Texas Education Agency
Student Assessment Division
May 2018
Grade 8 Science
Assessment
Eligible Texas Essential
Knowledge and Skills
STAAR Grade 8 Science Assessment Page 2 of 10
Texas Education Agency
Student Assessment Division
May 2018
STAAR Grade 8 Science Assessment
Reporting Category 1:
Matter and Energy
The student will demonstrate an understanding of the properties of matter
and energy and their interactions.
Grade 8
(8.5) Matter and energy. The student knows that matter is composed of atoms
and has chemical and physical properties. The student is expected to
(A) describe the structure of atoms, including the masses, electrical
charges, and locations, of protons and neutrons in the nucleus and
electrons in the electron cloud; Readiness Standard
(B) identify that protons determine an element’s identity and valence
electrons determine its chemical properties, including reactivity;
Readiness Standard
(C) interpret the arrangement of the Periodic Table, including groups and
periods, to explain how properties are used to classify elements;
Readiness Standard
(D) recognize that chemical formulas are used to identify substances and
determine the number of atoms of each element in chemical
formulas containing subscripts; and Readiness Standard
(E) investigate how evidence of chemical reactions indicates that new
substances with different properties are formed and how that relates
to the law of conservation of mass. Readiness Standard
Grade 7
(7.5) Matter and energy. The student knows that interactions occur between
matter and energy. The student is expected to
(B) diagram the flow of energy through living systems, including food
chains, food webs, and energy pyramids. Supporting Standard
(7.6) Matter and energy. The student knows that matter has physical and
chemical properties and can undergo physical and chemical changes. The
student is expected to
(A) distinguish between physical and chemical changes in matter.
Supporting Standard
STAAR Grade 8 Science Assessment Page 3 of 10
Texas Education Agency
Student Assessment Division
May 2018
Grade 6
(6.6) Matter and energy. The student knows matter has physical properties that
can be used for classification. The student is expected to
(A) compare metals, nonmetals, and metalloids using physical properties
such as luster, conductivity, or malleability; and Supporting
Standard
(B) calculate density to identify an unknown substance. Supporting
Standard
STAAR Grade 8 Science Assessment Page 4 of 10
Texas Education Agency
Student Assessment Division
May 2018
Reporting Category 2:
Force, Motion, and Energy
The student will demonstrate an understanding of force, motion, and energy
and their relationships.
Grade 8
(8.6) Force, motion, and energy. The student knows that there is a relationship
between force, motion, and energy. The student is expected to
(A) demonstrate and calculate how unbalanced forces change the speed
or direction of an object’s motion; Readiness Standard
(B) differentiate between speed, velocity, and acceleration; and
Supporting Standard
(C) investigate and describe applications of Newton's three laws of
motion such as in vehicle restraints, sports activities, amusement
park rides, Earth's tectonic activities, and rocket launches.
Readiness Standard
Grade 6
(6.8) Force, motion, and energy. The student knows force and motion are
related to potential and kinetic energy. The student is expected to
(A) compare and contrast potential and kinetic energy; Supporting
Standard
(C) calculate average speed using distance and time measurements; and
Supporting Standard
(D) measure and graph changes in motion. Supporting Standard
(6.9) Force, motion, and energy. The student knows that the Law of
Conservation of Energy states that energy can neither be created nor
destroyed, it just changes form. The student is expected to
(C) demonstrate energy transformations such as energy in a flashlight
battery changes from chemical energy to electrical energy to light
energy. Supporting Standard
STAAR Grade 8 Science Assessment Page 5 of 10
Texas Education Agency
Student Assessment Division
May 2018
Reporting Category 3:
Earth and Space
The student will demonstrate an understanding of components, cycles,
patterns, and natural events of Earth and space systems.
Grade 8
(8.7) Earth and space. The student knows the effects resulting from cyclical
movements of the Sun, Earth, and Moon. The student is expected to
(A) model and illustrate how the tilted Earth rotates on its axis, causing
day and night, and revolves around the Sun, causing changes in
seasons; Readiness Standard
(B) demonstrate and predict the sequence of events in the lunar cycle;
and Readiness Standard
(C) relate the positions of the Moon and Sun to their effect on ocean
tides. Supporting Standard
(8.8) Earth and space. The student knows characteristics of the universe. The
student is expected to
(A) describe components of the universe, including stars, nebulae, and
galaxies, and use models such as the Hertzsprung-Russell diagram
for classification; Readiness Standard
(B) recognize that the Sun is a medium-sized star located in a spiral arm
of the Milky Way galaxy and that the Sun is many thousands of
times closer to Earth than any other star; and Supporting
Standard
(C) identify how different wavelengths of the electromagnetic spectrum
such as visible light and radio waves are used to gain information
about components in the universe. Supporting Standard
STAAR Grade 8 Science Assessment Page 6 of 10
Texas Education Agency
Student Assessment Division
May 2018
(8.9) Earth and space. The student knows that natural events can impact Earth
systems. The student is expected to
(A) describe the historical development of evidence that supports plate
tectonic theory; Supporting Standard
(B) relate plate tectonics to the formation of crustal features; and
Readiness Standard
(C) interpret topographic maps and satellite views to identify land and
erosional features and predict how these features may be reshaped
by weathering. Readiness Standard
(8.10) Earth and space. The student knows that climatic interactions exist
among Earth, ocean, and weather systems. The student is expected to
(A) recognize that the Sun provides the energy that drives convection
within the atmosphere and oceans, producing winds; Supporting
Standard
(B) identify how global patterns of atmospheric movement influence local
weather using weather maps that show high and low pressures and
fronts; and Supporting Standard
(C) identify the role of the oceans in the formation of weather systems
such as hurricanes. Supporting Standard
Grade 7
(7.8) Earth and space. The student knows that natural events and human
activity can impact Earth systems. The student is expected to
(C) model the effects of human activity on groundwater and surface
water in a watershed. Supporting Standard
Grade 6
(6.11) Earth and space. The student understands the organization of our
solar system and the relationships among the various bodies that
comprise it. The student is expected to
(B) understand that gravity is the force that governs the motion of our
solar system. Supporting Standard
STAAR Grade 8 Science Assessment Page 7 of 10
Texas Education Agency
Student Assessment Division
May 2018
Reporting Category 4:
Organisms and Environments
The student will demonstrate an understanding of the structures and functions
of living organisms and their interdependence on each other and with their
environment.
Grade 8
(8.11) Organisms and environments. The student knows that interdependence
occurs among living systems and the environment and that human activities
can affect these systems. The student is expected to
(A) investigate how organisms and populations in an ecosystem depend
on and may compete for biotic factors such as food and abiotic
factors such as quantity of light, water, range of temperatures, or
soil composition; Readiness Standard
(B) explore how short- and long-term environmental changes affect
organisms and traits in subsequent populations; and Readiness
Standard
(C) recognize human dependence on ocean systems and explain how
human activities such as runoff, artificial reefs, or use of resources
have modified these systems. Supporting Standard
Grade 7
(7.10) Organisms and environments. The student knows that there is a
relationship between organisms and the environment. The student is
expected to
(B) describe how biodiversity contributes to the sustainability of an
ecosystem; and Supporting Standard
(C) observe, record, and describe the role of ecological succession such
as in a microhabitat of a garden with weeds. Supporting Standard
(7.11) Organisms and environments. The student knows that populations and
species demonstrate variation and inherit many of their unique traits through
gradual processes over many generations. The student is expected to
(A) examine organisms or their structures such as insects or leaves and
use dichotomous keys for identification; and Supporting Standard
STAAR Grade 8 Science Assessment Page 8 of 10
Texas Education Agency
Student Assessment Division
May 2018
(C) identify some changes in genetic traits that have occurred over
several generations through natural selection and selective breeding
such as the Galapagos Medium Ground Finch (Geospiza fortis) or
domestic animals and hybrid plants. Supporting Standard
(7.12) Organisms and environments. The student knows that living systems at all
levels of organization demonstrate the complementary nature of structure and
function. The student is expected to
(B) identify the main functions of the systems of the human organism,
including the circulatory, respiratory, skeletal, muscular, digestive,
excretory, reproductive, integumentary, nervous, and endocrine
systems; Supporting Standard
(D) differentiate between structure and function in plant and animal cell
organelles, including cell membrane, cell wall, nucleus, cytoplasm,
mitochondrion, chloroplast, and vacuole; and Supporting Standard
(F) recognize the components of cell theory. Supporting Standard
(7.14) Organisms and environments. The student knows that reproduction is a
characteristic of living organisms and that the instructions for traits are
governed in the genetic material. The student is expected to
(B) compare the results of uniform or diverse offspring from asexual or
sexual reproduction; and Supporting Standard
(C) recognize that inherited traits of individuals are governed in the
genetic material found in the genes within chromosomes in the
nucleus. Supporting Standard
Grade 6
(6.12) Organisms and environments. The student knows all organisms are
classified into domains and kingdoms. Organisms within these taxonomic
groups share similar characteristics that allow them to interact with the living
and nonliving parts of their ecosystem. The student is expected to
(D) identify the basic characteristics of organisms, including prokaryotic
or eukaryotic, unicellular or multicellular, autotrophic or
heterotrophic, and mode of reproduction, that further classify them
in the currently recognized kingdoms. Supporting Standard
STAAR Grade 8 Science Assessment Page 9 of 10
Texas Education Agency
Student Assessment Division
May 2018
Scientific Investigation and Reasoning Skills
These skills will not be listed under a separate reporting category.
These standards will be incorporated into at least 40% of the test
in reporting categories 1–4 and will be identified along with
content standards.
Grade 8
(8.1) 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. The
student is expected to
(
A) demonstrate safe practices during laboratory and field investigations
as outlined in Texas Education Agency-approved safety standards
;
a
nd
(B) practice appropriate use and conservation of resources, including
disposal, reuse, or recycling of materials.
(8.2) Scientific investigation and reasoning. The student uses scientific
practices during laboratory and field investigations. The student is expected
to
(A) plan and implement comparative and descriptive investigations by
making observations, asking well defined questions, and using
appropriate equipment and technology;
(B) design and implement experimental investigations by making
observations, asking well defined questions, formulating testable
hypotheses, and using appropriate equipment and technology;
(C) collect and record data using the International System of Units (SI
)
a
nd qualitative means such as labeled drawings, writing, and graphic
organizers;
(D) construct tables and graphs, using repeated trials and means, to
organize data and identify patterns; and
(E) analyze data to formulate reasonable explanations, communicate
valid conclusions supported by the data, and predict trends.
STAAR Grade 8 Science Assessment Page 10 of 10
Texas Education Agency
Student Assessment Division
May 2018
(8.3) 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. The student is expected to
(A) analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and
observational testing, so as to encourage critical thinking by the
student;
(B) use models to represent aspects of the natural world such as an
atom, a molecule, space, or a geologic feature;
(C) identify advantages and limitations of models such as size, scale,
properties, and materials; and
(D) relate the impact of research on scientific thought and society,
including the history of science and contributions of scientists as
related to the content.
(8.4) Scientific investigation and reasoning. The student knows how to use a
variety of tools and safety equipment to conduct science inquiry. The student
is expected to
(A) use appropriate tools, including lab journals/notebooks, beakers,
meter sticks, graduated cylinders, anemometers, psychrometers, hot
plates, test tubes, spring scales, balances, microscopes,
thermometers, calculators, computers, spectroscopes, timing
devices, and other necessary equipment to collect, record, and
analyze information; and
(B) use preventative safety equipment, including chemical splash
goggles, aprons, and gloves, and be prepared to use emergency
safety equipment, including an eye/face wash, a fire blanket, and a
fire extinguisher.
