Ocean Basins
  http://www.beyondbooks.com/ear81/4e.asp
  
• Plate Tectonics AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/2.asp
  
• Mass Wasting
  http://www.beyondbooks.com/ear82/9a.asp
  
• Glaciers
  http://www.beyondbooks.com/ear82/9b.asp
  
• Coastal Processes: Down by the Sea
  http://www.beyondbooks.com/ear82/9e.asp
  

(B) analyze how natural or human events may have contributed to the extinction of some species;
• Human Impact on the Environment AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/10.asp
  
• Extinction and Loss of Species
  http://www.beyondbooks.com/lif72/10d.asp
  

(C) describe how human activities have modified soil, water, and air quality.
• Human Impact on the Environment AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif72/10.asp
  
• Precipitation
  http://www.beyondbooks.com/ear81/3d.asp
  
• Groundwater
  http://www.beyondbooks.com/ear81/3e.asp
  
• Transpiration
  http://www.beyondbooks.com/ear81/3f.asp
  
• Runoff
  http://www.beyondbooks.com/ear81/3g.asp
  
• Continental Margins
  http://www.beyondbooks.com/ear81/4d.asp
  
• Surface Water Systems AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/5.asp
  
• There's Something in the Air
  http://www.beyondbooks.com/ear81/6a.asp
  
• Troposphere: All Mixed Up
  http://www.beyondbooks.com/ear81/6b.asp
  
• Stratosphere: The Ozone Zone
  http://www.beyondbooks.com/ear81/6c.asp
  
• Precipitation Factors
  http://www.beyondbooks.com/ear81/7c.asp
  
• Climatic Change
  http://www.beyondbooks.com/ear81/7d.asp
  
• El Niņo
  http://www.beyondbooks.com/ear81/9d.asp
  
• Humans and Soil
  http://www.beyondbooks.com/ear82/8d.asp
  
• The Nitrogen Cycle
  http://www.beyondbooks.com/ear82/11a.asp
  
• The Carbon Cycle
  http://www.beyondbooks.com/ear82/11b.asp
  
• The Oxygen Cycle
  http://www.beyondbooks.com/ear82/11c.asp
  
• Our Role in Earth's Future AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/12.asp