Kindergarten                                                 

Essential Question:

     Why is it important to observe the earth's changes?

Program TEKS:

(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

Website Support TEKS

(K.6)  Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to:

(A)  sort organisms and objects into groups according to their parts and describe how the groups are formed

(D)  identify parts that, when separated from the whole, may result in the part or the whole not working, such as cars without wheels and plants without roots

(E)  manipulate parts of objects such as toys, vehicles, or construction sets that, when put together, can do things they cannot do by themselves

(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

(K.8)  Science concepts. The student knows the difference between living organisms and nonliving objects. The student is expected to:

(A)  identify a particular organism or object as living or nonliving

(K.9)  Science concepts. The student knows that living organisms have basic needs. The student is expected to:

(C)  identify ways that the Earth can provide resources for life

(K.10)  Science concepts. The student knows that the natural world includes rocks, soil, and water. The student is expected to:

(B)  give examples of ways that rocks, soil, and water are useful

1^stGrade                                                      

Essential Question:  

     Why is measuring change important?

Program TEKS:

Science TEKS:

(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

Math TEKS: 

(1.3) Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations. The student is expected to:

(A)  model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences; and

(B)  use concrete and pictorial models to apply basic addition and subtraction facts 

Website Support TEKS

Science Rocks!

(Introduction 5) Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(1.6)  Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to:

(C) manipulate objects such as toys, vehicles, or construction sets so that the parts are separated from the whole which may result in the part or the whole not working; and

(D) identify parts that, when put together, can do things they cannot do by themselves, such as a working camera with film, a car moving with a motor, and an airplane flying with fuel

(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

(1.10)  Science concepts. The student knows that the natural world includes rocks, soil, and water. The student is expected to:

(A)  identify and describe a variety of natural sources of water including streams, lakes, and oceans

(B)  observe and describe differences in rocks and soil samples; and

(C)  identify how rocks, soil, and water are used and how they can be recycled

2^nd Grade                                                    

Essential Question:

How does predicting and analyzing earth changes

benefit people?

Program TEKS

Science TEKS:

(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

Math TEKS:

(2.2)  Number, operation, and quantitative reasoning. The student describes how fractions are used to name parts of whole objects or sets of objects

(B)  use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less); and

(C)  use concrete models to determine if a fractional part of a whole is closer to 0, ½, or 1

Website Support TEKS

(Introduction 5)  Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods,  models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(2.6)  Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to:

(A)  manipulate, predict, and identify parts that, when separated from the whole, may result in the part or the whole not working, such as flashlights without batteries and plants without leaves

(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

(2.10)  Science concepts. The student knows that the natural world includes rocks, soil, water, and gases of the atmosphere. The student is expected to:

(B)  identify uses of natural resources

3^rd Grade                                                     

Essential Question:

     Why is it important to understand how forces affect the

     surface of the earth?

Program TEKS

(3.6)  Science concepts. The student knows that forces cause change. The student is expected to:

(B)  identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers

Web Support TEKS

(Introduction 5)    Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(3.5)  Science concepts. The student knows that systems exist in the world. The student is expected to:

(A)  observe and identify simple systems such as a sprouted seed and a wooden toy car; and

(B)  observe a simple system and describe the role of various parts such as a yo-yo and string

(3.6)  Science concepts. The student knows that forces cause change. The student is expected to:

(B)  identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers

(3.7)  Science concepts. The student knows that forces cause change. The student is expected to:

(B)  identify matter as liquids, solids, and gases

(3.8)  Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student is expected to:

(C)  describe environmental changes in which some organisms would thrive, become ill, or perish

(3.11)  Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to:

(A)  identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources

(B)  identify and record properties of soils such as color and texture, capacity to retain water, and ability to support the growth of plants

4^th Grade                                                     

Essential Question:

      How can past earth changes be used to predict future

      changes?

Program TEKS

(4.10)  Science concepts. The student knows that certain past events affect present and future events. The student is expected to:

(A)  identify and observe effects of events that require time for changes to be noticeable including growth, erosion, dissolving, weathering, and flow

(4.11)  Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to:

(B)  summarize the effects of the oceans on land

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(4.5)  Science concepts. The student knows that complex systems may not work if some parts are removed. The student is expected to:

(A)  identify and describe the roles of some organisms in living systems such as plants in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and

(B)  predict and draw conclusions about what happens when part of a system is removed

(4.10)  Science concepts. The student knows that certain past events affect present and future events. The student is expected to:

(A)  identify and observe effects of events that require time for changes to be noticeable including growth, erosion, dissolving, weathering, and flow; and

(B)  draw conclusions about "what happened before" using fossils or charts and tables

(4.11)  Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to:

(B)  summarize the effects of the oceans on land

5^th Grade                                                     

Essential Questions:

Can constructive and destructive forces ever be one

in the same?

Program TEKS

(5.2)  Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(C)  analyze and interpret information to construct reasonable explanations from direct and indirect evidence

(5.11)  Science concepts. The student knows that certain past events affect present and future events. The student is expected to:

(A)  identify and observe actions that require time for changes to be measurable, including growth, erosion, dissolving, weathering, and flow

(B)  draw conclusions about "what happened before" using data such as from tree-growth rings and sedimentary rock sequences; and

(C)  identify past events that led to the formation of the Earth's renewable, non-renewable, and inexhaustible resources.

(5.12) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to:

(A)  interpret how land forms are the result of a combination of constructive and destructive forces such as deposition of sediment and weathering

(B)  describe processes responsible for the formation of coal, oil, gas, and minerals

(C)  identify the physical characteristics of the Earth and compare them to the physical characteristics of the moon

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(5.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(C)  analyze and interpret information to construct reasonable explanations from direct and indirect evidence

(5.3) 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

(5.5) Science concepts. The student knows that systems exist in the world. The student is expected to:

(A)  observe and identify simple systems such as a sprouted seed and a wooden toy car; and

(B)  observe a simple system and describe the role of various parts such as a yo-yo and string

(5.11)  Science concepts. The student knows that certain past events affect present and future events. The student is expected to:

(A)  identify and observe actions that require time for changes to be measurable, including growth, erosion, dissolving, weathering, and flow

(B)  draw conclusions about "what happened before" using data such as from tree-growth rings and sedimentary rock sequences; and

(C)  identify past events that led to the formation of the Earth's renewable, non-renewable, and inexhaustible resources

(5.12) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to:

(A)  interpret how land forms are the result of a combination of constructive and destructive forces such as deposition of sediment and weathering

(B)  describe processes responsible for the formation of coal, oil, gas, and minerals

(C)  identify the physical characteristics of the Earth and compare them to the physical characteristics of the moon

The previous grade level TEKS are taught as part of the program and/or supported through the website available with your reservation & deposit.