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Older Resources. The resources have not yet been aligned with the 2009 revised K–12 science TEKS.

Snapshots are ideas for classroom activities that address the intent of the Texas Essential Knowledge and Skills for Science. Snapshots may cover part of a TEKS statement, but not necessarily the whole statement. Snapshots represent one way, out of many possible ways, of addressing specific TEKS statements.

Each TEKS-Based Activity Starter is designed to be a nucleus of a lesson that focuses on a particular TEKS. These activity starters should be customized and enriched to fit your student population.

Assessments are multiple-choice items aligned to science Texas Essential Knowledge and Skills.

The TEKS for Science listed here are from Chapter 112. Texas Essential Knowledge and Skills for Science. Subchapter B. Middle School. §112.24. Science, Grade 8. (a) Introduction and (b) Knowledge and skills. The middle school TEKS for Science can be viewed and downloaded on the Texas Education Agency website or purchased in book form through our online catalog.

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

The student is expected to:

1. demonstrate safe practices during field and laboratory investigations; and
2. 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:

1. plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
2. collect data by observing and measuring;
3. organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence;
4. communicate valid conclusions; and
5. construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

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

The student is expected to:

1. analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
2. draw inferences based on data related to promotional materials for products and services;
3. represent the natural world using models and identify their limitations;
4. evaluate the impact of research on scientific thought, society, and the environment; and
5. connect Grade 8 science concepts with the history of science and contributions of scientists.

(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:

1. 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; and
2. extrapolate from collected information to make predictions.

(8.5) Scientific concepts. The student knows that relationships exist between science and technology.

The student is expected to:

1. identify a design problem and propose a solution;
2. design and test a model to solve the problem; and
3. 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:

1. describe interactions among systems in the human organism;

   Snapshot:

   • Illustrate and describe how two organ systems work together.
2. identify feedback mechanisms that maintain equilibrium of systems such as body temperature, turgor pressure, and chemical reactions; and
3. describe interactions within ecosystems.

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

The student is expected to:

1. demonstrate how unbalanced forces cause changes in the speed or direction of an object's motion; and

   Snapshot:

   • Conduct an investigation to launch a cork using a plastic drink bottle, baking soda, and vinegar, demonstrating how an unbalanced force (created by a chemical reaction) changes the cork's speed and direction. Measure both the speed and the direction of the cork. Have students explain their observations in terms of forces applied to the cork.
2. recognize that waves are generated and can travel through different media.

   Snapshot:

   • Attach a piece of cotton string to each of two plastic cups. Attach the other end of each string to a metal coat hanger. Have students hold the cups to their ears with the coat hanger hanging down. Hit the coat hanger against a solid object such as a desk. Observe the sound produced. Repeat the experiment, replacing the metal coat hanger with a plastic coat hanger and then a wooden coat hanger.

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

The student is expected to:

1. describe the structure and parts of an atom; and
2. identify the properties of an atom including mass and electrical charge.

(8.9) Science concepts. The student knows that substances have chemical and physical properties.

The student is expected to:

1. demonstrate that substances may react chemically to form new substances;
2. interpret information on the periodic table to understand that physical properties are used to group elements;

   TEKS-Based Activity Starter:

   • One for the Money (pdf 84kb)
3. recognize the importance of formulas and equations to express what happens in a chemical reaction; and

   Snapshot:

   • Help students understand the connection between the word names and symbolic formulas for common compounds by using a set of compound cards.
4. identify that physical and chemical properties influence the development and application of everyday materials such as cooking surfaces, insulation, adhesives, and plastics.

   Snapshots:

   • Compose a letter to a local manufacturing or agricultural plant requesting information about the materials used in the development of their products. Identify the physical and chemical properties that influence product development and application. Evaluate the significance of these products in our everyday lives.
   • Research the development and properties of common materials like Teflon, Superglue, fire retardants, etc. Students should create a poster with the information they learn.

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

The student is expected to:

1. illustrate interactions between matter and energy including specific heat;
2. describe interactions among solar, weather, and ocean systems; and

   Snapshot:

   • Create a cause-and-effect chart illustrating how one or more systems affect the other(s).
3. identify and demonstrate that loss or gain of heat energy occurs during exothermic and endothermic chemical reactions.

   Snapshot:

   • Identify examples of things that undergo exothermic or endothermic reactions, such as hot and cold packs, the setting of plaster of paris, combustion, etc.

   TEKS-Based Activity Starter:

   • It's in the Bag (pdf 84kb)

(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:

1. identify that change in environmental conditions can affect the survival of individuals and of species;

   Snapshot:

   • Identify changes that have occurred in home or school environments and identify how these changes have affected the survival of a selected species.
2. distinguish between inherited traits and other characteristics that result from interactions with the environment; and

   Snapshot:

   • Make a two-column table. Illustrate inherited traits of an organism in one column. In the second column, describe how each inherited trait might be affected by environmental conditions.
3. make predictions about possible outcomes of various genetic combinations of inherited characteristics.

   Snapshot:

   • Use a Punnett square to predict possible outcomes of various combinations of inherited characteristics.

   TEKS-Based Activity Starter:

   • Square Dancing (pdf 276kb)

(8.12) Science concepts. The student knows that cycles exist in Earth systems.

The student is expected to:

1. analyze and predict the sequence of events in the lunar and rock cycles;
2. relate the role of oceans to climatic changes; and

   Snapshot:

   • Research El Niño and La Niña and how they cause changes in the weather.
3. predict the results of modifying the Earth's nitrogen, water, and carbon cycles.

(8.13) Science concepts. The student knows characteristics of the universe.

The student is expected to:

1. describe characteristics of the universe such as stars and galaxies;

   Snapshot:

   • Have students brainstorm a list of objects in the universe and then list three interesting facts about each one.
2. explain the use of light years to describe distances in the universe; and
3. research and describe historical scientific theories of the origin of the universe.

(8.14) Science concepts. The student knows that natural events and human activity can alter Earth systems.

The student is expected to:

1. predict land features resulting from gradual changes such as mountain building, beach erosion, land subsidence, and continental drift;

   Snapshot:

   • Create flipbooks illustrating how land features result from gradual changes, such as those occurring along the Texas coast, in the Hill Country, or in the Panhandle.
2. analyze how natural or human events may have contributed to the extinction of some species; and

   Snapshots:

   • Research and analyze how natural or human events may have contributed to the extinction of certain organisms. Write a letter to the editor of a newspaper and give an opinion on the event(s) that may have caused the extinction.
   • Identify one change that is currently occurring in Texas that may result in the extinction of a species. Explain how the change is affecting that species.

   TEKS-Based Activity Starter:

   • Are Seeds in Danger? (pdf 128kb)
3. describe how human activities have modified soil, water, and air quality.

   Snapshots:

   • Investigate the quality of soil, water, and air from both city and rural areas. Communicate the findings of the investigation in a class presentation.
   • Investigate and describe human activities in your area that have affected the quality of soil, water, or air.