Challenging the System

Description of Unit

Students will understand living and non-living systems and patterns found in systems. They will use technical writing and statistics to produce a scientific paper and formal presentation.

This guide links the Challenging the System unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Challenging the System is a science unit that allows students to explore living and nonliving systems and the roles those systems play in the environment and society. Though a science unit, Challenging the System also teaches students skills in the other subject areas of English language arts, mathematics, and social studies. For example, students use graphs, tables, and statistical data, which the Mathematics TEKS include, and writing and research skills, which the English Language Arts and Reading and Social Studies TEKS require. The following document includes the applicable TEKS and the details of the Challenging the System unit. The asterisks indicate that those TEKS are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

A system is a collection of cycles, structures, and processes that interact. Students should understand a whole system in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time.

Students will need prior knowledge of and experience in various science concepts:

Systems
The scientific process
Analysis of existing data
The use of data to make predictions
Understanding of graphically-presented data
Technical writing, as appropriate for science
Scientific vocabulary

Opening activity. In groups, students analyze or create a system, such as a Rube Goldberg invention. Teachers should design this activity to fit the course students are taking. Each group must draw or create a model of their system. Then, each group will present to the class. Encourage students to ask questions about the necessity of each part of the system. Debrief. What are the things you know about a system (all the parts must work together, a system performs a function of some kind, systems are dependent on other systems, etc.)?

If you choose to do a Rube Goldberg invention, see these websites for examples:
http://mousetrapcontraptions.com/
http://www.rube-goldberg.com/

Phase II. Independent Research

A. Research process

Selecting a topic. Each student identifies a problem within a system that he/she wishes to study. The problem should be a real-world problem (heart disease in humans, the thinning of the ozone layer, erosion of beach dunes, water pollution from catfish farms, etc.). Depending on the topic the student wishes to study, the system could be biological, physical, environmental, social, or other.
Asking guiding questions. Once the student has selected a topic, he/she should think of three to five guiding questions to explore, such as:
- What are the causes of this problem?
- What factors contribute positively or negatively to the problem?
- What are the consequences of this problem?
- What are some solutions?
- What are the advantages and disadvantages of each solution?
- How could the solutions lead to new problems?
While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Designing and submitting a research proposal. The student should include numerous components in the research proposal:
- The real-world problem to be investigated
- Three to five guiding questions he/she will investigate
- Resources he/she will need to find answers to questions, such as previous studies on the topic and/or correspondence with experts on the subject
- A process for gathering data to inform potential solutions to the problem, such as an experimental design or a survey.
In the process of writing the research proposal, students may refine their guiding questions and research process.
Conducting the research. After the teacher has approved student proposals, students begin using the resources they have identified and others they may encounter. During this stage, students will need to keep a log, note cards, or resource process sheets of all the sources they use and what they learn from each one.
Data summary. Depending on the topic and needed data, this may be a lab report or analysis of survey results.

B. The product

The student shows what he/she has learned through one of the following written products:

A letter to a person or organization with responsibility for the problem. In the letter, the student should describe the solution that would best solve the problem and give reasons why this solution is the best of all the available solutions. Students may wish to include supplementary materials (such as graphs, tables, and/or visual depictions of the system) with the letter and should mail the letter to the appropriate person or organization. The student should also include any response from or additional communication with the person or organization.
An article that summarizes the results of the research. The student should use graphs, tables, or visual depictions of the system to illustrate the research process, results, and conclusions. The article should be submitted to a publication (e.g., school newspaper, community newspaper through a letter to the editor, teen magazine, online journal). The student should also include any response from or additional communication with representatives from the publication.

Whatever product is chosen, the student must complete a Reference List/Works Cited Page that includes at least ten references.

C. Communication

The student demonstrates what he/she has learned through one of the following types of presentations, to last no more than fifteen minutes:

A formal presentation to a panel of experts. In the class, form panels of “experts”—groups of students or adults—who will read the student’s letter or article, listen to his/her presentation, and ask questions. The student may provide some questions to the panel, but others should be generated by the panel members.
An informal class presentation in which the student presents his/her expertise to the class. A question-and-answer session should follow the presentation.

D. Submission

The cover sheet
A research proposal
A log, note cards, or resource process sheets
A data summary
The letter or article
A Works Cited Page with at least ten references
An audiotape or videotape of presentation, including the Q&A session
A response to the student letter or article, if received

Elicit

We hear the word “system” used frequently in various contexts— game system, computer system, school system, and solar system—but did you ever stop to think about what that word means?

What makes something a “system?”
What are some examples of systems that you’ve observed in your environment, at home, or in school?
How might you define a system? What makes something a system versus a collection of parts? How do the parts in a system function in relation to the whole?

Lead the class in a large group discussion.

A system is a collection of cycles, structures, and processes that interact. Students should understand a system in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time.

Students will need prior knowledge of and experience in various science concepts:

Systems
The scientific process
Analysis of existing data
The use of data to make predictions
Understanding of graphically-presented data
Technical writing, as appropriate for science
Scientific vocabulary

Engage

In pairs, analyze the characteristics of at least two interrelated systems, such as Earth’s ocean systems, the solar system, lunar cycles, and/or the weather system. Using a large sheet of chart paper, each pair will map the components, cycles, processes, interdependencies, and interactions between the systems. What characteristics are similar or different between the systems? Where are points where they intersect—where changes in one system impact the other? Describe one scenario where an imbalance in one part of a system causes an observable change at another juncture within that system or in a related system?

Explore

In small groups, students analyze a system such as a Rube Goldberg invention. Create your own version of the Rube Goldberg system. Each group must draw or create a model of their system.

What are the components of your system?
Why is each component necessary?
Where are there cycles or patterns in your system?
What processes govern how your system works?

Explain

Each group will present their drawings and model to the class. What are the things you know about a system (all the parts must work together, a system performs a function of some kind, systems are dependent on other systems, etc.)? How do the parts of your system function?

Elaborate (Phase II)

Identify a system that you find interesting and brainstorm a list of real-world problems that impact that system. Narrow this list to one or two issues and pose an essential question that will guide your research. For instance, if your system is the human cardiovascular system, and your real-world problem is heart disease, an essential question might be, “What cultural and social factors contribute to a person’s risk factor for heart disease? ” or “Why do some cultures report lower evidence of heart disease compared with other cultures?” Note that essential questions, while usually too broad to answer through one research project, often generate other questions that can frame the research. For example, using the essential questions above, a student might ask, “What dietary preferences found in the culture with the lower frequency of heart disease might positivity impact cardiovascular health?”

Research process

Selecting a topic. Each student identifies a problem within a system that he/she wishes to study. The problem should be a real-world problem (heart disease in humans, the thinning of the ozone layer, erosion of beach dunes, water pollution from catfish farms, etc.). Depending on the topic the student wishes to study, the system could be biological, physical, environmental, social, or other.
Asking guiding questions. Once the student has selected a topic, he/she should think of three to five guiding questions to explore, such as:
- What are the causes of this problem?
- What factors contribute positively or negatively to the problem?
- What are the consequences of this problem?
- What are some solutions?
- What are the advantages and disadvantages of each solution?
- How could the solutions lead to new problems?
While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Designing and submitting a research proposal. The student should include numerous components in the research proposal:
- The real-world problem to be investigated
- Three to five guiding questions he/she will investigate
- Resources he/she will need to find answers to questions, such as previous studies on the topic and/or correspondence with experts on the subject
- A process for gathering data to inform potential solutions to the problem, such as an experimental design or a survey.
In the process of writing the research proposal, students may refine their guiding questions and research process.
Conducting the research. After the teacher has approved student proposals, students begin using the resources they have identified and others they may encounter. During this stage, students will need to keep a log, note cards, or resource process sheets of all the sources they use and what they learn from each one.
Data summary. Depending on the topic and needed data, this may be a lab report or analysis of survey results.

Explain

The product

The student shows what he/she has learned through one of the following written products:

A letter to a person or organization with responsibility for the problem. In the letter, the student should describe the solution that would best solve the problem and give reasons why this solution is the best of all the available solutions. Students may wish to include supplementary materials (such as graphs, tables, and/or visual depictions of the system) with the letter and should mail the letter to the appropriate person or organization. The student should also include any response from or additional communication with the person or organization.
An article that summarizes the results of the research. The student should use graphs, tables, or visual depictions of the system to illustrate the research process, results, and conclusions. The article should be submitted to a publication (e.g., school newspaper, community newspaper through a letter to the editor, teen magazine, online journal). The student should also include any response from or additional communication with representatives from the publication.
Whatever product is chosen, the student must complete a Reference List/Works Cited Page that includes at least ten references.

Communication

The student demonstrates what he/she has learned through one of the following types of presentations, to last no more than fifteen minutes:

A formal presentation to a panel of experts. In the class, form panels of “experts”—groups of students or adults— who will read the student’s letter or article, listen to his/her presentation, and ask questions. The student may provide some questions to the panel, but others should be generated by the panel members.
An informal class presentation in which the student presents his/her expertise to the class. A question-and-answer session should follow the presentation.

Evaluate

Use the TPSP Middle School Rubric to assess each student’s learning. Additionally, you may wish to develop self- or peer-assessments based on the rubric that students could use to evaluate their products.

A completed project consists of

The cover sheet
A research proposal
A log, note cards, or resource process sheets
A data summary
The letter or article
A Works Cited Page with at least ten references
An audiotape or videotape of presentation, including the Q&A session
A response to the student letter or article, if received

In what ways did the student:

Develop sophisticated, open-ended questions about the self-selected topic;
Use a variety of sources that access advanced content and include multiple perspectives;
Collect data using the tools of the discipline;
Analyze and interpret the data;
Capture and apply their analysis through an original product; and
Communicate his/her research findings, learning, and ideas to an audience using the language of the discipline.

Extend

As an open-ended task, Challenging the System lends itself to interdisciplinary study. Further prompts for extension activities follow.

English language arts
In the entertainment industry writers are being pushed to develop “transmedia” stories—stories told across media channels such as through television, the Internet, and video games. Various recent motion pictures and television series have utilized this practice to great effect. Transmedia stories can create a type of scavenger –hunt effect for fans, turning them into active participants in the unfolding of the story. For instance, the hit series Lost maintained fan interest by disclosing additional information about the characters and plots through various websites, while at the same time the television show hooked fans into the mystery and pointed them toward the sites where they could try to solve it. Today, the whole experience of a story operates much more like a complex system. As a class, create a short transmedia fictional story. Each part of the story should function like a component in the system, and should intersect and connect with other parts of the story. What will your story be about and who will serve as the characters? Which parts of the story will be told through text, oral presentation, web, graphically, or through digital media? How will you encourage “readers” to engage with the materials?

Social Studies
Examine a complex social system such as the relationships between producers and consumers in a society. How have various economic systems developed to manage resources within a society? How have various social/cultural practices such as slavery and human trafficking developed through these systems and how have both sides of the issue used economic arguments as rational for and against these practices? How were these arguments used to justify slavery in the United States before the Civil War? What might be some similar arguments being used to justify discrimination or inequality across the globe today?

Mathematics
Examine the correlation between obesity and poverty from a purely quantitative angle. In collaboration with the teacher or librarian research the states and/or cities with the highest rates of obesity. Examine the average per capita income of these areas. Develop hypotheses to explore your findings. Create two informational graphics depicting the data you’ve found and plot the data on two line graphs, one describing the poverty and another plotting the rates of obesity.

What other factors besides poverty might contribute to or diminish the preponderance of obesity in a community? What might be some of the dangers in using graphical representations of numerical data to suggest relationships between disparate sets of data? Examine informational graphics used in newspapers and pose critical questions of where and how the creators arrived at their conclusions. What is the role of the editor, scientist, journalist, or statistician in preserving objectivity while presenting data?

Additional Resources

Students are encouraged to work with their teachers and parents/guardians to conduct the research necessary to support and enhance each task, following local district guidelines. Online resources like The Smithsonian Museum, The Library of Congress, The Texas State Archives, Texas State Historical Association, and National Geographic’s Kids offer information on a variety of topics and could serve as a good starting place.

This unit may address the following TEKS.

110.24., English Language Arts and Reading, Grade 8, Adopted 2017

110.24(b)(3): Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.24(b)(5)(G): evaluate details read to determine key ideas;
110.24(b)(5)(C): make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.24(b)(6)(I): reflect on and adjust responses as new evidence is presented
110.24(b)(6)(F): respond using newly acquired vocabulary as appropriate;
110.24(b)(6)(E): interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.24(b)(11)(C): compose multi-paragraph argumentative texts using genre characteristics and craft
110.24(b)(12): Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.24(b)(2): Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.24(b)(7): Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.24(b)(8): Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.24(b)(10): Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.24(b)(9): Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
110.24(b)(1): Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.28, Mathematics, Grade 8

111.28(b)(1): Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.28(b)(2): Number and operations. The student applies mathematical process standards to represent and use real numbers in a variety of forms.
111.28(b)(5): Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions.
111.28(b)(6): Expressions, equations, and relationships. The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas.
111.28(b)(8): Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations.
111.28(b)(11): Measurement and data. The student applies mathematical process standards to use statistical procedures to describe data.
111.28(b)(12): Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor.

112.20, Science, Grade 8

112.20(b)(1): Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices.
112.20(b)(2): Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.
112.20(b)(3): Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.
112.20(b)(4): Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry.
112.20(b)(5): Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties.
112.20(b)(6): Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy.
112.20(b)(7): Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon.
112.20(b)(8): Earth and space. The student knows characteristics of the universe.
112.20(b)(9): Earth and space. The student knows that natural events can impact Earth systems.
112.20(b)(10): Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems.
112.20(b)(11): Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.

112.34, Biology

112.34(c)(4): Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells.
112.34(c)(5): Science concepts. The student knows how an organism grows and the importance of cell differentiation.
112.34(c)(6): Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics.
112.34(c)(7): Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life.
112.34(c)(9): Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms.
112.34(c)(10): Science concepts. The student knows that biological systems are composed of multiple levels.
112.34(c)(11): Science concepts. The student knows that biological systems work to achieve and maintain balance.
112.34(c)(12): Science concepts. The student knows that interdependence and interactions occur within an environmental system.

113.20, Social Studies, Grade 8

113.20(b)(23): Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.
113.20(b)(24): Culture. The student understands the major reform movements of the 19th century.
113.20(b)(26): Culture. The student understands the relationship between the arts and the times during which they were created.
113.20(b)(27): Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States.
113.20(b)(28): Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States.
113.20(b)(29): Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.20(b)(30): Social studies skills. The student communicates in written, oral, and visual forms.
113.20(b)(31): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

Esta unidad puede abordar los siguientes TEKS.

110.24., English Language Arts and Reading, Grade 8, Adopted 2017

110.24(b)(3): Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.24(b)(5)(G): evaluate details read to determine key ideas;
110.24(b)(5)(C): make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.24(b)(6)(I): reflect on and adjust responses as new evidence is presented
110.24(b)(6)(F): respond using newly acquired vocabulary as appropriate;
110.24(b)(6)(E): interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.24(b)(11)(C): compose multi-paragraph argumentative texts using genre characteristics and craft
110.24(b)(12): Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.24(b)(2): Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.24(b)(7): Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.24(b)(8): Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.24(b)(10): Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.24(b)(9): Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
110.24(b)(1): Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.28, Mathematics, Grade 8

111.28(b)(1): Estándares de procesos matemáticos. El estudiante utiliza procesos matemáticos para adquirir y demostrar comprensión matemática.
111.28(b)(2): Números y operaciones. El estudiante aplica los estándares de procesos matemáticos para representar y usar números reales en una variedad de formas
111.28(b)(5): Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions.
111.28(b)(6): Expressions, equations, and relationships. The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas.
111.28(b)(8): Expresiones, ecuaciones y relaciones. El estudiante aplica estándares de procesos matemáticos para usar ecuaciones de una sola variable o desigualdades en situaciones del mundo real.
111.28(b)(11): Medición y datos. El estudiante aplica estándares de procesos matemáticos para usar procedimientos estadísticos para describir datos.
111.28(b)(12): Comprensión de finanzas personales. El estudiante aplica los estándares de procesos matemáticos para desarrollar una mentalidad financiera que favorezca la solución de problemas y que sea útil en su vida para que lo guíe como consumidor e inversionista bien informado.

112.20, Science, Grade 8

112.20(b)(1): Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices.
112.20(b)(2): Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.
112.20(b)(3): Investigación y razonamiento científicos. El estudiante usa el razonamiento crítico, el razonamiento científico y la resolución de problemas para tomar decisiones informadas y conoce las contribuciones de científicos relevantes.
112.20(b)(4): Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry.
112.20(b)(5): Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties.
112.20(b)(6): Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy.
112.20(b)(7): Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon.
112.20(b)(8): La Tierra y el espacio El estudiante conoce las características del universo.
112.20(b)(9): Earth and space. The student knows that natural events can impact Earth systems.
112.20(b)(10): La Tierra y el espacio El estudiante entiende las interacciones climáticas existentes entre la Tierra, el océano y los sistemas meteorológicos.
112.20(b)(11): Organismos y medio ambiente. El estudiante sabe que hay una interdependencia entre los sistemas vivos y el medio ambiente y que las actividades humanas pueden afectar estos sistemas.

112.34, Biology

112.34(c)(4): Conceptos de ciencias. El estudiante sabe que las células son las estructuras básicas de todos los seres vivos con partes especializadas que realizan funciones específicas y que los virus son diferentes a las células.
112.34(c)(5): Science concepts. The student knows how an organism grows and the importance of cell differentiation.
112.34(c)(6): Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics.
112.34(c)(7): Conceptos de ciencias. El estudiante sabe que la teoría de la evolución es una explicación científica para la unidad y la diversidad de la vida.
112.34(c)(9): Conceptos de ciencias. El estudiante sabe la importancia de varias moléculas involucradas en procesos de metabolismo y las conversiones de energía que ocurren en los organismos vivos.
112.34(c)(10): Conceptos de ciencias. El estudiante sabe que los sistemas biológicos se componen de múltiples niveles.
112.34(c)(11): Conceptos de ciencias. El estudiante sabe que los sistemas biológicos trabajan para alcanzar y mantener el equilibrio.
112.34(c)(12): Science concepts. The student knows that interdependence and interactions occur within an environmental system.

113.20, Social Studies, Grade 8

113.20(b)(23): Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.
113.20(b)(24): Culture. The student understands the major reform movements of the 19th century.
113.20(b)(26): Culture. The student understands the relationship between the arts and the times during which they were created.
113.20(b)(27): Ciencia, tecnología y sociedad. El estudiante entiende el impacto de la ciencia y la tecnología en el desarrollo económico de los Estados Unidos.
113.20(b)(28): Ciencia, tecnología y sociedad. El estudiante entiende el impacto de los descubrimientos científicos y las innovaciones tecnológicas en la vida diaria en los Estados Unidos.
113.20(b)(29): Destrezas de estudios sociales. Utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.20(b)(30): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.20(b)(31): Destrezas de estudios sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1: Utilize skepticism, logic, and professional ethics in science.
S.I.A.2: Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3: Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4: Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1: Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1: Collaborate on joint projects.
S.I.E.1: Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2: Use essential vocabulary of the discipline being studied.
S.II.A.1: Understand the real number system and its properties.
S.II.A.7: Use calculators, spreadsheets, computers, etc., in data analysis.
S.II.E.1: Understand descriptive statistics.
S.II.F.1: Select and use appropriate Standard International (SI) units and prefixes to express measurements for real world problems.
S.III.B.1: Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.2: Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3: Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4: List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1: Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1: Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2: Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.A.1: Recognize how scientific discoveries are connected to technological innovations.
S.IV.B.1: Understand how scientific research and technology have an impact on ethical and legal practices.
S.IV.B.2: Understand how commonly held ethical beliefs impact scientific research.
S.IV.C.1: Understand the historical development of major theories in science.
S.IV.C.2: Recognize the role of people in important contributions to scientific knowledge.
S.V.C.1: Recognize patterns of change.
S.V.E.1: Use models to make predictions.

Social Studies:

SS.I.F.1: Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2: Analyze ethical issues in historical, cultural, and social contexts.
SS.IV.A.1: Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2: Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3: Evaluate sources from multiple perspectives.
SS.IV.A.4: Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5: Read narrative texts critically.
SS.IV.A.6: Read research data critically.
SS.IV.B.1: Use established research methodologies.
SS.IV.B.3: Gather, organize, and display the results of data and research.
SS.IV.B.4: Identify and collect sources.
SS.IV.C.1: Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1: Construct a thesis that is supported by evidence.
SS.IV.D.2: Recognize and evaluate counter-arguments.
SS.V.A.1: Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2: Use conventions of standard written English.
SS.V.B.1: Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1: Engage in scholarly inquiry and dialogue.
CDS.I.A.2: Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1: Consider arguments and conclusions of self and others.
CDS.I.B.2: Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3: Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4: Support or modify claims based on the results of an inquiry.
CDS.I.C.1: Analyze a situation to identify a problem to be solved.
CDS.I.C.2: Develop and apply multiple strategies to solve a problem.
CDS.I.C.3: Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1: Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2: Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3: Strive for accuracy and precision.
CDS.I.D.4: Persevere to complete and master tasks.
CDS.I.E.1: Work independently.
CDS.I.E.2: Work collaboratively.
CDS.I.F.1: Attribute ideas and information to source materials and people.
CDS.I.F.2: Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3: Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4: Understand and adhere to ethical codes of conduct.
CDS.II.A.1: Use effective prereading strategies.
CDS.II.A.2: Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3: Identify the intended purpose and audience of the text.
CDS.II.A.4: Identify the key information and supporting details.
CDS.II.A.5: Analyze textual information critically.
CDS.II.A.6: Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7: Adapt reading strategies according to structure of texts.
CDS.II.A.8: Connect reading to historical and current events and personal interest.
CDS.II.B.1: Write clearly and coherently using standard writing conventions.
CDS.II.B.2: Write in a variety of forms for various audiences and purposes.
CDS.II.B.3: Compose and revise drafts.
CDS.II.C.1: Understand which topics or questions are to be investigated.
CDS.II.C.2: Explore a research topic.
CDS.II.C.3: Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4: Evaluate the validity and reliability of sources.
CDS.II.C.5: Synthesize and organize information effectively.
CDS.II.C.6: Design and present an effective product.
CDS.II.C.7: Integrate source material.
CDS.II.C.8: Present final product.
CDS.II.D.1: Identify patterns or departures from patterns among data.
CDS.II.D.2: Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3: Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1: Use technology to gather information.
CDS.II.E.2: Use technology to organize, manage, and analyze information.
CDS.II.E.3: Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4: Use technology appropriately.

English Language Arts:

ELA.I.A.5: Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4: Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3: Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.7: Compare and analyze how features of genre are used across texts.
ELA.II.A.8: Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.5: Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4: Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.B.4: Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3: Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.2: Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.5: Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4: Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3: Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.2: Distinguish between and among primary and secondary sources.

Mathematics:

M.I.B.1: Use estimation to check for errors and reasonableness of solutions.
M.I.A.1: Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.I.B.2: Interpret the relationships between the different representations of numbers.
M.VIII.C.2: ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3: Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1: Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.A.1: Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2: Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.V.C.1: Analyze data sets using graphs and summary statistics.
M.V.C.4: Identify and explain misleading uses of data.
M.V.C.2: Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.V.A.1: Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1: Classify types of data.
M.V.B.2: Construct appropriate visual representations of data.
M.V.B.4: Describe patterns and departure from patterns in the study data.
M.VII.C: Logical reasoning
M.VII.D: Real-world problem solving
M.VII.C.2: Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1: Analyze given information.
M.VII.D.1: Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.D.2: Evaluate the problem-solving process.
M.VII.A.2: Formulate a plan or strategy.
M.VII.A.5: Evaluate the problem-solving process.
M.VII.A.3: Determine a solution.
M.VII.B.1: Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VII.A.4: Justify the solution.
M.IX.B.2: Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1: Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.1: Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2: Connect mathematics to the study of other disciplines.

Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.