8th Grade Science TEKS

(8.1)  Scientific and Engineering Practices (Investigations)

The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

(B) use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

(C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

(D) use appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, weather maps, hand lenses, and lab notebooks or journals;

(E) collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

(F) construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;

(G) develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; 

(H) distinguish between scientific hypotheses, theories, and laws.

(8.3) Scientific and Engineering Practices (Explanations)

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: 

(A) develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

(B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats; 

(C) engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

(8.5) Recurring Themes and Concepts

The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

(A) identify and apply patterns to understand and connect scientific phenomena or to design solutions;

(B) identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;

(C) analyze how differences in scale, proportion, or quantity affect a system's structure or performance;

(D) examine and model the parts of a system and their interdependence in the function of the system;

(E) analyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems;

(F) analyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; 

(G) analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.

(8.7) Force, Motion, and Energy (Acceleration, Newton's Laws)

The student understands the relationship between force and motion within systems. The student is expected to:

(A) calculate and analyze how the acceleration of an object is dependent upon the net force acting on the object and the mass of the object using Newton's Second Law of Motion; 

(B) investigate and describe how Newton's three laws of motion act simultaneously within systems such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.

(8.9) Earth and Space (Stars, Galaxies, Origin)

The student describes the characteristics of the universe and the relative scale of its components. The student is expected to:

(A) describe the life cycle of stars and compare and classify stars using the Hertzsprung-Russell diagram;

(B) categorize galaxies as spiral, elliptical, and irregular and locate Earth's solar system within the Milky Way galaxy; 

(C) research and analyze scientific data used as evidence to develop scientific theories that describe the origin of the universe.

(8.11) Earth and Space.  (Natural Events, Human Activity)

The student knows that natural events and human activity can impact global climate. The student is expected to:

(A) use scientific evidence to describe how natural events, including volcanic eruptions, meteor impacts, abrupt changes in ocean currents, and the release and absorption of greenhouse gases influence climate;

(B) use scientific evidence to describe how human activities, including the release of greenhouse gases, deforestation, and urbanization, can influence climate; 

(C) describe the carbon cycle.

(8.13) Organisms and Environments  (Cells, Traits)

The student knows how cell functions support the health of an organism and how adaptation and variation relate to survival. The student is expected to:

(A) identify the function of the cell membrane, cell wall, nucleus, ribosomes, cytoplasm, mitochondria, chloroplasts, and vacuoles in plant or animal cells;

(B) describe the function of genes within chromosomes in determining inherited traits of offspring; 

(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.