Texas Grade 8 Science
TAKS Corresponding Lessons and Assessments

Click here for summary test on all skills. Below the eTAP lessons are provided for skills when the student has an incorrect answer.

Objective 1: The student will demonstrate an understanding of the nature of science.

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Pre-Test Texas Assessment of Knowledge and Skills eTAP Lessons Post-
Test
Outside Links
  (8.1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to
Q&A A  demonstrate safe practices during field and laboratory investigations. Tools and Technology The Inquiring Minds: Science of Safety Q&A
http://www.carnegieinstitution.org/first_l
ight_case/horn/labsafety.html
(8.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to
Q&A  

(A)

plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;

Hypothesis

Tools and Technology

 How to Prepare a Science Fair Project Q&A
http://en.wikipedia.org/wiki/Hypothesis
Q&A (B) collect data by observing and measuring; Examining the Evidence How Scientists Work: What is Pattern Discovery? Q&A
http://www.internet4classrooms.com/excel_import.htm 
Q&A (C)  organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence (8.2); Examining the Evidence Science Investigations Life Science: Investigating Ecosystems and Biomes Q&A
http://www.geography4kids.com/files/land_recycling.html 
Q&A (D) communicate valid conclusions; and

Displaying Data
Written Reports and Oral Presentations

 xploring Weather: The Job of a TV Meteorologist Q&A
http://www.discoverourearth.org/student/introduction.html
Q&A (E)  construct graphs, tables, maps, and charts using tools [including computers] to organize, examine, and evaluate data. Displaying Data Geography Basics: Globes, Maps, and Graphs Q&A
http://www.internet4classrooms.com/excel_c
reate_chart.htm 
  (8.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to
Q&A  

(A)

analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

Hypothesis

Examining the Evidence

Greatest Discoveries with Bill Nye: Physics Q&A
http://www.pmel.noaa.gov/tao/elnino/nino-home.html 
Q&A (B)  draw inferences based on data [related to promotional materials] for products and services; and Interpret Natural Events How to Prepare a Science Fair Project Q&A
http://epa.gov/climatechange/kids/index.html 
Q&A (C) represent the natural world using models and identify their limitations. Reading Maps for Evidence Physical Science: Elements, Compounds, and Atoms Q&A
http://education.wes.army.mil/clubhouse/science/exp
eriment.cfm?Topic=bouyancy&Id=62
  (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
Q&A

(A)
 

 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 (8.4); and

 Tools and Technology How to Use a Microscope Q&A
http://www.k12science.org/curriculum/dipproj2/en/
Q&A
(B) 		extrapolate from collected information to make predictions (8.4). Written Reports and Oral Presentations Work, Energy, and the Simple Machine: Work and Energy Q&A
http://www.astrobio.net/news/article161.html

Objective 2: The student will demonstrate an understanding of living systems and the environment.

  (6.5) Science concepts. The student knows that systems may combine with other systems to form a larger system. The student is expected to
Q&A (B) describe how the properties of a system are different from the properties of its parts. Organization and Function   Q&A
http://www.spokaneschools.org/sc
ience/second/life/gr8environment.htm 
  (6.10, 7.9) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to
Q&A (B)  determine that all organisms are composed of cells that carry on functions to sustain life (6.10); and

Basic Cell Characteristics

Nucleus, Mitochondria, Chloroplasts

Mitosis and Organism Development

Cell Biology

   Q&A
http://micro.magnet.fsu.edu/cells/index.html 
Q&A (C) identify how structure complements function at different levels of organization including organs, organ systems, organisms, and populations
(6.10).

Organization and Function

Circulation

Digestive System

Digestive Enzymes

Kidney's Role

Respiratory System

   Q&A
http://www.ufrsd.net/AHS/studacts/AP
BIO/HUMSYS/INDEX.HTM 
  (6.8, 7.8, 8.10)  Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to
Q&A (B) identify that radiant energy from the Sun is transferred into chemical energy through the process of photosynthesis (7.8).

Energy Transformation in the Ecosystem

Internal and External Energy; Energy Budget

   Q&A
http://www.ftexploring.com/photosyn/
photosynth.html 
  (7.12)  Science concepts. The student knows that there is a relationship between organisms and the environment. The student is expected to
Q&A (B)  observe and describe how organisms including producers, consumers, and decomposers live together in an environment and use existing resources;

The Food Web and the Physical Environment

Organism Populations

   Q&A
http://www.sciencenetlinks.com/re
sources_individual.cfm?DocID=352
&Grade=6-8&Benchmark=5 
Q&A (C) describe how different environments support different varieties of organisms;
and		 Biomes   Q&A
http://ths.sps.lane.edu/biomes/index1.html
Q&A (D) observe and describe the role of ecological succession in ecosystems. Resources in the Ecosystem   Q&A
http://www.nps.gov/ever/supportyourpark/research
andrestorationpdshomepage.htm 
  (8.6) Science concepts. The student knows that interdependence occurs among living systems. The student is expected to
Q&A (A) describe interactions among systems in the human organism; The Nervous System   Q&A
http://www.innerbody.com/image/nervov.html 
Q&A (B) identify feedback mechanisms that maintain equilibrium of systems such as body temperature, turgor pressure, and chemical reactions; and

The Roles of the Sensory Neurons, Interneurons, and Motor Neurons 

Cellular and Molecular Basis of Muscle Contraction

Endocrine System

Hormones

   Q&A
http://www.innerbody.com/htm/body.html 
Q&A (C) describe interactions within ecosystems. Energy Transformation in the Ecosystem   Q&A
http://library.thinkquest.org/11353/carbon.htm
  (6.11, 7.10, 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
Q&A (A) identify that change in environmental conditions can affect the survival of
individuals and of species (8.11);

Resources in the Ecosystem

Selection and Diversity

Biodiversity

Ecosystem Changes

Fluctuation in Population Size

Accommodation and Adaptation

   Q&A
http://www.biodiversityhotspots.org/xp/Hotspots/ 
Q&A (B) distinguish between inherited traits and other characteristics that result from interactions with the environment (8.11); and

Evidence of Evolution

Branching Diagrams

Water, Carbon and Nitrogen Cycle

Stability in an Ecosystem

Energy Pyramid 

Accommodation and Adaptation

   Q&A
http://www.besse.at/sms/evolutn.html 
Q&A (C) make predictions about possible outcomes of various genetic combinations of inherited characteristics (8.11).

Sexual and Asexual Organisms 

Sexual Reproduction 

Genes and DNA

Genetic Coding Rules

Effects of DNA Mutation

Cell Gene

Patterns in Multicellular Organisms

Protein Differences

   Q&A
http://www.biology.arizona.edu/mendelian_
genetics/mendelian_genetics.html