{"id":12997,"date":"2025-05-28T00:35:18","date_gmt":"2025-05-28T00:35:18","guid":{"rendered":"https:\/\/domsafety.com\/schools\/?page_id=12997"},"modified":"2025-05-28T00:35:18","modified_gmt":"2025-05-28T00:35:18","slug":"36690-experiments-to-explore-electricity-tx-standards","status":"publish","type":"page","link":"https:\/\/domsafety.com\/schools\/teachers\/36690-experiments-to-explore-electricity-tx-standards\/","title":{"rendered":"36690 Experiments to Explore Electricity TX Standards"},"content":{"rendered":"
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Experiments to Explore Electricity<\/h2>\nTexas<\/span>\n\n\n\n\n\t\n\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t
Subject<\/th>Grade<\/th>Broad Standard Reference<\/th>Standard Code<\/th>Standard Name<\/th>Standard<\/th>\n<\/tr>\n<\/thead>\n
Health<\/td>3<\/td>Knowledge and skills<\/td>115.15(b)(11)<\/td>Injury and violence prevention and safety<\/td>The student understands that individual actions and awareness can impact safety, community, and environment.<\/td>\n<\/tr>\n
Health<\/td>3<\/td>Knowledge and skills<\/td>115.15(b)(11)(b)<\/td>Injury and violence prevention and safety<\/td>The student is expected to identify characteristics of safe home, school, and community environments.<\/td>\n<\/tr>\n
Health<\/td>3<\/td>Knowledge and skills<\/td>115.15(b)(9)<\/td>Injury and violence prevention and safety<\/td>The student identifies and demonstrates safety and first aid knowledge to prevent and treat injuries. The student is expected to develop a home-safety and emergency response plan such as a fire safety plan.<\/td>\n<\/tr>\n
Science<\/td>3<\/td>Knowledge and Skills<\/td>112.14.b.2.A<\/td>Scientific Investigation and Reasoning<\/td>Plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world.<\/td>\n<\/tr>\n
Science<\/td>3<\/td>Knowledge and Skills<\/td>112.14.b.2.D<\/td>Scientific investigation and reasoning<\/td>The student is expected to analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations.<\/td>\n<\/tr>\n
Science<\/td>3<\/td>Knowledge and Skills<\/td>112.14.b.2.F<\/td>Scientific Investigation and Reasoning<\/td>Communicate valid conclusions supported by data. . . through verbal discussion.<\/td>\n<\/tr>\n
Science<\/td>3<\/td>Knowledge and Skills<\/td>112.14.b.6.A<\/td>Force, Motion, and Energy<\/td>Explore different forms of energy, including mechanical, light, sound, and thermal in everyday life.<\/td>\n<\/tr>\n
Science<\/td>3<\/td>Knowledge and Skills<\/td>112.15.b.6<\/td>Force, motion, and energy.<\/td>The student knows that . . . energy exists in many forms.<\/td>\n<\/tr>\n
Science<\/td>3<\/td>Knowledge and Skills<\/td>112.15.b.6.A<\/td>Force, motion, and energy.<\/td>The student is expected to explore different forms of energy, including mechanical, light, sound, and thermal in everyday life.<\/td>\n<\/tr>\n
Health<\/td>4<\/td>Knowledge and skills<\/td>115.16(b)(10)<\/td>Injury and violence prevention and safety<\/td>The student identifies and demonstrates safety and first aid knowledge to prevent and treat injuries. The student is expected to identify and demonstrate strategies for preventing and responding to injuries.<\/td>\n<\/tr>\n
Health<\/td>4<\/td>Knowledge and skills<\/td>115.16(b)(12)<\/td>Injury and violence prevention and safety<\/td>The student understands that individual actions and awareness can impact safety, community, and environment.<\/td>\n<\/tr>\n
Health<\/td>4<\/td>Knowledge and skills<\/td>115.16(b)(12)( C)<\/td>Injury and violence prevention and safety<\/td>The student is expected to identify strategies that can be used to promote safety in homes school, and communities.<\/td>\n<\/tr>\n
Science<\/td>4<\/td>Knowledge and Skills<\/td>112.15.b.2.A<\/td>Scientific Investigation and Reasoning<\/td>Plan and implement descriptive investigations, and including asking well defined questions, making inferences . . .<\/td>\n<\/tr>\n
Science<\/td>4<\/td>Knowledge and Skills<\/td>112.15.b.2.F<\/td>Scientific Investigation and Reasoning<\/td>Communicate valid oral and written results supported by data.<\/td>\n<\/tr>\n
Science<\/td>4<\/td>Knowledge and Skills<\/td>112.15.b.3.A<\/td>Scientific investigation and reasoning<\/td>The student is expected to analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing.<\/td>\n<\/tr>\n
Science<\/td>4<\/td>Knowledge and Skills<\/td>112.15.b.5<\/td>Matter and energy<\/td>The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used.<\/td>\n<\/tr>\n
Science<\/td>4<\/td>Knowledge and Skills<\/td>112.15.b.5.A<\/td>Matter and energy<\/td>The student is expected to measure, compare, and contrast physical properties of matter . . .<\/td>\n<\/tr>\n
Science<\/td>4<\/td>Knowledge and Skills<\/td>112.15.b.6<\/td>Force, motion, and energy.<\/td>The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems.<\/td>\n<\/tr>\n
Science<\/td>4<\/td>Knowledge and Skills<\/td>112.15.b.6.B<\/td>Force, motion, and energy<\/td>Differentiate between conductors and insulators of thermal and electric energy.<\/td>\n<\/tr>\n
Science<\/td>4<\/td>Knowledge and Skills<\/td>112.15.b.6.C<\/td>Force, motion, and energy<\/td>Demonstrate that electricity travels in a closed path, creating an electrical circuit. . .<\/td>\n<\/tr>\n
Health<\/td>5<\/td>Knowledge and skills<\/td>115.17(b)(11)<\/td>Injury and violence prevention and safety<\/td>The student identifies and demonstrates safety and first aid knowledge to prevent and treat injuries. The student is expected to analyze strategies for preventing and responding to injuries.<\/td>\n<\/tr>\n
Health<\/td>5<\/td>Knowledge and skills<\/td>115.17(b)(12)<\/td>Injury and violence prevention and safety<\/td>The student understands that individual actions and awareness can impact safety, community, and environment.<\/td>\n<\/tr>\n
Health<\/td>5<\/td>Knowledge and skills<\/td>115.17(b)(12)( C)<\/td>Injury and violence prevention and safety<\/td>The student is expected to identify safety procedures that can be used in various situations. . .<\/td>\n<\/tr>\n
Science<\/td>5<\/td>Knowledge and Skills<\/td>112.16.b.2.B<\/td>Scientific Investigation and Reasoning<\/td>Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology.<\/td>\n<\/tr>\n
Science<\/td>5<\/td>Knowledge and Skills<\/td>112.16.b.2.C<\/td>Scientific Investigation and Reasoning<\/td>Collect and record information using detailed observations and accurate measuring.<\/td>\n<\/tr>\n
Science<\/td>5<\/td>Knowledge and Skills<\/td>112.16.b.2.F<\/td>Scientific Investigation and Reasoning<\/td>Communicate valid conclusions in both written and verbal forms.<\/td>\n<\/tr>\n
Science<\/td>5<\/td>Knowledge and Skills<\/td>112.16.b2.D<\/td>Scientific Investigation and Reasoning<\/td>The student is expected to analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.<\/td>\n<\/tr>\n
Science<\/td>5<\/td>Knowledge and Skills<\/td>112.16.b3.A<\/td>Scientific Investigation and Reasoning<\/td>The student is expected to analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing.<\/td>\n<\/tr>\n
Health<\/td>6<\/td>Knowledge and skills<\/td>115.26(b)(11)<\/td>Injury and violence prevention and safety<\/td>The student identifies and demonstrates safety and first aid knowledge to prevent and treat injuries.<\/td>\n<\/tr>\n
Health<\/td>6<\/td>Knowledge and skills<\/td>115.26(b)(12)<\/td>Injury and violence prevention and safety<\/td>The student understands that individual actions and awareness can impact safety, community, and environment.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/p>\n<\/div>
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