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1 | PE | Local Unit Name | PE Text | Grade | Mosa Mack Unit | Action Items | ||||||||||||||||||||
2 | SCIENCE.6.1 | Scientific and engineering practices. | Scientific and engineering practices. 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: | 6 | ||||||||||||||||||||||
3 | SCIENCE.6.1.A | Scientific and engineering practices. | ask questions and define problems based on observations or information from text, phenomena, models, or investigations; | 6 | CER & Scientific Method | |||||||||||||||||||||
4 | SCIENCE.6.1.B | Scientific and engineering practices. | use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems; | 6 | CER & Scientific Method | |||||||||||||||||||||
5 | SCIENCE.6.1.C | Scientific and engineering practices. | use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency‐approved safety standards; | 6 | CER & Scientific Method | Currently not covered in the unit as is. | ||||||||||||||||||||
6 | SCIENCE.6.1.D | Scientific and engineering practices. | 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, hand lenses, and lab notebooks or journals | 6 | CER & Scientific Method/The Nature of Science | Currently not covered in the unit as is. Will be added. | ||||||||||||||||||||
7 | SCIENCE.6.1.E | Scientific and engineering practices. | collect quantitative data using the International System of Units (SI) and qualitative data as evidence; | 6 | CER & Scientific Method | |||||||||||||||||||||
8 | SCIENCE.6.1.F | Scientific and engineering practices. | construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data; | 6 | CER & Scientific Method | |||||||||||||||||||||
9 | SCIENCE.6.1.G | Scientific and engineering practices. | develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and | 6 | CER & Scientific Method | |||||||||||||||||||||
10 | SCIENCE.6.1.H | Scientific and engineering practices. | distinguish between scientific hypotheses, theories, and laws. | 6 | CER & Scientific Method | |||||||||||||||||||||
11 | SCIENCE.6.2 | Scientific and engineering practices. | Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence‐based arguments or evaluate designs. The student is expected to: | 6 | ||||||||||||||||||||||
12 | SCIENCE.6.2.A | Scientific and engineering practices. | identify advantages and limitations of models such as their size, scale, properties, and materials; | 6 | Design Thinking | |||||||||||||||||||||
13 | SCIENCE.6.2.B | Scientific and engineering practices. | analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations; | 6 | Design Thinking | |||||||||||||||||||||
14 | SCIENCE.6.2.C | Scientific and engineering practices. | use mathematical calculations to assess quantitative relationships in data; and | 6 | Design Thinking | |||||||||||||||||||||
15 | SCIENCE.6.2.D | Scientific and engineering practices. | evaluate experimental and engineering designs. | 6 | Design Thinking | |||||||||||||||||||||
16 | SCIENCE.6.3 | Scientific and engineering practices. | Scientific and engineering practices. The student develops evidence‐based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: | 6 | ||||||||||||||||||||||
17 | SCIENCE.6.3.A | Scientific and engineering practices. | develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories; | 6 | Design Thinking | |||||||||||||||||||||
18 | SCIENCE.6.3.B | Scientific and engineering practices. | communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and | 6 | Design Thinking | |||||||||||||||||||||
19 | SCIENCE.6.3.C | Scientific and engineering practices. | engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence. | 6 | Design Thinking | |||||||||||||||||||||
20 | SCIENCE.6.4 | Scientific and engineering practices. | Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to: | 6 | ||||||||||||||||||||||
21 | SCIENCE.6.4.A | Scientific and engineering practices. | relate the impact of past and current research on scientific thought and society, including the process of science, cost‐benefit analysis, and contributions of diverse scientists as related to the content; | 6 | Design Thinking | |||||||||||||||||||||
22 | SCIENCE.6.4.B | Scientific and engineering practices. | make informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost‐effectiveness, and methods used; and | 6 | Design Thinking | |||||||||||||||||||||
23 | SCIENCE.6.4.C | Scientific and engineering practices. | research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers. | 6 | Design Thinking | Currently not covered in the unit as is. Will be added. | ||||||||||||||||||||
24 | SCIENCE.6.5 | Recurring themes and concepts. | 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: | 6 | ||||||||||||||||||||||
25 | SCIENCE.6.5.A | Recurring themes and concepts. | identify and apply patterns to understand and connect scientific phenomena or to design solutions; | 6 | Recurring Themes and Concepts through 6th grade units | |||||||||||||||||||||
26 | SCIENCE.6.5.B | Recurring themes and concepts. | identify and investigate cause‐and‐effect relationships to explain scientific phenomena or analyze problems; | 6 | Recurring Themes and Concepts through 6th grade units | |||||||||||||||||||||
27 | SCIENCE.6.5.C | Recurring themes and concepts. | analyze how differences in scale, proportion, or quantity affect a system's structure or performance; | 6 | Recurring Themes and Concepts through 6th grade units | |||||||||||||||||||||
28 | SCIENCE.6.5.D | Recurring themes and concepts. | examine and model the parts of a system and their interdependence in the function of the system; | 6 | Recurring Themes and Concepts through 6th grade units | |||||||||||||||||||||
29 | SCIENCE.6.5.E | Recurring themes and concepts. | analyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems; | 6 | Recurring Themes and Concepts through 6th grade units | |||||||||||||||||||||
30 | SCIENCE.6.5.F | Recurring themes and concepts. | analyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; and | 6 | Recurring Themes and Concepts through 6th grade units | |||||||||||||||||||||
31 | SCIENCE 6.5.G | Recurring themes and concepts. | analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems. | 6 | Recurring Themes and Concepts through 6th grade units | |||||||||||||||||||||
32 | SCIENCE 6.6 | Matter and energy. | Matter and energy. The student knows that matter is made of atoms, can be classified according to its properties, and can undergo changes. The student is expected to: | 6 | ||||||||||||||||||||||
33 | SCIENCE 6.6.A | Matter and energy. | compare solids, liquids, and gases in terms of their structure, shape, volume, and kinetic energy of atoms and molecules; | 6 | States of Matter | |||||||||||||||||||||
34 | SCIENCE 6.6.B | Matter and energy. | investigate the physical properties of matter to distinguish between pure substances, homogeneous mixtures (solutions), and heterogeneous mixtures; | 6 | Chemical & Physical Changes | Currently not covered in the unit as is. Will be added. | ||||||||||||||||||||
35 | SCIENCE 6.6.C | Matter and energy. | identify elements on the periodic table as metals, nonmetals, metalloids , and rare Earth elements based on their physical properties and importance to modern life; | 6 | Atoms & Molecules | Currently not covered in the unit as is. Will be added. | ||||||||||||||||||||
36 | SCIENCE 6.6.D | Matter and energy. | compare the density of substances relative to various fluids; and | 6 | Chemical & Physical Changes | Currently not covered in the unit as is. Will be added. | ||||||||||||||||||||
37 | SCIENCE 6.6.E | Matter and energy. | identify the formation of a new substance by using the evidence of a possible chemical change, including production of a gas, change in thermal energy, production of a precipitate, and color change. | 6 | Chemical & Physical Changes | |||||||||||||||||||||
38 | SCIENCE 6.7 | Force, motion, and energy. | Force, motion, and energy. The student knows the nature of forces and their role in systems that experience stability or change. The student is expected to: | 6 | ||||||||||||||||||||||
39 | SCIENCE.6.7.A | Force, motion, and energy. | identify and explain how forces act on objects, including gravity, friction, magnetism, applied forces, and normal forces, using real‐world applications; | 6 | Force & Motion | |||||||||||||||||||||
40 | SCIENCE.6.7.B | Force, motion, and energy. | calculate the net force on an object in a horizontal or vertical direction using diagrams and determine if the forces are balanced or unbalanced; and | 6 | Force & Motion | Currently not covered in the unit as is. Will be added. | ||||||||||||||||||||
41 | SCIENCE.6.7.C | Force, motion, and energy. | identify simultaneous force pairs that are equal in magnitude and opposite in direction that result from the interactions between objects using Newton's Third Law of Motion | 6 | Force & Motion | |||||||||||||||||||||
42 | SCIENCE.6.8 | Force, motion, and energy. | Force, motion, and energy. The student knows that the total energy in systems is conserved through energy transfers and transformations. The student is expected to: | 6 | ||||||||||||||||||||||
43 | SCIENCE.6.8.A | Force, motion, and energy. | compare and contrast gravitational, elastic, and chemical potential energies with kinetic energy | 6 | Potential & Kinetic Energy | |||||||||||||||||||||
44 | SCIENCE.6.8.B | Force, motion, and energy. | describe how energy is conserved through transfers and transformations in systems such as electrical circuits, food webs, amusement park rides, or photosynthesis; and | 6 | Electricity | |||||||||||||||||||||
45 | SCIENCE.6.8.C | Force, motion, and energy. | explain how energy is transferred through transverse and longitudinal waves. | 6 | Waves | |||||||||||||||||||||
46 | SCIENCE.6.9 | Earth and space. | Earth and space. The student models the cyclical movements of the Sun, Earth, and Moon and describes their effects. The student is expected to: | 6 | ||||||||||||||||||||||
47 | SCIENCE.6.9.A | Earth and space. | model and illustrate how the tilted Earth revolves around the Sun, causing changes in seasons; and | 6 | Sun-Earth and Solar System Gravity | |||||||||||||||||||||
48 | SCIENCE.6.9.B | Earth and space. | describe and predict how the positions of the Earth, Sun, and Moon cause daily, spring, and neap cycles of ocean tides due to gravitational forces. | 6 | Sun-Earth and Solar System Gravity | |||||||||||||||||||||
49 | SCIENCE.6.10 | Earth and space. | Earth and space. The student understands the rock cycle and the structure of Earth. The student is expected to: | 6 | ||||||||||||||||||||||
50 | SCIENCE.6.10.A | Earth and space. | differentiate between the biosphere, hydrosphere, atmosphere, and geosphere and identify components of each system; | 6 | Earth's Spheres | |||||||||||||||||||||
51 | SCIENCE.6.10.B | Earth and space. | model and describe the layers of Earth, including the inner core, outer core, mantle, and crust; and | 6 | Rock Cycle & Earth's History | |||||||||||||||||||||
52 | SCIENCE.6.10.C | Earth and space. | describe how metamorphic, igneous, and sedimentary rocks form and change through geologic processes in the rock cycle. | 6 | Rock Cycle & Earth's History | |||||||||||||||||||||
53 | SCIENCE.6.11 | Earth and space. | Earth and space. The student understands how resources are managed. The student is expected to: | 6 | ||||||||||||||||||||||
54 | SCIENCE.6.11.A | Earth and space. | research and describe why resource management is important in reducing global energy, poverty, malnutrition, and air and water pollution ; and | 6 | Renewable Resources | |||||||||||||||||||||
55 | SCIENCE.6.11.B | Earth and space. | explain how conservation, increased efficiency, and technology can help manage air, water, soil, and energy resources. | 6 | Renewable Resources | |||||||||||||||||||||
56 | SCIENCE.6.12 | Organisms and environments. | Organisms and environments. The student knows that interdependence occurs between living systems and the environment. The student is expected to: | 6 | ||||||||||||||||||||||
57 | SCIENCE.6.12.A | Organisms and environments. | investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as availability of light and water, range of temperatures, or soil composition; | 6 | Interactions of Organisms | |||||||||||||||||||||
58 | SCIENCE.6.12.B | Organisms and environments. | describe and give examples of predatory, competitive, and symbiotic relationships between organisms, including mutualism, parasitism, and commensalism; | 6 | Interactions of Organisms | |||||||||||||||||||||
59 | SCIENCE.6.12.C | Organisms and environments. | describe the hierarchical organization of organism, population, and community within an ecosystem. | 6 | Interactions of Organisms | Currently not covered in the unit as is. Will be added. | ||||||||||||||||||||
60 | SCIENCE.6.13 | Organisms and environments. | Organisms and environments. The student knows that organisms have an organizational structure and variations can influence survival of populations. The student is expected to: | 6 | ||||||||||||||||||||||
61 | SCIENCE.6.13.A | Organisms and environments. | describe the historical development of cell theory and explain how organisms are composed of one or more cells, which come from pre‐existing cells and are the basic unit of structure and function; | 6 | Cells | |||||||||||||||||||||
62 | SCIENCE.6.13.B | Organisms and environments. | identify and compare the basic characteristics of organisms, including prokaryotic and eukaryotic, unicellular and multicellular, and autotrophic and heterotrophic; and | 6 | Cells | |||||||||||||||||||||
63 | SCIENCE.6.13.C | Organisms and environments. | describe how variations within a population can be an advantage or disadvantage to the survival of a population as environments change . | 6 | Selection and Adaptation | |||||||||||||||||||||
64 | ||||||||||||||||||||||||||
65 | SCIENCE.7.1 | Scientific and engineering practices. | Scientific and engineering practices. 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: | 7 | ||||||||||||||||||||||
66 | SCIENCE.7.1.A | Scientific and engineering practices. | ask questions and define problems based on observations or information from text, phenomena, models, or investigations; | 7 | CER & Scientific Method Year 2 | |||||||||||||||||||||
67 | SCIENCE.7.1.B | Scientific and engineering practices. | use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems; | 7 | CER & Scientific Method Year 2 | |||||||||||||||||||||
68 | SCIENCE.7.1.C | Scientific and engineering practices. | use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency‐approved safety standards; | 7 | CER & Scientific Method Year 2 | Currently not covered in the unit as is. | ||||||||||||||||||||
69 | SCIENCE.7.1.D | Scientific and engineering practices. | 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, hand lenses, and lab notebooks or journals; | 7 | CER & Scientific Method Year 2 | Currently not covered in the unit as is. Will be added. | ||||||||||||||||||||
70 | SCIENCE.7.1.E | Scientific and engineering practices. | collect quantitative data using the International System of Units (SI) and qualitative data as evidence; | 7 | CER & Scientific Method Year 2 | |||||||||||||||||||||
71 | SCIENCE.7.1.F | Scientific and engineering practices. | construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data; | 7 | CER & Scientific Method Year 2 | |||||||||||||||||||||
72 | SCIENCE.7.1.G | Scientific and engineering practices. | develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and | 7 | CER & Scientific Method Year 2 | |||||||||||||||||||||
73 | SCIENCE.7.1.H | Scientific and engineering practices. | distinguish between scientific hypotheses, theories, and laws. | 7 | CER & Scientific Method Year 2 | |||||||||||||||||||||
74 | SCIENCE.7.2 | Scientific and engineering practices. | Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence‐based arguments or evaluate designs. The student is expected to: | 7 | ||||||||||||||||||||||
75 | SCIENCE.7.2.A | Scientific and engineering practices. | identify advantages and limitations of models such as their size, scale, properties, and materials; | 7 | Design Thinking Year 2 | |||||||||||||||||||||
76 | SCIENCE.7.2.B | Scientific and engineering practices. | analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations; | 7 | Design Thinking Year 2 | |||||||||||||||||||||
77 | SCIENCE.7.2.C | Scientific and engineering practices. | use mathematical calculations to assess quantitative relationships in data; and | 7 | Design Thinking Year 2 | |||||||||||||||||||||
78 | SCIENCE.7.2.D | Scientific and engineering practices. | evaluate experimental and engineering designs. | 7 | Design Thinking Year 2 | |||||||||||||||||||||
79 | SCIENCE.7.3 | Scientific and engineering practices. | Scientific and engineering practices. The student develops evidence‐based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: | 7 | ||||||||||||||||||||||
80 | SCIENCE.7.3.A | Scientific and engineering practices. | develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories; | 7 | Design Thinking Year 2 | |||||||||||||||||||||
81 | SCIENCE.7.3.B | Scientific and engineering practices. | communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and | 7 | Design Thinking Year 2 | |||||||||||||||||||||
82 | SCIENCE.7.3.C | Scientific and engineering practices. | engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence. | 7 | Design Thinking Year 2 | |||||||||||||||||||||
83 | SCIENCE.7.4 | Scientific and engineering practices. | Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society . The student is expected to: | 7 | ||||||||||||||||||||||
84 | SCIENCE.7.4.A | Scientific and engineering practices. | relate the impact of past and current research on scientific thought and society, including the process of science, cost‐benefit analysis, and contributions of diverse scientists as related to the content; | 7 | Design Thinking Year 2 | |||||||||||||||||||||
85 | SCIENCE.7.4.B | Scientific and engineering practices. | make informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost‐effectiveness, and methods used; and | 7 | Design Thinking Year 2 | |||||||||||||||||||||
86 | SCIENCE.7.4.C | Scientific and engineering practices. | research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers. | 7 | Design Thinking Year 2 | |||||||||||||||||||||
87 | SCIENCE.7.5 | Recurring themes and concepts. | 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: | 7 | ||||||||||||||||||||||
88 | SCIENCE.7.5.A | Recurring themes and concepts. | identify and apply patterns to understand and connect scientific phenomena or to design solutions; | 7 | Recurring Themes and Concepts through 7th grade units | |||||||||||||||||||||
89 | SCIENCE.7.5.B | Recurring themes and concepts. | identify and investigate cause‐and‐effect relationships to explain scientific phenomena or analyze problems; | 7 | Recurring Themes and Concepts through 7th grade units | |||||||||||||||||||||
90 | SCIENCE.7.5.C | Recurring themes and concepts. | analyze how differences in scale, proportion, or quantity affect a system's structure or performance; | 7 | Recurring Themes and Concepts through 7th grade units | |||||||||||||||||||||
91 | SCIENCE.7.5.D | Recurring themes and concepts. | examine and model the parts of a system and their interdependence in the function of the system; | 7 | Recurring Themes and Concepts through 7th grade units | |||||||||||||||||||||
92 | SCIENCE.7.5.E | Recurring themes and concepts. | analyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems; | 7 | Recurring Themes and Concepts through 7th grade units | |||||||||||||||||||||
93 | SCIENCE.7.5.F | Recurring themes and concepts. | analyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; and | 7 | Recurring Themes and Concepts through 7th grade units | |||||||||||||||||||||
94 | SCIENCE.7.5.G | Recurring themes and concepts. | analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems. | 7 | Recurring Themes and Concepts through 7th grade units | |||||||||||||||||||||
95 | SCIENCE.7.6 | Matter and energy. | Matter and energy. The student distinguishes between elements and compounds, classifies changes in matter, and understands the properties of solutions. The student is expected to: | 7 | ||||||||||||||||||||||
96 | SCIENCE.7.6.A | Matter and energy. | compare and contrast elements and compounds in terms of atoms and molecules, chemical symbols, and chemical formulas; | 7 | Atoms & Molecules | |||||||||||||||||||||
97 | SCIENCE.7.6.B | Matter and energy. | use the periodic table to identify the atoms and the number of each kind within a chemical formula; | 7 | Atoms & Molecules | |||||||||||||||||||||
98 | SCIENCE.7.6.C | Matter and energy. | distinguish between physical and chemical changes in matter; | 7 | Chemical & Physical Changes | |||||||||||||||||||||
99 | SCIENCE.7.6.D | Matter and energy. | describe aqueous solutions in terms of solute and solvent, concentration, and dilution; and | 7 | Chemical & Physical Changes | Currently not covered in the unit as is. Will be added. | ||||||||||||||||||||
100 | SCIENCE.7.6.E | Matter and energy. | investigate and model how temperature, surface area, and agitation affect the rate of dissolution of solid solutes in aqueous solutions. | 7 | Chemical & Physical Changes | Currently not covered in the unit as is. Will be added. |