1 |  | 2023-2024 Proposed Science TEKS Analysis Kindergarten - 2nd Grade | Updated: 06/14/2021 | |||||||||||||||||
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3 | Kindergarten | 1st Grade | 2nd Grade | |||||||||||||||||
4 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | ||||||||
5 | Matter and Energy | |||||||||||||||||||
6 | K.5 | Matter and energy. The student knows that objects have properties and patterns. The student is expected to: | K.5 | Matter and its interactions. The student knows that objects have observable properties that determine how it is described and classified. The student is expected to: | (Kinder) KS 5 Matter and its properties. The student knows that objects are made of different kinds of matter and have observable properties that determine how they are described. Rationale: The proposed revisions align better to the SEs and move student understanding from known to unknown and concrete to more abstract. 3rd grade begins preparing students for engineering by seeing a whole made of up of parts that work together to do a job. It sets the stage for systems thinking: A system is an organized collection of parts (or subsystems) that are highly integrated to accomplish an overall goal. Systems thinking is needed in K-12 to replicate authentic science and engineering practices. Students can easily understand a system such as pencil sharpener as a system (a whole made up of parts that work together to do a job) and understand the human body is a system or the energy flow in a grassland ecosystem The system has various inputs, which go through certain processes to produce certain outputs, which together, accomplish the overall desired goal for the system. | Grade Band Endpoints for PS1.A By the end of grade 2. Different kinds of matter exist (e.g., wood, metal, water), and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured. Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces (e.g., blocks, construction sets). Objects or samples of a substance can be weighed, and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.) Even very young children begin to explore stability (as they build objects with blocks or climb on a wall) and change (as they note their own growth or that of a plant). The role of instruction in the early grades is to help students to develop some language for these concepts and apply it appropriately across multiple examples, so that they can ask such questions as “What could I change to make this balance better?” or “How fast did the plants grow?” One of the goals of discussion of stability and change in the elementary grades should | 1.5 | Matter and energy. The student knows that objects have properties and patterns. | 1.5 | Matter and its interactions. The student knows that objects have properties and that objects can be understood by their properties and their interactions. The student is expected to: | Matter and its properties. The student knows that objects are made of matter which has physical properties and those properties determine how it is described, classified, changed, and used. Rationale: The proposed revisions align better to the SEs and move student understanding from concrete to more abstract. 3rd grade begins preparing students for engineering by seeing a whole made of up of parts that work together to do a job. It sets the stage for systems thinking: A system is an organized collection of parts (or subsystems) that are highly integrated to accomplish an overall goal. Systems thinking is needed in K-12 to replicate authentic science and engineering practices. Students can easily understand a system such as pencil sharpener as a system (a whole made up of parts that work together to do a job) and understand the human body is a system or the energy flow in a grassland ecosystem The system has various inputs, which go through certain processes to produce certain outputs, which together, accomplish the overall desired goal for the system. | 2.5 | Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. | 2.5 | Matter and its interactions. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to: | Matter and its properties. The student knows that whole objects have parts that work together to do a job and that objects can be understood by their physical properties which determine how they are described, classified, changed, and used. Rationale: The proposed revisions align better to the SEs and move student understanding from concrete to more abstract. 3rd grade begins preparing students for engineering by seeing a whole made of up of parts that work together to do a joy. It sets the stage for systems thinking: A system is an organized collection of parts (or subsystems) that are highly integrated to accomplish an overall goal. Systems thinking is needed in K-12 to replicate authentic science and engineering practices. Students can easily understand a system such as pencil sharpener as a system (a whole made up of parts that work together to do a job) and understand the human body is a system or the energy flow in a grassland ecosystem The system has various inputs, which go through certain processes to produce certain outputs, which together, accomplish the overall desired goal for the system. | ||||
7 | K.5A | observe and record properties of objects, including bigger or smaller, heavier or lighter, shape, color, and texture; and | K.5A | identify and record observable properties of objects, including shape, color, and texture, and material, and generate additional ways to classify objects; and | Investigate and describe observable properties of objects, including shape, color, and texture, and material, and generate additional ways to classify objects; Rationale: Raises rigor to cognitively appropriate level. Moves from teacher centered instruction to student driven. | Matter and Its Interactions PS1A Different kinds of materials exist (wood, metal, water); many of them can be either a solid or liquid, depending on temperature; matter can be described and classified by its observable properties (visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured; Different properties are suited to different purposes; a great variety of objects can be built up from a small set of pieces (blocks, construction sets); Objects or samples of a substance can be weighed, and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.) PS1B Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible (e.g., melting and freezing), and sometimes they are not (e.g., baking a cake, burning fuel). By the end of grade 2. Different kinds of matter exist (e.g., wood, metal, water), and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured. Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces (e.g., blocks, construction sets). Objects or samples of a substance can be weighed, and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.) | 1.5A | classify objects by observable properties such as larger and smaller, heavier and lighter, shape, color, and texture | 1.5A | classify objects by observable properties, including, shape, color, and texture and attributes such as larger and smaller and heavier and lighter; and | conduct an investigation and classify matter in the objects by observable properties, including shape, color, and texture, attributes such as larger and smaller, heavier and lighter, flexibility, and relative temperature and identify whether a material is a solid or liquid; Rationale: were redundant so they are combined for 1st grade. IMPORTANT IDEA: Decrease redundancies in order to decrease # of TEKs (mile wide/inch deep teaching). | Matter and Its Interactions PS1A Different kinds of materials exist (wood, metal, water); many of them can be either a solid or liquid, depending on temperature; matter can be described and classified by its observable properties (visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured; Different properties are suited to different purposes; a great variety of objects can be built up from a small set of pieces (blocks, construction sets); Objects or samples of a substance can be weighed, and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.) PS1B Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible (e.g., melting and freezing), and sometimes they are not (e.g., baking a cake, burning fuel). By the end of grade 2. Different kinds of matter exist (e.g., wood, metal, water), and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured. Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces (e.g., blocks, construction sets). Objects or samples of a substance can be weighed, and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.) | 2.5A | classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid | 2.5A | classify matter by observable properties, including texture, flexibility, and relative temperature and identify whether a material is a solid or liquid; | conduct an investigation and describe how a great variety of objects can be built up from a small set of pieces (e.g., blocks, construction sets) including weighing, describing the size these objects or samples of a substance Rationale: were redundant so they are combined for 1st grade. IMPORTANT IDEA: Decrease redundancies in order to decrease # of TEKs (mile wide/inch deep teaching). 2nd grade is preparing students for foundational ideas in science & engineering: systems thinking. Objects are made of smaller parts/materials/properties. A system is an organized collection of parts (or subsystems) that are highly integrated to accomplish an overall goal. A whole is made up of parts that work together to do a job. K-2 students should have no problem with this given their experiences with toys, pencil sharpeners, playground equipment. | Matter and Its Interactions PS1A Different kinds of materials exist (wood, metal, water); many of them can be either a solid or liquid, depending on temperature; matter can be described and classified by its observable properties (visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured; Different properties are suited to different purposes; a great variety of objects can be built up from a small set of pieces (blocks, construction sets); Objects or samples of a substance can be weighed, and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.) PS1B Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible (e.g., melting and freezing), and sometimes they are not (e.g., baking a cake, burning fuel). By the end of grade 2. Different kinds of matter exist (e.g., wood, metal, water), and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured. Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces (e.g., blocks, construction sets). Objects or samples of a substance can be weighed, and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.) | ||
8 | K.5B | observe, record, and discuss how materials can be changed by heating or cooling. | Investigate and describe observable properties of objects, including shape, color, and texture, and material, and generate additional ways to classify objects; | 1.5B | predict and identify changes in materials caused by heating and cooling | 1.5B | compare and predict changes in materials caused by heating and cooling. | 2.5B | compare changes in materials caused by heating and cooling | |||||||||||
9 | 2.5C | demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties | 2.5B | demonstrate that physical properties can be changed through processes such as cutting, folding, sanding, and melting; and | 2.5B demonstrate and describe how physical properties can be changed through the processes of melting and freezing by conducting a descriptive investigation and that some of these changes are reversible and some are not; and Rationale: Proposed revision is better supported by the Framework (page 110) and other research. The proposed revision also better supports the vertical alignment in regards to the development of conservation of mass and physical vs. chemical changes. | |||||||||||||||
10 | 1.5C | classify objects by the materials from which they are made | 2.5D | combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties | 2.5C | create a mixture by combining two or more substances and identify the physical properties of the substances and the mixture. | 2.5C demonstrate that small units can be combined or reassembled to form new objects for different purposes and justify the use of the units based on their physical properties Rationale: This revision establishes a foundation for 6th-12 grade students' understanding matter is made up of particles that are too small to see. This information is necessary to understand solutes dissolving in a solution and particles combining to form new substances. | |||||||||||||
11 | Force, Motion, and Energy | |||||||||||||||||||
12 | K.6 | Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to: | K.6 | Force and, motion. The student knows that force, and motion, and position are related and are a part of their everyday life. The student is expected to: | K. 6 Force and motion. The student knows that forces cause change in everyday life. The student is expected to Rationale: The relationships among force, motion and positon are complex and introduced later. Current SEs are lower level standards that do not support the SEs in 3rd-5th grades, and thus do not provide the foundation needed for students. The proposed draft SEs did not make significant changes to support the VA, nor do they align with the framework. Proposed changes will support the learning in 3rd-5th grade and align to the framework. (pages 115, 117, 127, and 129) | Grade Band Endpoints for PS2.A By the end of grade 2. Objects pull or push each other when they collide or are connected. Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. An object sliding on a surface or sitting on a slope experiences a pull due to friction on the object due to the surface that opposes the object’s motion. | 1.6 | Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. | 1.6 | Force and, motion. The student knows that force and, motion are related and are a part of everyday life. The student is expected to: | 1.6 Force and motion. The student knows that forces cause change in everyday life. Rationale: Keep KS consistent K-2. | Grade Band Endpoints for PS2.A By the end of grade 2. Objects pull or push each other when they collide or are connected. Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. An object sliding on a surface or sitting on a slope experiences a pull due to friction on the object due to the surface that opposes the object’s motion. | 2.6 | Force, motion, and energy. The student knows that forces cause change and energy exists in many forms | 2.6 | Force and motion. The student knows that forces cause change in everyday life. The student is expected to: | Force and motion. The student knows that forces cause change in everyday life. Rationale: Keep KS consistent K-2. Current SEs are lower level standards that do not support the SEs in 3rd-5th grades, and thus do not provide the foundation needed for students. The proposed draft SEs did not make significant changes to support the VA, nor do they align with the framework. Proposed changes will support the learning in 3rd-5th grade and align to the framework. (pages 115, 117, 127, and 129) | Grade Band Endpoints for PS2.A By the end of grade 2. Objects pull or push each other when they collide or are connected. Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. An object sliding on a surface or sitting on a slope experiences a pull due to friction on the object due to the surface that opposes the object’s motion. | ||
13 | K.6C | observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and | K.6A | describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and | K.6A demonstrate and explain how a push and pull can change, stop, and start an object's motion | Motion and Stability: Forces and Interactions PS2B Objects pull or push each other when they collide or are connected. Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. An object sliding on a surface or sitting on a slope experiences a pull due to friction on the object due to the surface that opposes the object’s motion. PS2B When objects touch or collide, they push on one another and can change motion or shape. PS2C Whether an object stays still or moves often depends on the effects of multiple pushes and pulls on it (e.g., multiple players trying to pull an object in different directions). It is useful to investigate what pushes and pulls keep something in place (e.g., a ball on a slope, a ladder leaning on a wall) as well as what makes something change or move. | 1.6A demonstrate and explain when objects touch and collide, the objects push or pull on each other | Motion and Stability: Forces and Interactions PS2B Objects pull or push each other when they collide or are connected. Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. An object sliding on a surface or sitting on a slope experiences a pull due to friction on the object due to the surface that opposes the object’s motion. PS2B When objects touch or collide, they push on one another and can change motion or shape. PS2C Whether an object stays still or moves often depends on the effects of multiple pushes and pulls on it (e.g., multiple players trying to pull an object in different directions). It is useful to investigate what pushes and pulls keep something in place (e.g., a ball on a slope, a ladder leaning on a wall) as well as what makes something change or move. | Motion and Stability: Forces and Interactions PS2B Objects pull or push each other when they collide or are connected. Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. An object sliding on a surface or sitting on a slope experiences a pull due to friction on the object due to the surface that opposes the object’s motion. PS2B When objects touch or collide, they push on one another and can change motion or shape. PS2C Whether an object stays still or moves often depends on the effects of multiple pushes and pulls on it (e.g., multiple players trying to pull an object in different directions). It is useful to investigate what pushes and pulls keep something in place (e.g., a ball on a slope, a ladder leaning on a wall) as well as what makes something change or move. | |||||||||||
14 | K.6D | observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow. | K.6B | describe and demonstrate the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow. | K.6B plan and conduct a descriptive investigations that uses pushes and pulls to change the speed or direction of an object's motion | 1.6C | demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow | 2.6C describe the motions, including distance and displacement by tracing and comparing patterns of movement of objects such as such as sliding, rolling and spinning over time. Rationale: Distanace is the path traveled. Displacement is "as the crow flies" The measurements are different. | ||||||||||||
15 | K.6B | explore interactions between magnets and various materials; | 1.6B | predict and describe how a magnet can be used to push or pull an object | 1.6A | describe and predict how a magnet interacts with various materials and how they can be used to push or pull. | 1.6A demonstrate and explain when objects touch and collide, the objects push or pull on each other | 2.6B | observe and identify how magnets are used in everyday life | 2.6B plan and conduct a descriptive investigations that shows how friction can change an object's motion and speed | ||||||||||
16 | 1.6B plan and conduct a comparative investigations that shows how the strength of a push and pull changes an object's motion | 2.6C | trace and compare patterns of movement of objects such as sliding, rolling, and spinning over time | 2.6A | plan and conduct an investigation that uses pushes and pulls to identify patterns of movement such as sliding, rolling, and spinning. | 2.6A demonstrate and explain that friction is the interaction of an opposing forces between two objects and how the friction can be reduced Rationale: "Current SEs are lower level standards that do not support the SEs in 3rd-5th grades, and thus do not provide the foundation needed for students. The proposed draft SEs did not make significant changes to support the VA, nor do they align with the Framework. Proposed changes will support the learning in 3rd-5th grade and align to the framework. (pages 115, 117, 127, and 129) We recommend deleting the current draft SEs to create a better alignment. | ||||||||||||||
17 | K.7 | Energy. The student knows that energy exists in many forms and is a part of their everyday life. The student is expected to: | Phenomena. The student knows that there are multiple phenomena in everyday life and that, among their other properties, the phenomena transfer energy from place to place and between objects. Rationale: Current TEKS are incorrect and misleading in teaching "forms of energy" (FRAMEWORK, p122) Framework, p 121. There are no forms of energy. "At the macroscopic scale, energy manifests itself in multiple phenomena, such as motion, light, sound, electrical and magnetic fields, and thermal energy". The title of KS 7 (Energy) is incorrect, misleading.& must be changed | 1.7 | Energy. The student knows that energy exists in many forms and is a part of their everyday life. The student is expected to: | Phenomena. The student knows that there are multiple phenomena in everyday life and that, among their other properties, the phenomena transfer energy from place to place and between objects. Rationale: Current TEKS are incorrect and misleading in teaching "forms of energy" (FRAMEWORK, p122) Framework, p 121. There are no forms of energy. "At the macroscopic scale, energy manifests itself in multiple phenomena, such as motion, light, sound, electrical and magnetic fields, and thermal energy". The title of KS 7 (Energy) is incorrect, misleading.& must be changed | 2.7 | Energy. The student knows that energy exists in many forms and is a part of everyday life. The student is expected to: | Phenomena. The student knows that there are multiple phenomena in everyday life and that, among their other properties, the phenomena transfer energy from place to place and between objects. Rationale: Current TEKS are incorrect and misleading in teaching "forms of energy" (FRAMEWORK, p122) Framework, p 121. There are no forms of energy. "At the macroscopic scale, energy manifests itself in multiple phenomena, such as motion, light, sound, electrical and magnetic fields, and thermal energy". The title of KS 7 (Energy) is incorrect, misleading.& must be changed | |||||||||||
18 | K.6A | use the senses to explore different forms of energy such as light, thermal, and sound; | K.7A | identify and describe different forms of energy including light, thermal, and sound using the senses; | K. 7A identify and describe phenomena in everyday life and that, among their other properties, the phenomena transfer energy of motion from place to place and between objects such as toys that roll. Rationale: KS 7(A) CURRENT TEKS ARE INCORRECT & MSLEADING.IN TEACHING "FORMS OF ENERGY" (FRAMEWORK, p122) Each grade level focused on differnt types of phenomen with that transfer energy from place to place. | Energy PS3B Sunlight warms Earth’s surface. Waves PS4A Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; it does not move in the direction of the wave—observe, for example, a bobbing cork or seabird—except when the water meets the beach. Sound can make matter vibrate, and vibrating matter can make sound. PS4B Objects can be seen only when light is available to illuminate them. Very hot objects give off light (e.g., a fire, the sun). Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them (i.e., on the other side from the light source), where the light cannot reach. Mirrors and prisms can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) PS4C People use their senses to learn about the world around them. Their eyes detect light, their ears detect sound, and they can feel vibrations by touch. People also use a variety of devices to communicate (send and receive information) over long distances. | 1.6A | identify and discuss how different forms of energy such as light, thermal, and sound are important to everyday life | 1.7A | identify and explain how different forms of energy, including light, thermal, and sound, are important to everyday life; | 1 7A identify and describe different ways thermal, sound, and mechanics are manifested in different phenomena such as wind blowing or vibrating materials making a sound. Rationale: KS 7(A) CURRENT TEKS ARE INCORRECT & MSLEADING.IN TEACHING "FORMS OF ENERGY" (FRAMEWORK, p122) Each grade level focused on differnt types of phenomen with that transfer energy from place to place. | Energy PS3B Sunlight warms Earth’s surface. Waves PS4A Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; it does not move in the direction of the wave—observe, for example, a bobbing cork or seabird—except when the water meets the beach. Sound can make matter vibrate, and vibrating matter can make sound. PS4B Objects can be seen only when light is available to illuminate them. Very hot objects give off light (e.g., a fire, the sun). Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them (i.e., on the other side from the light source), where the light cannot reach. Mirrors and prisms can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) PS4C People use their senses to learn about the world around them. Their eyes detect light, their ears detect sound, and they can feel vibrations by touch. People also use a variety of devices to communicate (send and receive information) over long distances. | 2.6A | investigate the effects on objects by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter | 2.7A | compare different forms of energy including light, thermal, and sound energy; | KS 7(A) 2nd identify and describe different ways light, thermal, and sound are manifested in different phenomena such as sun shining on an object, vibrating materials can make sound, and sound can make materials vibrate Rationale: KS 7(A) CURRENT TEKS ARE INCORRECT & MSLEADING.IN TEACHING "FORMS OF ENERGY" (FRAMEWORK, p122) Each grade level focused on differnt types of phenomen with that transfer energy from place to place. | Energy PS3B Sunlight warms Earth’s surface. Waves PS4A Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; it does not move in the direction of the wave—observe, for example, a bobbing cork or seabird—except when the water meets the beach. Sound can make matter vibrate, and vibrating matter can make sound. PS4B Objects can be seen only when light is available to illuminate them. Very hot objects give off light (e.g., a fire, the sun). Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them (i.e., on the other side from the light source), where the light cannot reach. Mirrors and prisms can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) PS4C People use their senses to learn about the world around them. Their eyes detect light, their ears detect sound, and they can feel vibrations by touch. People also use a variety of devices to communicate (send and receive information) over long distances. | ||
19 | K.7B | demonstrate that objects can only be seen when a light source is present and compare the effects of different amounts of light on the appearance of objects; and | K.7B demonstrate that objects can only be seen when a light source is present and compare how the strength of the light source affects visibility. Rationale: Change provides more clarity for teachers as to the correct science (NO FORMS of energy & intention of the SE. 1.7B Since "thermal" is NO form of energy, "heat" is correct in this context. | |||||||||||||||||
20 | K.7C | identify and demonstrate that light travels through some objects and is blocked by other objects, creating shadows. | ||||||||||||||||||
21 | 1.7B | investigate and describe applications of thermal energy in everyday life such as cooking food or using a hair dryer; and | 1.7B investigate and describe applications of heat in everyday life such as cooking food or using a hair dryer; Rationale: Change provides more clarity for teachers as to the correct science (NO FORMS of energy & intention of the SE. 1.7B Since "thermal" is NO form of energy, "heat" is correct in this context. | |||||||||||||||||
22 | 1.7C | describe how some changes caused by thermal energy may be reversed, such as melting butter and other changes cannot be reversed, such as baking a cake. | 1.7C describe how some changes caused by heat may be reversed, such as melting butter and other changes cannot be reversed, such as baking a cake. Rationale: No forms of energy. Heat is correct in this context. Thermal is not a form of energy. Thermal refers to is the average kinetic energy of all of the particles in the system, while heat is the transfer of energy. | NEW 2.7D Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance such as a light source to send signals, paper cup and string "telephones" or a pattern of drum beats. | ||||||||||||||||
23 | 2.7B | demonstrate and explain that sound energy is made by vibrating matter and that sound energy can make matter vibrate; and | 2.7.B demonstrate and explain that sound is made by vibrating matter and that sound can make matter vibrate; Rationale: Change provides more clarity for teachers as to the correct science (NO FORMS of energy & intention of the SE. 1.7B Since "thermal" is NO form of energy, "heat" is correct in this context. | |||||||||||||||||
24 | 2.7C | explain how different levels of sound energy are used in everyday life such as a whisper in a classroom or a fire alarm. | 2..7C explain how different levels of sound are used in everyday life, such as a whisper in a classroom, a fire alarm in a building or a tornado siren in a city to communicate over different distances. Rationale: There are no "forms of energy" p 121 | |||||||||||||||||
25 | Earth and Space | |||||||||||||||||||
26 | K.8 | Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. | K.8 | Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: | Grade Band Endpoints for ESS1.A Earth's Place in Universe By the end of grade 2. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. At night one can see the light coming from many stars with the naked eye, but telescopes make it possible to see many more and to observe them and the moon and planets in greater detail. -Use and share observations of local weather conditions to describe patterns over time. - Use observations of the sun, moon and stard to describe patterns that can be predicted. -Make observations from media to construct an evidence-based account that Earth event can occur quickly or slowly. | 1.8 | Earth and space. The student knows that the natural world includes the air around us and objects in the sky. | 1.8 | Earth and space. The student knows that the natural world has recognizable patterns. The student is expected to: | 2.8 | Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky | 2.8 | Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: | |||||||
27 | K.8A | identify, describe, and predict the events that have repeating patterns, including seasons of the year and day and night and their observable characteristics; | Earth's Place in the Universe ESS1A Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. At night one can see the light coming from many stars with the naked eye, but telescopes make it possible to see many more and to observe them and the moon and planets in greater detail. Use observations of the sun, moon and stars to describe patterns that can be predicted. ESS1B Seasonal patterns of sunrise and sunset can be observed, described, and predicted. By the end of grade 2. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. ESS1.A Earth's Place in Universe By the end of grade 2. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. At night one can see the light coming from many stars with the naked eye, but telescopes make it possible to see many more and to observe them and the moon and planets in greater detail. - Use observations of the sun, moon and stars to describe patterns that can be predicted. -Make observations at different times of year to relate the amount of daylight to the time of year -Make observations from media to construct an evidence-based account that Earth event can occur quickly or slowly.(Earthquake, erosion) ESS1C Some events on Earth occur in cycles, like day and night, and others have a beginning and an end, like a volcanic eruption. Some events, like an earthquake, happen very quickly; others, such as the formation of the Grand Canyon, occur very slowly, over a time period much longer than one can observe. Earth's Systems ESS2D Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. Natural Resources ESS3B Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that communities can prepare for and respond to these events. | 1.8D | demonstrate that air is all around us and observe that wind is moving air | 1.8A | describe that air is all around us and demonstrate that wind is moving air using items such as a windsock, pinwheel, or ribbon; | 1.8A investigate and describe the effect of wind on objects such as a windsock, pinwheel, or ribbon Rationale: removing air is all around us keeps the SE observable for students | Earth's Place in the Universe ESS1A Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. At night one can see the light coming from many stars with the naked eye, but telescopes make it possible to see many more and to observe them and the moon and planets in greater detail. ESS1B Seasonal patterns of sunrise and sunset can be observed, described, and predicted. ESS1C Some events on Earth occur in cycles, like day and night, and others have a beginning and an end, like a volcanic eruption. Some events, like an earthquake, happen very quickly; others, such as the formation of the Grand Canyon, occur very slowly, over a time period much longer than one can observe. Earth's Systems ESS2D Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. Natural Resources ESS3B Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that communities can prepare for and respond to these events. | Earth's Place in the Universe ESS1A Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. At night one can see the light coming from many stars with the naked eye, but telescopes make it possible to see many more and to observe them and the moon and planets in greater detail. ESS1B Seasonal patterns of sunrise and sunset can be observed, described, and predicted. ESS1C Some events on Earth occur in cycles, like day and night, and others have a beginning and an end, like a volcanic eruption. Some events, like an earthquake, happen very quickly; others, such as the formation of the Grand Canyon, occur very slowly, over a time period much longer than one can observe. Earth's Systems ESS2D Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. Natural Resources ESS3B Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that communities can prepare for and respond to these events. | ||||||||||
28 | K.8C | observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun | K.8B | observe, describe, and illustrate the Sun, objects in the sky such as the clouds, Moon, and stars; and | 1.8B | observe and record changes in the appearance of objects in the sky such as the Moon and stars, including the Sun | 2.8A | illustrate and describe the Sun as a star composed of gases that provides light and thermal energy; | 2.8A observe and describe the Sun as a star that provides light and heat and the moon can be seen because of the Sun's light Rationale: Removing gases keeps the SE observable for students. Changed "illustrate" to "observe" because it is unclear how students would be able to illustrate this concept. Added "the moon can be seen" because the Sun's light is why the moon can be seen which seemed like a better fit. | |||||||||||
29 | 2.8B | explain that the Sun produces its own light energy and that the Moon reflects the Sun’s light energy; and | 2.8B observe and describe that stars, other than our Sun, are observable in the night sky with a unaided eye. Rationale: Eliminate draft 2.8B because the term "light energy" is incorrect (per Framework), but the concepts are now both addressed in 2.8A | |||||||||||||||||
30 | K.8A | observe and describe weather changes from day to day and over seasons | K.8C | observe and describe weather changes from day to day and over seasons. | K.8C observe and describe weather changes from day to day | 1.8A | record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy | 1.8B | record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy using the senses; | 1.8B record and describe observable characteristics of weather such as hot or cold, clear or cloudy, calm or windy, and rainy or icy, and the impact on daily choices Rationale: First: adding "observable" and eliminating "using their senses" makes it more concise. Condensed B and C to eliminate seasons to provide a more concentrate experience for students | 2.8A | measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data | 2.8C | measure, record, and graph weather information, including temperature and precipitation. | 2.8C compare that objects in the sky are more visible and can appear differently with a telescope than with an unaided eye Rationale: addresses concepts missing from the Framework | |||||
31 | K.8B | identify events that have repeating patterns, including seasons of the year and day and night | 1.8C | identify characteristics of the seasons of the year and day and night | 1.8C | identify and describe characteristics of seasonal weather patterns and seasonal choices in clothing and, activities; and | 2.8B | identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation | ||||||||||||
32 | 1.8D | predict the patterns of seasons of the year such as order of occurrence and changes in nature. | ||||||||||||||||||
33 | 2.8C | observe, describe, and record patterns of objects in the sky, including the appearance of the Moon | ||||||||||||||||||
34 | K.7 | Earth and space. The student knows that the natural world includes earth materials. The student is expected to: | K.9 | Earth and Space. The student knows that the natural world includes earth materials. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: | 1.7 | Earth and space. The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems | 1.9 | Earth and space. The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to: | 2.7 | Earth and space. The student knows that the natural world includes earth materials | 2.9 | Earth and space. The student knows that the natural world includes earth materials. The student is expected to: | ||||||||
35 | K.7A | observe, describe, and sort rocks by size, shape, color, and texture; | K.9A | describe and classify rocks by the observable properties of size, shape, color, and texture; | Earth's Systems ESS2A Wind and water can change the shape of the land. The resulting landforms, together with the materials on the land, provide homes for living things. ESS2B Rocks, soils, and sand are present in most areas where plants and animals live. There may also be rivers, streams, lakes, and ponds. Maps show where things are located. One can map the shapes and kinds of land and water in any area. ESS2C Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. It carries soil and rocks from one place to another and determines the variety of life forms that can live in a particular location. | 1.7A | observe, compare, describe, and sort components of soil by size, texture, and color | 1.9A | investigate and document characteristics and components of different types of soils; | 1.9A investigate the weathering of rocks into smaller and smaller pieces that can create soil | Earth's Systems ESS2A Wind and water can change the shape of the land. The resulting landforms, together with the materials on the land, provide homes for living things. ESS2B Rocks, soils, and sand are present in most areas where plants and animals live. There may also be rivers, streams, lakes, and ponds. Maps show where things are located. One can map the shapes and kinds of land and water in any area. ESS2C Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. It carries soil and rocks from one place to another and determines the variety of life forms that can live in a particular location. | 2.7A | observe, describe, and compare rocks by size, texture, and color | Earth's Systems ESS2A Wind and water can change the shape of the land. The resulting landforms, together with the materials on the land, provide homes for living things. ESS2B Rocks, soils, and sand are present in most areas where plants and animals live. There may also be rivers, streams, lakes, and ponds. Maps show where things are located. One can map the shapes and kinds of land and water in any area. ESS2C Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. It carries soil and rocks from one place to another and determines the variety of life forms that can live in a particular location. | ||||||
36 | K.7B | observe and describe physical properties of natural sources of water, including color and clarity; and | 1.7B | identify and describe a variety of natural sources of water, including streams, lakes, and oceans | 1.9B | identify and compare a variety of natural sources of freshwater and saltwater, including streams, lakes, and oceans; and | 1.9B describe where waters are located on Earth such as puddles, ponds, lakes, streams, rivers, oceans Rationale: Social Studies TEKS introduces maps to describe the locations of land, water, and other resources. The revision inlcudes scafolding to support of the use and creation of maps to desctibe the Earth. Describing changing the land is more concrete with speciic examples visible in the students' world. Beginning with a known phenomenon such as water puddles provides students a firmer foundation for later geological concepts. | 2.7B | identify and compare the properties of natural sources of freshwater and saltwater | 2.9B-identify types of bodies of water on a map such as the locations of oceans, lakes, and rivers. Rationale: Social Studies TEKS introduces maps to describe the locations of land, water, and other resources. The revision inlcudes scafolding to support of the use and creation of maps to desctibe the Earth. Describing changing the land is more concrete with speciic examples visible in the students' world. Beginning with a known phenomenon such as water puddles provides students a firmer foundation for later geological concepts. | ||||||||||
37 | 1.9C | investigate and describe how water can move rocks and soil from one place to another. | 1.9C identify and describe where soil accumulates as a result of running water such as dirt accumulating at the base of a school building gutter down spout or a low area on the school grounds. | 2.9A | investigate and describe how wind and water can carry soil and rocks across the earth’s surface such as wind blowing sand on a beach or a river carrying rocks as it flows. | |||||||||||||||
38 | 2.9C Record evidence showing the changes to land over time using maps and models such as changes in the school yard over the school year or sand dunes. | |||||||||||||||||||
39 | K.10 | Earth and Space. The student knows that earth materials, and products made from these materials, are important to everyday life. The student is expected to: | 1.10 | Earth and Space. The student knows that earth materials are important to everyday life. The student is expected to: | 2.10 | Earth and Space. The student knows that earth materials are important to everyday life. The student is expected to: | ||||||||||||||
40 | K.7C | give examples of ways rocks, soil, and water are useful. | K.10A | describe how plants, animals, and humans use rocks, soil, and water | Earth's Systems ESS2E Plants and animals (including humans) depend on the land, water, and air to live and grow. They in turn can change their environment (e.g., the shape of land, the flow of water) Natural Resources ESS3A Living things need water, air, and resources from the land, and they try to live in places that have the things they need. Humans use natural resources for everything they do: for example, they use soil and water to grow food, wood to burn to provide heat or to build shelters, and materials such as iron or copper extracted from Earth to make cooking pans. ESS3C Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things—for example, by reducing trash through reuse and recycling. | 1.7C | identify how rocks, soil, and water are used to make products | 1.10A | generate examples of practical uses for rocks, soil, and water; and | Earth's Systems ESS2E Plants and animals (including humans) depend on the land, water, and air to live and grow. They in turn can change their environment (e.g., the shape of land, the flow of water) Natural Resources ESS3A Living things need water, air, and resources from the land, and they try to live in places that have the things they need. Humans use natural resources for everything they do: for example, they use soil and water to grow food, wood to burn to provide heat or to build shelters, and materials such as iron or copper extracted from Earth to make cooking pans. ESS3C Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things—for example, by reducing trash through reuse and recycling. | Earth's Systems ESS2E Plants and animals (including humans) depend on the land, water, and air to live and grow. They in turn can change their environment (e.g., the shape of land, the flow of water) Natural Resources ESS3A Living things need water, air, and resources from the land, and they try to live in places that have the things they need. Humans use natural resources for everything they do: for example, they use soil and water to grow food, wood to burn to provide heat or to build shelters, and materials such as iron or copper extracted from Earth to make cooking pans. ESS3C Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things—for example, by reducing trash through reuse and recycling. | |||||||||
41 | K.10B Describe how land, water and air help organisms live and grow. | 2.7C | distinguish between natural and manmade resources | 2.10A | distinguish between natural and manmade resources; and | |||||||||||||||
42 | 1.10B | describe ways to conserve and protect natural sources of water such as turning off the faucet when brushing teeth and keeping trash out of bodies of water. | 2.10B | demonstrate how to use conserve and dispose of materials such as reusing or recycling paper, plastic, and metal. | 2.10B demonstrate how to limit human impact by making choices to conserve and properly dispose of materials such as reusing or recycling paper, plastic, and metal. | |||||||||||||||
43 | Organisms and Environments | |||||||||||||||||||
44 | K.9 | Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: | K.11 | Organisms and environments. The student knows that plants and animals have basic needs for survival. The student is expected to: | By the end of grade 2. Animals depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water, and they use their body parts to gather, catch, eat, and chew the food. Plants depend on air, water, minerals (in the soil), and light to grow. Animals can move around, but plants cannot, and they often depend on animals for pollination or to move their seeds around. Different plants survive better in different settings because they have varied needs for water, minerals, and sunlight. | 1.9 | Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. | 1.11 | Organisms and environments. The student knows that the environment is composed of relationships between living organisms and nonliving components. The student is expected to: | 2.9 | Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment | 2.11 | Organisms and environments. The student knows that living organisms have basic needs that must be met through interactions within their environment. The student is expected to: | |||||||
45 | K.9B | examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. | K.11A | identify that air, sunlight, water, nutrients, and space are basic needs of plants; | K11A describe the dependence of plants on air, water, minerals (in the soil) and light to grow. | From Molecules to Organisms: Structures and Processes LS1C All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. Ecosystems: Interactions, Energy, and Dynamics LS2A Animals depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water, and they use their body parts to gather, catch, eat, and chew the food. Plants depend on air, water, minerals (in the soil), and light to grow. Animals can move around, but plants cannot, and they often depend on animals for pollination or to move their seeds around. Different plants survive better in different settings because they have varied needs for water, minerals, and sunlight. LS2B Organisms obtain the materials they need to grow and survive from the environment. Many of these materials come from organisms and are used again by other organisms. LS2C The places where plants and animals live often change, sometimes slowly and sometimes rapidly. When animals and plants get too hot or too cold, they may die. If they cannot find enough food, water, or air, they may die. LS2D Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. | 1.9A | sort and classify living and nonliving things based upon whether they have basic needs and produce offspring | 1.11A | describe and classify living and nonliving things based upon whether they have basic needs and produce young; | From Molecules to Organisms: Structures and Processes LS1C All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. Ecosystems: Interactions, Energy, and Dynamics LS2A Animals depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water, and they use their body parts to gather, catch, eat, and chew the food. Plants depend on air, water, minerals (in the soil), and light to grow. Animals can move around, but plants cannot, and they often depend on animals for pollination or to move their seeds around. Different plants survive better in different settings because they have varied needs for water, minerals, and sunlight. LS2B Organisms obtain the materials they need to grow and survive from the environment. Many of these materials come from organisms and are used again by other organisms. LS2C The places where plants and animals live often change, sometimes slowly and sometimes rapidly. When animals and plants get too hot or too cold, they may die. If they cannot find enough food, water, or air, they may die. LS2D Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. | 2.9A | identify the basic needs of plants and animals | From Molecules to Organisms: Structures and Processes LS1C All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. Ecosystems: Interactions, Energy, and Dynamics LS2A Animals depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water, and they use their body parts to gather, catch, eat, and chew the food. Plants depend on air, water, minerals (in the soil), and light to grow. Animals can move around, but plants cannot, and they often depend on animals for pollination or to move their seeds around. Different plants survive better in different settings because they have varied needs for water, minerals, and sunlight. LS2B Organisms obtain the materials they need to grow and survive from the environment. Many of these materials come from organisms and are used again by other organisms. LS2C The places where plants and animals live often change, sometimes slowly and sometimes rapidly. When animals and plants get too hot or too cold, they may die. If they cannot find enough food, water, or air, they may die. LS2D Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. | ||||||
46 | K.11B | identify that air, water, food, space, and shelter are basic needs of animals; | K.11B describe the dependence of animals on air, water, food, space and shelter | |||||||||||||||||
47 | K.9A | differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and | ||||||||||||||||||
48 | 1.9B | analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver | 1.11B | analyze and record examples of interactions among living and nonliving components in terrariums or aquariums; and | ||||||||||||||||
49 | 2.9B | identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things | 2.11A | explain how temperature and precipitation affect growth and behavior of animals through migration and hibernation, and plants responses through dormancy; | ||||||||||||||||
50 | 1.9C | gather evidence of interdependence among living organisms such as energy transfer through food chains or animals using plants for shelter | 1.11C | identify and illustrate ways that living organisms depend on each other through food chains. | 1.11 (C) identify and illustrate ways that living organisms depend on each other through food chains students can observe directly in their school yards or homes such as insects eating nectar from flowers or lizards or birds eating insects. | 2.9C | compare the ways living organisms depend on each other and on their environments such as through food chains | 2.11B | design and create a model to demonstrate the ways animals depend on other living things using food chains that include producers and consumers; and | |||||||||||
51 | 2.11C | explain and demonstrate how plants depend on other living things for pollination and to move their seeds around. | ||||||||||||||||||
52 | K.10 | Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: | K.12 | Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them interact with their environments. The student is expected to: | 1.10 | Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. | 1.12 | Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: | 2.1 | Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments | 2.12 | Organisms and environments. The student knows that organisms have structures and processes that help them survive within their environments. The student is expected to: | ||||||||
53 | K.10B | identify basic parts of plants and animals; | K.12A | identify the different parts of plants including roots, stems, leaves, flowers, fruits; | From Molecules to Organisms: Structures and Processes LS1A All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive, grow, and produce more plants. LS1B Plants and animals have predictable characteristics at different stages of development. Plants and animals grow and change. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. LS1D Animals have body parts that capture and convey different kinds of information needed for growth and survival—for example, eyes for light, ears for sounds, and skin for temperature or touch. Animals respond to these inputs with behaviors that help them survive (e.g., find food, run from a predator). Plants also respond to some external inputs (e.g., turn leaves toward the sun). Heredity: Inheritance and Variation of Traits LS3A Organisms have characteristics that can be similar or different. Young animals are very much, but not exactly, like their parents and also resemble other animals of the same kind. Plants also are very much, but not exactly, like their parents and resemble other plants of the same kind. LS3B Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Biological Evolution: Unity and Diversity LS4A Some kinds of plants and animals that once lived on Earth (e.g., dinosaurs) are no longer found anywhere, although others now living (e.g., lizards) resemble them in some ways. LS4C Living things can survive only where their needs are met. If some places are too hot or too cold or have too little water or food, plants and animals may not be able to live there. LS4D There are many different kinds of living things in any area, and they exist in different places on land and in water. | 1.10B | identify and compare the parts of plants | From Molecules to Organisms: Structures and Processes LS1A All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive, grow, and produce more plants. LS1B Plants and animals have predictable characteristics at different stages of development. Plants and animals grow and change. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. LS1D Animals have body parts that capture and convey different kinds of information needed for growth and survival—for example, eyes for light, ears for sounds, and skin for temperature or touch. Animals respond to these inputs with behaviors that help them survive (e.g., find food, run from a predator). Plants also respond to some external inputs (e.g., turn leaves toward the sun). Heredity: Inheritance and Variation of Traits LS3A Organisms have characteristics that can be similar or different. Young animals are very much, but not exactly, like their parents and also resemble other animals of the same kind. Plants also are very much, but not exactly, like their parents and resemble other plants of the same kind. LS3B Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Biological Evolution: Unity and Diversity LS4A Some kinds of plants and animals that once lived on Earth (e.g., dinosaurs) are no longer found anywhere, although others now living (e.g., lizards) resemble them in some ways. LS4C Living things can survive only where their needs are met. If some places are too hot or too cold or have too little water or food, plants and animals may not be able to live there. LS4D There are many different kinds of living things in any area, and they exist in different places on land and in water. | 2.10B | observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant | 2.12A | identify and compare how plants have roots, stems, leaves, flowers, fruits, and seeds that help them meet their basic needs to survive, grow, and produce more plants; | From Molecules to Organisms: Structures and Processes LS1A All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive, grow, and produce more plants. LS1B Plants and animals have predictable characteristics at different stages of development. Plants and animals grow and change. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. LS1D Animals have body parts that capture and convey different kinds of information needed for growth and survival—for example, eyes for light, ears for sounds, and skin for temperature or touch. Animals respond to these inputs with behaviors that help them survive (e.g., find food, run from a predator). Plants also respond to some external inputs (e.g., turn leaves toward the sun). Heredity: Inheritance and Variation of Traits LS3A Organisms have characteristics that can be similar or different. Young animals are very much, but not exactly, like their parents and also resemble other animals of the same kind. Plants also are very much, but not exactly, like their parents and resemble other plants of the same kind. LS3B Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Biological Evolution: Unity and Diversity LS4A Some kinds of plants and animals that once lived on Earth (e.g., dinosaurs) are no longer found anywhere, although others now living (e.g., lizards) resemble them in some ways. LS4C Living things can survive only where their needs are met. If some places are too hot or too cold or have too little water or food, plants and animals may not be able to live there. LS4D There are many different kinds of living things in any area, and they exist in different places on land and in water. | |||||||
54 | K.12B | identify that animal have different parts that allow them to interact with their environment such as seeing, hearing, moving, and grasping objects; | 1.10A | investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats | 1.12A | Identify and compare how the external characteristics of an animal are related to where it lives, how it moves, and what it eats; | 2.10A | observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs | 2.12B | record and compare how the physical characteristics and behaviors of animals help them to find and take in food, water, and air; and | ||||||||||
55 | K.10D | observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit. | K.12C | identify and record the changes from seed, seedling, plant, flower, and fruit in a simple plant life cycle; | 1.10D | observe and record life cycles of animals such as a chicken, frog, or fish | 1.12B | record observations of and describe basic life cycles of animals including a bird, a mammal, and a fish; and | 2.10C | investigate and record some of the unique stages that insects such as grasshoppers and butterflies undergo during their life cycle | 2.12C | investigate and describe some of the unique life cycles of animals where young animals do not resemble their parents, including butterflies and frogs. | ||||||||
56 | K.10C | identify ways that young plants resemble the parent plant; and | K.12D | identify ways that young plants resemble the parent plant.; | 1.10C | compare ways that young animals resemble their parents | 1.12C | compare ways that young animals resemble their parents. | compare ways that young animals resemble their parents and other animals of the same kind and plants also are very much, but not exactly like their parents and resemble other plants of the same kind. Rationale: Framework Heredity: Inheritance and Variation of Traits LS3A Organisms have characteristics that can be similar or different. Young animals are very much, but not exactly, like their parents and also resemble other animals of the same kind. Plants also are very much, but not exactly, like their parents and resemble other plants of the same kind. LS3B Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.. Raises the rigor and better prepares students for Heresity in 3-5 and for the 6-8 Heredity KS. This is another way plants and animals are alike so it is logical to teach them the same concept in both contexts. Students need to understand the difference bertween diversity of species and variation within a species or population.Students learn diversity of species in K-2. Variation in 3-5. | |||||||||||
57 | K.10A | sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape; | ||||||||||||||||||
1 |  | 2023-2024 Proposed Science TEKS Analysis 3rd - 5th Grade | Updated: 06/14/2021 | |||||||||||||||||
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3 | 3rd Grade | 4th Grade | 5th Grade | |||||||||||||||||
4 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | ||||||||
5 | Matter and Energy | |||||||||||||||||||
6 | 3.5 | Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. | 3.5 | Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: | 4.5 | Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used | 3.5 | Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used | 5.5 | Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. | 5.5 | Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. | ||||||||
7 | 3.5A | measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float | 3.5A | measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float (relative density) | 3.5A measure, test, and record physical properties of matter, including temperature, magnetism, and the ability to sink or float (relative density); Rationale: Removed "mass" from as "mass" and "weight" are not distinguishable at these grade levels (Framework page 108) and could lead to future misconceptions between the two. This is also in-line with the removal of the "triple beam balances" from the specific tools list in 1D. | Grade 3-5 Band Endpoint - The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish (e.g., sugar in solution, evaporation in a closed container). Measurements of a variety of properties(e.g., hardness, reflectivity) can be used to identify particular materials (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.). | 4.5A | measure, compare, and contrast physical properties of matter, including mass, volume, states (solid, liquid, and gas), temperature, magnetism, and the ability to sink or float | 4.5A | classify and describe matter using observable physical properties, including mass, volume, states (solid, liquid, gas), temperature, magnetism, and relative density (the ability to sink or float) | 4.5A classify and describe matter using observable physical properties, including volume, states (solid, liquid, gas), temperature, magnetism, and relative density (the ability to sink or float); and Rationale: Removed "mass" from as "mass" and "weight" are not distinguishable at these grade levels (Framework page 108) and could lead to future misconceptions between the two. This is also in-line with the removal of the "triple beam balances" from the specific tools list in 1D. | Grade 3-5 Band Endpoint - The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish (e.g., sugar in solution, evaporation in a closed container). Measurements of a variety of properties(e.g., hardness, reflectivity) can be used to identify particular materials (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.). | 5.5A | classify matter based on measurable, testable, and observable physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating using water as a reference point), solubility in water, and the ability to conduct or insulate thermal energy or electric energy | 5.5A | compare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating using water as a reference point), solubility in water, and the ability to conduct or insulate thermal energy and electric energy; | 5.5A compare and contrast matter based on measurable, testable, or observable physical properties, including magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating using water as a reference point), solubility in water, and the ability to conduct or insulate thermal energy and electric energy; Rationale: Removed "mass" from as "mass" and "weight" are not distinguishable at these grade levels (Framework page 108) and could lead to future misconceptions between the two. This is also in-line with the removal of the "triple beam balances" from the specific tools list in 1D. | Grade 3-5 Band Endpoint - The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish (e.g., sugar in solution, evaporation in a closed container). Measurements of a variety of properties(e.g., hardness, reflectivity) can be used to identify particular materials (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.). | ||
8 | 3.5B | describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container | 3.5B | describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container | ||||||||||||||||
9 | 3.5C | predict, observe, and record changes in the state of matter caused by heating or cooling such as ice becoming liquid water, condensation forming on the outside of a glass of ice water, or liquid water being heated to the point of becoming water vapor | 3.5C | predict, observe, and record changes in the state of matter caused by heating or cooling in a variety of substances such as ice becoming liquid water, condensation forming on the outside of a glass, or liquid water being heated to the point of becoming water vapor (gas); | 3.5(C) predict, observe, and record changes in the state of matter caused by heating or cooling such as ice becoming liquid water, condensation forming on the outside of a glass, or liquid water being heated to the point of becoming water vapor (gas); Rationale: took out variety of substances since the SE only suggests phase changes of water | PS1B: When two or more different substances are mixed, a new substance with different properties may be formed; such occurrences depend on the substances and the temperature. No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) | 4.5C investigate and describe that matter is conserved when substances are combined including substances where the particles are too small to be seen Rationale: 4.5C-Added to align to framework and bridge to 5th grade regarding total weight of the substance not changing due to being combined. (page 110). Added Investigate to better enable understanding that science is about "investigating" and that describing is one if the things scientists do when they don't know much/anythng about a natural or physical phemenon. . | PS1B: When two or more different substances are mixed, a new substance with different properties may be formed; such occurrences depend on the substances and the temperature. No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) | 5.5C | identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water | 5.5C | compare the properties of substances before and after they are combined into a solution and demonstrate that matter is conserved | PS1B: When two or more different substances are mixed, a new substance with different properties may be formed; such occurrences depend on the substances and the temperature. No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) | |||||||
10 | 3.5D | explore and recognize that a mixture is created when two materials are combined such as gravel and sand or metal and plastic paper clips | 3.5D | demonstrate that materials can be combined based on their physical properties to create or modify objects such as building a tower or adding clay to sand to make a stronger brick, and justify the selection of materials based on their physical properties. | 4.5B | compare and contrast a variety of mixtures, including solutions | 4.5B | compare and contrast a variety of mixtures, including solutions that are composed of liquids in liquids and solids in liquids, and explore the conservation of matter. | 4.5B investigate and compare a variety of mixtures, including solutions, that are composed of solids with solids, liquids in liquids and solids in liquids Rationale: Added "solids with solids" to further demonstrate conservation of matter and physical properties (page 108) | 5.5B | demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand and sand and water | 5.5B | demonstrate and explain that some mixtures maintain physical properties of their substances such as iron filings and sand and sand and water; | |||||||
11 | 5.5D | model how matter can be divided into particles that are too small to be seen | Rationale: no longer needed because it is addressed in 4.5C and 5.5C | PS1A: Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means (e.g., by weighing or by its effects on other objects). For example, a model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects (e.g., leaves in wind, dust suspended in air); and the appearance of visible scale water droplets in condensation, fog, and, by extension, also in clouds or the contrails of a jet. | ||||||||||||||||
12 | Force, Motion, and Energy | |||||||||||||||||||
13 | 3.6 | Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms | 3.6 | Force, motion, and energy. The student knows the nature of forces and their interactions. The student is expected to: | Grade Band Endpoints for PS2.A By the end of grade 5. Each force acts on one particular object and has both a strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) The patterns of an object’s motion in various situations can be observed and measured; when past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) | 4.6 | Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems | 4.6 | Force, motion, and energy. The student knows the nature of forces and their interactions. The student is expected to: | there are no "forms" of energy (Framework) | Grade Band Endpoints for PS2.A By the end of grade 5. Each force acts on one particular object and has both a strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) The patterns of an object’s motion in various situations can be observed and measured; when past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) | 5.6 | Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. | 5.6 | Force, motion, and energy. The student knows the nature of forces and their interactions. The student is expected to: | Grade Band Endpoints for PS2.A By the end of grade 5. Each force acts on one particular object and has both a strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) The patterns of an object’s motion in various situations can be observed and measured; when past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) | ||||
14 | 3.6C | observe forces such as magnetism and gravity acting on objects | 3.6A | observe and identify forces such as magnetism, gravity, and pushes and pulls acting on objects. | 3.6A demonstrate and explain the forces acting on an object that is in motion and an object that is at rest The major revision of the standards aligns better with the framework and provides a better foundation for 6-8. The revisions provide a conceptual understanding of the phenomena observed instead of having students just observe and describe the phenomena. | PS2B: Objects in contact exert forces on each other (friction, elastic pushes and pulls). Electric, magnetic, and gravitational forces between a pair of objects do not require that the objects be in contact—for example, magnets push or pull at a distance. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. | 4.6A | investigate and record observations of the forces of static electricity and friction | 4.6A demonstrate and explain that static electricity, magnetic and gravitational forces do not require contact between the objects. Rationale: The major revision of the standards aligns better with the framework and provides a better foundation for 6-8. The revisions provide a conceptual understanding of the phenomena observed instead of having students just observe and describe the phenomena. | PS2B: Objects in contact exert forces on each other (friction, elastic pushes and pulls). Electric, magnetic, and gravitational forces between a pair of objects do not require that the objects be in contact—for example, magnets push or pull at a distance. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. | 5.6A | investigate the equal and unequal forces acting on an object and describe the effects that may create movement, including the identification of patterns of motion | 5.6A investigate and explain balanced and unbalanced forces acting on an object including the patterns of motion, speed, and direction of the objects | PS2A: Each force acts on one particular object and has both a strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) The patterns of an object’s motion in various situations can be observed and measured; when past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) | ||||||
15 | 3.6B | demonstrate and observe how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons | 3.6B | demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons | 3.6B plan and conduct descriptive investigations that set an object in motion and then stops the motion of the object and identify the forces acting on the object while in motion and while at rest | PS2A: Each force acts on one particular object and has both a strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) The patterns of an object’s motion in various situations can be observed and measured; when past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) | 4.6D | design a descriptive investigation to explore the effect of force on an object such as a push or a pull, gravity, friction, or magnetism | 4.6B | design a descriptive investigation to explore the effect of force on an object such as gravity, friction, or magnetism. | 4.6B plan and conduct descriptive investigations that demonstrate how a non-contact force can move objects. | 5.6D | design a simple experimental investigation that tests the effect of force on an object | 5.6B | design a simple experimental investigation that tests the effect of force on an object | 5.6B plan and conduct descriptive investigations that demonstrate change in a system due to forces acting on a part or parts of the system Rationale: Enhanced 5.6A to encompass the comparitive investigation aspect. 5.6B no longer necessary as is. | ||||
16 | 3.6 | Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms | 3.7 | Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to: | Force, motion, and energy. The student knows that forces cause change and energy is present whenever there are moving objects, sound, light, or heat There are NO "forms of energy" Framework, p 121. "The idea that there are different forms of energy, such as thermal energy, mechanical energy, and chemical energy, is misleading, as it implies that the nature of the energy in each of these manifestations is distinct when in fact they all are ultimately, at the atomic scale, some mixture of kinetic energy, stored energy, and radiation. It is likewise misleading to call sound or light a form of energy; they are phenomena that, among their other properties, transfer energy from place to place and between objects. Energy is present whenever there are moving objects, sound, light, or heat." | 4.6 | Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems | 4.7 | Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to: | Force, motion, and energy. TSKT forces cause change and energy is present whenever there are moving objects,sound, light, or heat | 5.6 | Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. | 5.7 | Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to: | Force, motion, and energy. TSKT forces cause change and energy is present whenever there are moving objects,sound, light, or heat Rationale: The phrase "occurs in many forms and can be observed in cycles, patterns and systems" is not internally consistent so it's confusing to teachers and students. Matter cycles. Energy flows or transfers. A system is a cross cutting concept. - whole made up of parts that work together to do a job. | |||||
17 | 3.6A | explore different forms of energy, including mechanical, light, sound, and thermal in everyday life | 3.7A | identify examples of mechanical, light, thermal, and sound energy in everyday life and explain how each type of energy can be identified; | 3.7A describe how the forces of push and pull relate to mechanical energy. Rationale: Eliminated the existing 7A's for redundancy and the opportunity to go deeper at each level as well as better framework aligment. The framework focus was more about understanding the connection between movement and energy and the way energy is transferred. | 4.6A | differentiate among forms of energy, including mechanical, sound, electrical, light, and thermal | 4.7A | differentiate among mechanical, sound, light, thermal, and electric energy | 4.7A plan and conduct investigations to explain how electricity travelling in a closed path electrical circuit can transfer energy from one object to another such as a battery to a light bulb Rationale: Eliminated the existing 7A's for redundancy and the opportunity to go deeper at each level as well as better framework aligment. The framework focus was more about understanding the connection between movement and energy and the way energy is transferred. | PS3.A: DEFINITIONS OF ENERGY What is energy? That there is a single quantity called energy is due to the remarkable fact that a system’s total energy is conserved. Regardless of the quantities of energy transferred between subsystems and stored in various ways within the system, the total energy of a system changes only by the amount of energy transferred into and out of the system. At the macroscopic scale, energy manifests itself in multiple phenomena, such as motion, light, sound, electrical and magnetic fields, and thermal energy. Historically, different units were introduced for the energy present in these different phenomena, and it took some time before the relationships among them were recognized. Energy is best understood at the microscopic scale, at which it can be modeled as either motions of particles or as stored in force fields (electric, magnetic, gravitational) that mediate interactions between particles. "The idea that there are different forms of energy, such as thermal energy, mechanical energy, and chemical energy, is misleading, as it implies that the nature of the energy in each of these manifestations is distinct when in fact they all are ultimately, at the atomic scale, some mixture of kinetic energy, stored energy, and radiation. It is likewise misleading to call sound or light a form of energy; they are phenomena that, among their other properties, transfer energy from place to place and between objects. Energy is present whenever there are moving objects, sound, light, or heat." | 5.6A | explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy | 5.7A | investigate and identify the uses of mechanical, light, thermal, electrical, and sound energy; | Rationale: Eliminated the existing 7A's for redundancy and the opportunity to go deeper at each level as well as better framework aligment. The framework focus was more about understandign the connection between movement and energy and the way energy is transferred. | PS3.A: DEFINITIONS OF ENERGY What is energy? That there is a single quantity called energy is due to the remarkable fact that a system’s total energy is conserved. Regardless of the quantities of energy transferred between subsystems and stored in various ways within the system, the total energy of a system changes only by the amount of energy transferred into and out of the system. At the macroscopic scale, energy manifests itself in multiple phenomena, such as motion, light, sound, electrical and magnetic fields, and thermal energy. Historically, different units were introduced for the energy present in these different phenomena, and it took some time before the relationships among them were recognized. Energy is best understood at the microscopic scale, at which it can be modeled as either motions of particles or as stored in force fields (electric, magnetic, gravitational) that mediate interactions between particles. "The idea that there are different forms of energy, such as thermal energy, mechanical energy, and chemical energy, is misleading, as it implies that the nature of the energy in each of these manifestations is distinct when in fact they all are ultimately, at the atomic scale, some mixture of kinetic energy, stored energy, and radiation. It is likewise misleading to call sound or light a form of energy; they are phenomena that, among their other properties, transfer energy from place to place and between objects. Energy is present whenever there are moving objects, sound, light, or heat." | |||
18 | 3.7B | describe how the forces of push and pull relate to mechanical energy. | 3.7B plan and conduct investigations that explain how energy can be transferred by collision between objects Move proposed 3.7B to 3.7A (describe how the forces of push and pull relate to transfer of energy between objects) | Framework PS3.B By the end of grade 5. Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. | NEW: 5.7A plan and conduct investigations that explain how energy can be transferred by collisions, radiation and electrical currents. Rationale: Align investigations with Physical Science 3B in Framework, Revised 5.7A to align to proposed 6.7B to prepare student understanding of transfer of energy before investigating conservation through transfer. | Framework PS3.B By the end of grade 5. Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. | ||||||||||||||
19 | 4.6B | differentiate between conductors and insulators of thermal and electrical energy | 4.7B | identify conductors and insulators of thermal and electrical energy; | NEW KS7 4.7B Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause object to move where models could include diagrams, analogies, and physcial models using wire or rope to illustrate wavelength and amplitude of waves. Rationale: NEW KS7 4B addresses a hole in the 3-5 TEKS of waves. Wavelength can be learned in Kindergarten, for example, with jump ropes and placing children at appropriate positions to measue wavelength at different speeds. | PS4A: Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) Earthquakes cause seismic waves, which are waves of motion in Earth’s crust. | ||||||||||||||
20 | 4.6C | demonstrate that electricity travels in a closed path, creating an electrical circuit | 4.7C | demonstrate and identify that electricity travels in a closed path, creating a series circuit that can produce light and thermal energy | Rationale: Series & parallel circuits are high school TEKS (IPC & CTE Electronic Technology I). Inappropriate for K-5 and adds unecessary content. Widens not deepens. | 5.6B | demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound | 5.7B | demonstrate that the flow of electricity in series and parallel circuits can produce light, thermal, or sound energy and identify the requirements for a functioning electrical circuit. | NEW 5.7 B investigate the properties and uses of light including diffraction, reflection, and refraction such as the use of light properties in microscopes, telescopes, or communication devices. Rationale: Series & parallel circuits are high school TEKS (IPC & CTE Electronic Technology I). Inappropriate for K-5 and adds unecessary content for 5th grade. Widens not deepens. | PS4B By the end of grade 2. Objects can be seen only when light is available to illuminate them. Very hot objects give off light (e.g., a fire, the sun). Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them (i.e., on the other side from the light source), where the light cannot reach. Mirrors and prisms can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) By the end of grade 5. A great deal of light travels through space to Earth from the sun and from distant stars. An object can be seen when light reflected from its surface enters the eyes; the color people see depends on the color of the available light sources as well as the properties of the surface. (Boundary: This phenomenon is observed, but no attempt is made to discuss what confers the color reflection and absorption properties on a surface. The stress is on understanding that light traveling from the object to the eye determines what is seen.) Because lenses bend light beams, they can be used, singly or in combination, to provide magnified images of objects too small or too far away to be seen with the naked eye. Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy (e.g., moving water driving a spinning turbine which generates electric currents). | |||||||||
21 | 3.7C Investigate and describe the way objects appear based on how light interacts with the physical properties of surfaces, such as texture and color. | PS4B A great deal of light travels through space to Earth from the sun and from distant stars. An object can be seen when light reflected from its surface enters the eyes; the color people see depends on the color of the available light sources as well as the properties of the surface. (Boundary: This phenomenon is observed, but no attempt is made to discuss what confers the color reflection and absorption properties on a surface. The stress is on understanding that light traveling from the object to the eye determines what is seen.) Because lenses bend light beams, they can be used, singly or in combination, to provide magnified images of objects too small or too far away to be seen with the naked eye. | 5.6C | demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted | 5.7C | demonstrate that light travels in a straight line until it strikes an object and is reflected or travels from one medium to another and is refracted and differentiate between reflection and refraction; and | NEW 5.7 C develop a model to demonstrate that lenses and mirrors change how objects appear using scientific instruments such as microscopes, telescopes Rationale: New 5.7C brings an appropriate engineering practice that applies the science knowledge about characteristics of light. Teachers often struggle with appropriate links between science and engineering. | |||||||||||||
22 | NEW 3.7D plan and conduct an investigation to determine the effect of placing objects of different materials such as transparent, translucent , opaque and reflective in the path of a beam of light. Rationale: The idea that light travels from place to place is developed through experiences with light sources, mirrors, shadows | PS4.B By the end of grade 2. Objects can be seen only when light is available to illuminate them. Very hot objects give off light (e.g., a fire, the sun). Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them (i.e., on the other side from the light source), where the light cannot reach. Mirrors and prisms can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) | ||||||||||||||||||
23 | Earth and Space | |||||||||||||||||||
24 | 3.8 | Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. | 3.8 | Earth and space. The student knows there are recognizable objects and patterns in Earth’s solar system. The student is expected to: | 4.8 | Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system | 4.8 | Earth and space. The student recognizes patterns among the Sun, Earth, and Moon system and their effects. The student is expected to: | 5.8 | Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system | 5.8 | Earth and space. The student knows that there are recognizable patterns among the Sun, Earth, and Moon system. The student is expected to: | ||||||||
25 | 3.8A | observe, measure, record, and compare day‐to‐day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation | ESS1A: The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their size and distance from Earth. ESS1B: The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year. Some objects in the solar system can be seen with the naked eye. Planets in the night sky change positions and are not always visible from Earth as they orbit the sun. Stars appear in patterns called constellations, which can be used for navigation and appear to move together across the sky because of Earth’s rotation. | 4.8A | measure, record, and predict changes in weather | ESS1A: The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their size and distance from Earth. ESS1B: The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year. Some objects in the solar system can be seen with the naked eye. Planets in the night sky change positions and are not always visible from Earth as they orbit the sun. Stars appear in patterns called constellations, which can be used for navigation and appear to move together across the sky because of Earth’s rotation. | 5.8A | differentiate between weather and climate | ESS1A: The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their size and distance from Earth. ESS1B: The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year. Some objects in the solar system can be seen with the naked eye. Planets in the night sky change positions and are not always visible from Earth as they orbit the sun. Stars appear in patterns called constellations, which can be used for navigation and appear to move together across the sky because of Earth’s rotation. | |||||||||||
26 | 3.8B | describe and illustrate the Sun as a star composed of gases that provides light and thermal energy | 4.8B | describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process | 5.8B | explain how the Sun and the ocean interact in the water cycle | ||||||||||||||
27 | 4.8C | collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time | 4.8A | collect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight | 4.8A (A) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle, shadows, and the apparent movement of the Sun across the sky; Rationale: Switched 4A and 5A due to complexity of cause and effect relationships. Begin with simpler rotation of Earth and then moving to larger effects of the orbits of Earth and the moon. | 5.8C | demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky | 5.8A | demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle, shadows, and the apparent movement of the Sun across the sky; | 5.8A collect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight. Rationale: Switch 4.8A and 5.8A due to complexity of cause and effect relationships. Begin with simpler rotation of Earth and then move to larger effect of the orbits of the Earth and moon. | ||||||||||
28 | 3.8C | construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions | 3.8A | construct models and explain the orbits of the Sun, Earth, and Moon in relation to each other | 4.8B | collect and analyze data to identify sequences and predict patterns of change in the observable appearance of the Moon from Earth during the lunar cycle | Rationale: Move 4B to 5B to stay consistent with rotation then orbit alignmen | 5.8D | identify and compare the physical characteristics of the Sun, Earth, and Moon | 5.8D collect and analyze data to identify sequences and predict patterns of change in the observable appearance of the Moon from Earth during the lunar cycle Rationale: Move 4.8B to 5.8B to stay consistent with rotation then orbit alignment. | ||||||||||
29 | 3.8D | identify the planets in Earth’s solar system and their position in relation to the Sun | 3.8B | identify the sequence of the planets in Earth's solar system in relation to the Sun | Eliminated sequence of planets as this is not supported by Framework | |||||||||||||||
30 | 3.7 | Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. | 3.9 | Earth and space. The student knows that there are recognizable processes that change the Earth over time. The student is expected to: | ESS2B The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features where people live and in other areas of Earth. EES3B A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions, severe weather, floods, coastal erosion). Humans cannot eliminate natural hazards but can take steps to reduce their impacts. | 4.7 | Earth and space. The student knows that Earth consists of useful resources and its surface is constantly changing. | 4.9 | The student knows that there are processes on Earth that create patterns of change. The student is expected to: | ESS2B The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features where people live and in other areas of Earth. EES3B A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions, severe weather, floods, coastal erosion). Humans cannot eliminate natural hazards but can take steps to reduce their impacts. | 5.7 | Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources | 5.9 | The student knows that there are recognizable patterns and processes on Earth. The student is expected to: | ESS2B The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features where people live and in other areas of Earth. EES3B A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions, severe weather, floods, coastal erosion). Humans cannot eliminate natural hazards but can take steps to reduce their impacts. | |||||
31 | 3.9A | compare and describe day-to-day weather in different locations at the same time that include air temperature, wind direction, and precipitation | compare and describe day-to-day weather in the atmosphere (air) at different locations at the same time that include air temperature, wind direction, and precipitation; Rationale: Added "in atmosphere (air)" to align with Framework ESS 2.A in Earth's major systems and 6.9A | ESS2A Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes andforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. Rainfall helps shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. Human activities affect Earth’s systems and their interactions at its surface. ESS2D Weather is the minute-by-minute to day-by-day variation of the atmosphere’s condition on a local scale. Scientists record the patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Climate describes the ranges of an area’s typical weather conditions and the extent to which those conditions vary over years to centuries. | 4.7A | examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants | ESS2A: Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes andforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. Rainfall helps shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. Human activities affect Earth’s systems and their interactions at its surface. ESS2D: Weather is the minute-by-minute to day-by-day variation of the atmosphere’s condition on a local scale. Scientists record the patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Climate describes the ranges of an area’s typical weather conditions and the extent to which those conditions vary over years to centuries. | 5.8A | differentiate between weather and climate | 5.9A | differentiate between weather and climate | NEW 5.9A collect and analyze atmospheric data in order to make informed decisions about the weather for furture events Rationale: Moved 5.9A to 4.9A to scaffold predictions in patterns to be made in 5th grade | ESS2A: Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes andforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. Rainfall helps shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. Human activities affect Earth’s systems and their interactions at its surface. ESS2D: Weather is the minute-by-minute to day-by-day variation of the atmosphere’s condition on a local scale. Scientists record the patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Climate describes the ranges of an area’s typical weather conditions and the extent to which those conditions vary over years to centuries. | |||||||
32 | ESS1C: Earth has changed over time. Understanding how landforms develop, are weathered (broken down into smaller pieces), and erode (get transported elsewhere) can help infer the history of the current landscape. Local, regional, and global patterns of rock formations reveal changes over time due to Earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. Patterns of tree rings and ice cores from glaciers can help reconstruct Earth’s recent climate history | 4.8B | describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process | 4.9A | describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process | 4.9A differentiate between weather and climate. Rationale: Removal of water cycle from elementary standards due to K-12 Framework ESS2.C, water cycle is addressed by grade 8 (page 185). Weather and climate differentiation moved to 4th grade to scaffold prediction of patterns to be made in 5th grade. | ESS1C Earth has changed over time. Understanding how landforms develop, are weathered (broken down into smaller pieces), and erode (get transported elsewhere) can help infer the history of the current landscape. Local, regional, and global patterns of rock formations reveal changes over time due to Earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. Patterns of tree rings and ice cores from glaciers can help reconstruct Earth’s recent climate history ESS2C Water is found almost everywhere on Earth: as vapor; as fog or clouds in the atmosphere; as rain or snow falling from clouds; as ice, snow, and running water on land and in the ocean; and as groundwater beneath the surface. The downhill movement of water as it flows to the ocean shapes the appearance of the land. Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. ESS3D If Earth’s global mean temperature continues to rise, the lives of humans and other organisms will be affected in many different ways. | 5.8B | explain how the Sun and the ocean interact in the water cycle | 5.9B | explain how the Sun and the ocean interact in the water cycle and affect weather | 5.9B model and identify how changes to Earth’s surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes Rationale: Moved 5.9D to 5.9B to align changes to the Earth's surface from 3rd-5th grade. Removal of water cycle from elementary standards due to K-12 Framework ESS2.C, water cycle is addressed by grade 8 (page 185) | ESS1C Earth has changed over time. Understanding how landforms develop, are weathered (broken down into smaller pieces), and erode (get transported elsewhere) can help infer the history of the current landscape. Local, regional, and global patterns of rock formations reveal changes over time due to Earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. Patterns of tree rings and ice cores from glaciers can help reconstruct Earth’s recent climate history ESS2C Water is found almost everywhere on Earth: as vapor; as fog or clouds in the atmosphere; as rain or snow falling from clouds; as ice, snow, and running water on land and in the ocean; and as groundwater beneath the surface. The downhill movement of water as it flows to the ocean shapes the appearance of the land. Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. ESS3D If Earth’s global mean temperature continues to rise, the lives of humans and other organisms will be affected in many different ways. | |||||||
33 | 3.7A | explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains | 3.9B | investigate and explain how soils are formed by weathering of rock such as sand and clay and the decomposition of plant and animal remains; | Remove 3.9B as suggested. Rationale: soil formation is not aligned with Framework | 5.7A | explore the processes that led to the formation of sedimentary rocks and fossil fuels | 5.9C | model and describe the processes that led to the formation of sedimentary rocks and fossil fuels | Rationale: Remove 5.9C as the Framework does not support formation of sedimentary rocks until 6-8 gradeband. | ||||||||||
34 | 3.7B | investigate rapid changes in the Earth’s surface such as volcanic eruptions, earthquakes, and landslides | 3.9C | model and describe rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides; | Reorder 3.9C as written to 3.9B Rationale: Align changes to Earth's surface and their impact on landforms. | 4.7B | observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice | 4.9B | model and describe slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice | 5.7B | recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, or ice | 5.9D | model and identify how changes to Earth’s surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes | Rationale: Moved to 5.9B for alignment | ||||||
35 | 3.7C | explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved | 4.7C | identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation | ||||||||||||||||
36 | 3.10 | Earth and Space. The student understands how natural resources are important and can be managed. The student is expected to: | 4.10 | Earth and Space. The student understands how natural resources are important and can be managed. The student is expected to: | 5.10 | Earth and Space. The student understands how natural resources are important and can be managed. The student is expected to: | ||||||||||||||
37 | 3.7C | explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved | 3.10A | explore and explain how natural resources are used to make products for human use; | ESS3A: All materials, energy, and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. | 4.7C | identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation | 4.10A | identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, | ESS3A: All materials, energy, and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. | ESS3A All materials, energy, and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. Framework pg 192 "All forms of resource extraction and land use have associated economic, social, environmental, and geopolitical costs and risks, as well as benefits. New technologies and regulations can change the balance of these factors—for example, scientific modeling of the long-term environmental impacts of resource use can help identify potential problems and suggest desirable changes in the patterns of use. Much energy production today comes from nonrenewable sources, such as coal and oil. However, advances in related science and technology are reducing the cost of energy from renewable resources, such as sunlight, and some regulations are favoring their use. As a result, future energy supplies are likely to come from a much wider range of sources. | |||||||||
38 | 3.10B | identify ways to conserve natural resources through reducing, reusing, or recycling. | 5.10A | explain how conservation, disposal, and recycling of renewable and non-renewable natural resources impact the environment | NEW 5.10A construct an explanation and design a solution to conserve, recycle or properly dispose of renewable and non-renewable natural resources to minimize impact on the environment Rationale: SEP integration to increase relevancy. | |||||||||||||||
39 | Organisms and Environments | |||||||||||||||||||
40 | 3.9 | Organisms and environments. The student knows and can describe patterns, cycles, systems, and relationships within the environments | 3.11 | Organisms and environments. The student knows and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to: | 4.9 | Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. | 4.11 | Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to: | 5.9 | Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. | 5.11 | Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. | ||||||||
41 | 3.9A | observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem | 3.11A | describe how the physical characteristics of environment support plants and animals within an ecosystem | 3.11A (current 2.11A) explain how temperature and precipitation affect growth and behavior of animals through migration and hibernation, and plants responses through dormancy; Rationale: Consider switching 2.11A with 3.11A to allow students to describe environmental characteristics before organisms' response to the changes in these characteristics. | 4.9A | investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food | 4.11A | investigate and explain how most producers make their own food using sunlight, water, and carbon dioxide | 4.11A describe how natural changes to the environment such as floods and droughts cause some plants and animals to thrive and others to perish or move to new locations. Rationale: Moved from 3.9C to scaffold environmental interactions in 3rd through 5th. | 5.9A | observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components | 5.11A | observe and describe how organisms survive in their ecosystem by interacting with biotic and abiotic factors in their ecosystem | 5.11A observe and describe how plants and animals survive in their ecosystem by interacting with biotic and abiotic factors in their ecosystem Rationale: Explicit to ensure plants are discussed and that "organisms" does not refer to animals only. | |||||
42 | 3.9B | identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field | 3.11B | (B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and | LS2A The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Either way, they are “consumers.” Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil for plants to use. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. | 4.9B | describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web | 4.11B | describe the flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers | NEW 4.B- Describe the flow of energy through the living part of an ecosystem (food webs), beginning with producers making their own food using sunlight, water and carbon dioxide, and then moving to consumers. Rationale: Decomposers need to be addressed in a separate SE so that students do not get flow of energy and cycling of matter intertwined. Food webs describe the energy transfer among living organisms. Matter cycling through decomposers to be addressed in 11C. | By the end of grade 5. Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, water, and minerals from the environment and release waste matter (gas, liquid, or solid) back into the environment. | 5.9B | describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers | 5.11B | predict how changes in the ecosystem affect the flow of energy in a food web | 5.11B predict how changes in the ecosystem, including human activities, affect the flow of energy and can have beneficial and harmful impacts on ecosystems. Rationale:Addresses human impact on environment and natural ecosystem changes impacts on food webs. | LS1.C By the end of grade 2. All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. LS2.B By the end of grade 2. Organisms obtain the materials they need to grow and survive from the environment. Many of these materials come from organisms and are used again by other organisms. By the end of grade 5. Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, water, and minerals from the environment and release waste matter (gas, liquid, or solid) back into the environment. | |||
43 | 3.9C | describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations | 3.11C | describe how natural changes to the environment such as floods and droughts cause some organisms to thrive and others to perish or move to new locations | NEW 3.11C-identify the role of decomposers to return materials to the environment that other organisms need to grow and survive Rationale: The role of decomposers is not well defined. Decomposers are not part of the food chain/web, as this is a living system. Decomposers are part of recycling of matter. | LS2B: By the end of grade 2. Organisms obtain the materials they need to grow and survive from the environment. Many of these materials come from organisms and are used again by other organisms. By the end of grade 5. Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, water, and minerals from the environment and release waste matter (gas, liquid, or solid) back into the environment. | 4.11C | identify and describe past environments based on fossil evidence | NEW 4.11C-explain how organisms need gases, water and minerals from the environment, such as animals taking in oxygen and releasing carbon dioxide. Rationale: Framework LS2.B endpoint alignment expanding understanding of organisms' needs from basic food, water and shelter to include gases and minerals. | LS2B: Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, water, and minerals from the environment and release waste matter (gas, liquid, or solid) back into the environment. | 5.9C | predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways | 5.11C | describe how human activities have beneficial and harmful impacts on ecosystems. | 5.11C describe how matter cycles among plants, animals, and decomposers as these organisms live and die Rationale: Aligns to Frameworkd LS2B endpoint for grade 5 describing how matter is cycled. This does not equate teaching nitrogen or carbon-dioxide/oxygen cycle and needs to be noted in the TEKS guide/companion. | ESS2E: Living things affect the physical characteristics of their regions (e.g., plants’ roots hold soil in place, beaver shelters and human-built dams alter the flow of water, plants’ respiration affects the air). Many types of rocks and minerals are formed from the remains of organisms or are altered by their activities. ESS3C: Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. For example, they are treating sewage, reducing the amounts of materials they use, and regulating sources of pollution such as emissions from factories and power plants or the runoff from agricultural activities | ||||
44 | 3.11D | identify fossils as evidence of past living organisms | LS4.A: By the end of grade 5. Fossils provide evidence about the types of organisms (both visible and microscopic) that lived long ago and also about the nature of their environments. Fossils can be compared with one another and to living organisms according to their similarities and differences. | 4.11 D identify and describe past environments based on fossil evidence Rationale: moved from 4.11C and aligned with 3.11 D | LS4.A: By the end of grade 5. Fossils provide evidence about the types of organisms (both visible and microscopic) that lived long ago and also about the nature of their environments. Fossils can be compared with one another and to living organisms according to their similarities and differences. | 5.9D | identify fossils as evidence of past living organisms and the nature of the environments at the time using models | |||||||||||||
45 | 3.1 | Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. | 3.12 | Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. | KS 12 Organisms and environments. The student knows that organisms undergo similar life processes and have inhererited structures, functions and behaviors within a species or a population that help them survive within their environments Rationale: Raises the K-2 level to 3-5 level where students begin to understand the genetic foundation of heredity and that changes occur within a species or a population. | 4.1 | Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments | 4.12 | Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments | 4.12 Organisms and environments. The student knows that organisms undergo similar life processes and have a variation of inhererited structures, functions and behaviors within a species or population that help them survive within their environments. Rationale: Raises the K-2 to 3-5 level where students begin to understand the genetic foundation of heredity and that variations occur within a species or a population. | 5.1 | Organisms and environments. The student knows that organisms have structures and behaviors that help them survive within their environments. | 5.12 | Organisms and environments. The student knows that of these traits inherited from parents and tha variation of these traits exist in a group of similar organisms | The K-5 Heredity strand is very weak and needs to be strengthened in support of 6-8. Framework: By the end of grade 5. Many characteristics of organisms are inherited from their parents. Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. | |||||
46 | 3.10A | explore how structures and functions of plants and animals allow them to survive in a particular environment | 3.12A | explore and explain how structures and functions of animals enable them to survive in their environment | 3.12A investigate and explain how inherited structures and functions of plants enable them to survive in different environments and that variation of these traits exists within populations. | LS3 A. By the end of grade 5. Many characteristics of organisms are inherited from their parents. Other charcteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. | 4.10A | explore how structures and functions enable organisms to survive in their environment | 4.12A | explore and explain how structures and functions of plants enable them to survive in their environment; | 4.12A Analyze and interpret data to provide evidence that plants and animals, excluding humans, have traits inherited from parents and that variation of these traits exists in a population or same species of organisms. | LS3 A. By the end of grade 5. Many characteristics of organisms are inherited from their parents. Other charcteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. Analyze and interpret to provide eidence that plants and animals have traits inherited from parents and that variation of these traits inherited from parents and tha variation of these traits exisst in a group of similar organisms. | 5.10A | compare the structures and functions of different species that help them live and survive in a specific environment such as hooves on prairie animals or webbed feet in aquatic animals | 5.12A | analyze the structures and functions of different species to identify how organisms survive in the same environment | 5.12A Use evidence to support the explanation that traits can be influenced by the environment such as normally tall plants grown with insufficient water are stunted or a pet dog given too much food and little exercise may become over weight. | LS3 A. By the end of grade 5. Many characteristics of organisms are inherited from their parents. Other charcteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. Analyze and interpret to provide eidence that plants and animals have traits inherited from parents and that variation of these traits inherited from parents and tha variation of these traits exisst in a group of similar organisms. | ||
47 | 4.10B | explore and describe examples of traits that are inherited from parents to offspring such as eye color and shapes of leaves and behaviors that are learned such as reading a book and a wolf pack teaching their pups to hunt effectively | 4.12B | differentiate between inherited and acquired physical traits of organisms | 5.10B | differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle | 5.12B | differentiate between instinctual and learned behavioral traits of animals. | 5.12B use evidence to support the explanation that instinctual and learned behavioral traits increase chances of survival Ratiionale: Focus on behavioral traits, such as diet or learning (LS3.A) end point. | |||||||||||
48 | 3.10B | investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady beetles | 3.12B | explore, illustrate, and compare life cycles in living organisms such as beetles, crickets, radishes, or lima beans. | 4.10C | explore, illustrate, and compare life cycles in living organisms such as beetles, crickets, radishes, or lima beans | NEW 5.12C Analyze & interpret data to provide that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms Rationale: Extends student understand of the difference betwen Dversity of species and Variation within a population | |||||||||||||
1 |  | 2023-2024 Proposed Science TEKS Analysis 6th - 8th Grade | Updated: 06/21/2021 | |||||||||||||||||
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3 | 6th Grade | 7th Grade | 8th Grade | |||||||||||||||||
4 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | ||||||||
5 | Matter and Energy | |||||||||||||||||||
6 | 6.5 | Matter and energy. The student knows the differences between elements and compounds. The student is expected to: | 6.5 | 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: | Systems and system models: Students model substances as systems composed of particles. | 7.6 | 6 Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. | 7.5 | 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: | 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: | 8.5 | Matter and energy. The student understands that matter can be classified according to its properties and is conserved in chemical changes. The student is expected to: | |||||||
7 | 6.5A | compare solids, liquids, and gases in terms of, structure, shape, volume, and energy of atoms and molecules | compare the physical properties of solids, liquids, and gases in terms of structure, shape, volume, spacing and kinetic energy of particles Rationale: Small change but focusing on the nomenclature of particles when atoms and molecules may not be introduced yet at this level. | PS1.A By the end of grade 8. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with each other; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and vibrate in position but do not change relative locations. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. | ||||||||||||||||
8 | 6.5A | know that an element is a pure substance represented by a chemical symbol and that a compound is a pure substance represented by a chemical formula; | 6.5B | investigate the properties of matter to distinguish between pure substances, homogeneous mixtures (solutions), and heterogeneous mixtures; | investigate the physical properties of matter through the use of models to distinguish between a pure substances made from a single type of atom or molecule, homogeneous mixtures (solutions), and heterogeneous mixture Rationale: This incorporates the SEPs and NGSS. "Pure substance" is defined as made from a single type of atom or molecule in contrast to former TEKS. | PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | 7.5A | compare and contrast elements and compounds in terms of atoms and molecules, structure, chemical symbols, and chemical formulas | model elements and compounds in terms of molecular structure, chemical symbols, and chemical formulas Boundary: This is not the atomic structure of elements. This does not include bonding. | PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | 8.5D | recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts; | 8.5A | characterize and classify matter as elements, compounds, homogeneous mixtures, or heterogeneous mixtures; | Model chemical changes using chemical equations to represent how new substances are formed. (recommend grouping related SEs together, specifically 8.5A and 8.5D) Rationale: 8.5A as written is redundant and low level from both 6th and 7th. The suggested revision scaffolds to 8.5D (conservation using chemical equations). This incorporates the SEPs and NGSS. | PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | ||||
9 | 6.5B | recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere | ||||||||||||||||||
10 | 6.5C | identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change | 6.5E | 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. | identify the formation of a new substance by using evidenceof a poconsidering the concepts of constancy (stability) and change of a possible chemical change including production of a gas, change in thermal energy, production of a precipitate, and permanent color change Rationale: Focus on the physical properties of matter in 6th grade. This is the only chemical property reference and seems misplaced. Perhaps move to upper grade levels where it flows better. | PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. By the end of grade 8. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reactions release energy, others store energy. | 7.6A | distinguish between physical and chemical changes in matter | 7.5B | distinguish between physical and chemical changes in matter | distinguish between physical and chemical changes through investigating evidence of chemical change such as production of a gas, change in thermal energy, permanent color change, or production of a precipitate Move chemical changes from 6.5E to 7th grade. Leave the focus on physical changes in 6th grade. Chemical change is permanent. | PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. By the end of grade 8. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reactions release energy, others store energy. | 8.5E | 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. | ||||||
11 | 8.5D | investigate how mass is conserved in chemical reactions and relate conservation of mass to the rearrangement of atoms using chemical equations, including photosynthesis | Use models (physical models or digital forms or drawings) to investigate how atoms and thus mass, are rearranged and conserved in chemical reactions including photosynthesis. Emphasis is on law of consrevation of matter. Expand the idea that models are physical models or digital forms or drawings that represent atoms. Does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces. | PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. By the end of grade 8. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. PS1.B. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reactions release energy, others store energy. | ||||||||||||||||
12 | 6.6 | Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to: | ||||||||||||||||||
13 | 6.6A | compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability; | 6.5C | classify elements on the periodic table as metals, nonmetals, and metalloids using their physical properties; | classify elements on as metals, nonmetals, and metalloids using their physical properties; Using the periodic table at grades 6 - 8 is cognitively innapropriate. It is too complex and abstact and not recommended by the Framework for 6 - 8. Rationale: Integrate CCCs to clarify the TEKS | PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways.By the end of grade 8. All substances are made from some 100 different types ofatoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with each other; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and vibrate in position but do not change relative locations. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). The changes of state that occur with variations in temperature or pressure can be described and predicted using these models. By the end of grade 12. Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. | 8.5C | interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements; | ||||||||||||
14 | 6.6B | calculate density to identify an unknown substance; | 6.5D | compare the density of substances relative to various fluids; | compare the density of substances in various liquids Rationale: This would be a natural progression if the 5th grade keeps relative density using water as a reference point. We feel that fluids is a more ambiguous term because fluids can be liquids or gases. | PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Systems and system models: Students model substances as systems composed of particles. | ||||||||||||||
15 | 7.5C | describe aqueous solutions in terms of solute and solvent, concentration, and dilution | describe aqueous solutions in terms of solute and solvent and saturated versus unsaturated More developmentally appropriate, teacher friendly language, and more specific | PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | ||||||||||||||||
16 | 7.5D | investigate and model how temperature, surface area, and agitation affect the rate of dissolution of solid solutes in aqueous solutions | investigate and model how temperature, surface area, and stirring affect the rate of solid solutes dissolving in aqueous solutions This uses more teacher friendly language | 8.5A | 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; | |||||||||||||||
17 | 8.5B | identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity; | ||||||||||||||||||
18 | 8.5B | describe the properties of cohesion, adhesion, and surface tension in water and relate to observable phenomena, such as the formation of droplets, transport in plants, and insects walking on water; | PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | |||||||||||||||||
19 | 8.5C | compare and contrast the properties of acids and bases including pH relative to water, sour or bitter taste, and how they feel to the touch; | ||||||||||||||||||
20 | Force, Motion, and Energy | |||||||||||||||||||
21 | 6.6 | Force, motion, and energy. The student knows the nature of forces and their interactions. The student is expected to: | 6.8 | Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: | 7.6 | Force, motion, and energy. The student can describe motion and how forces can impact the motion of an object. The student is expected to: | PS3.A DEFINITIONS OF ENERGY By the end of grade 8. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. A system of objects may also contain stored (potential) energy, depending on their relative positions. For example, energy is stored—in gravitational interaction with Earth—when an object is raised, and energy is released when the object falls or is lowered. Energy is also stored in the electric fields between charged particles and the magnetic fields between magnets, and it changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. | 8.6 | Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to: | 8.6 | Force, motion, and energy. The student understands the relationship between force and motion. The student is expected to: | |||||||||
22 | 6.6A | identify and describe forces that act on objects, including gravity, friction, magnetism, applied forces, and normal forces; | identify and investigate forces including gravity, friction, magnetic, applied and normal forces that affect the motion of objects by using models such as a free body diagrams. RATIONALE: Increase rigor by changing describe to investigate, add use of models to bring clarity and provide foundation for physics. | PS2.A: FORCES AND MOTION For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first but in the opposite direction (Newton’s third law). The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. Forces on an object can also change its shape or orientation. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared | 6.8B | identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces; | 7.6D | analyze the effect of balanced and unbalanced forces on the state of motion of an object using Newton’s First Law of motion. | Investigate and analyze the relationship between balanced and unbalanced forces on the state of motion of an object using Newton’s Second Law of motion. Rationale: This clarifies language and focuses on relationship. Prompts inquiry and hands on (investigate) | PS2.A: FORCES AND MOTION By the end of Grade 8 For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first but in the opposite direction (Newton’s third law). The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. Forces on an object can also change its shape or orientation. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared | ||||||||||
23 | Grade 6 8 B was moved to Grade 7 | 6.6B | calculate the net force on an object in a horizontal or vertical direction using diagrams and determine if the forces are balanced or unbalanced; | Identify the net force on an object in a horizontal or vertical direction using Free Body Diagrams to determine if the system is balanced or unbalanced. RATIONALE: Clarification of the intent of the SE. Promote understanding of the relationship, not plug and chug on the math. Narrow the focus to be age appropriate for 6th grade math | 8.6A | demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion; | 8.6A | calculate and analyze how the acceleration of an object is dependent upon the net force acting on the object and the mass of the object using Newton’s Second Law of motion; | Investigate Newton’s Second Law of motion to identify mathematical relationships between the variables of force, mass, and acceleration. Rationale: Net force is not mentioned as it is implied that if the net is zero then there is no acceleration.The goal is to engage students in computational thinking. | |||||||||||
24 | 6.6C | 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. | PS2.B: TYPES OF INTERACTIONS Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—for example, Earth and the sun. Long-range gravitational interactions govern the evolution and maintenance of large-scale systems in space, such as galaxies or the solar system, and determine the patterns of motion within those structures. Forces that act at a distance (gravitational, electric, and magnetic) can be explained by force fields that extend through space and can be mapped by their effect on a test object (a ball, a charged object, or a magnet, respectively). | 8.6C | 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. | 8.6B | investigate and describe how Newton’s three laws of motion act simultaneously within systems such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. | Construct arguments supported by evidence and scientific reasoning to support or refute an explanation as to how Newton's three laws of motion act simultaneously within a system. Rationale: This is a foundational TEKS with many misconceptions embedded in typical instructional settings. We feel this needs to be a strong emphasis as it is the basis for kinematics....etc .By removing the examples we broaden the applications and do not limit teacher instruction | ||||||||||||
25 | 6.8C | calculate average speed using distance and time measurements; | 7.6A | calculate average speed using distance and time measurements; | calculate average speed using distance and time measurements from investigations Rationale: (unsure as to whether this language should be here or is it implied) Increase investigation and analysis of data. Avoid the triangle! | |||||||||||||||
26 | 8.6B | differentiate between speed, velocity, and acceleration; | 7.6B | distinguish between speed and velocity in linear motion in terms of distance, displacement, and direction; | distinguish between speed and velocity in linear motion in terms of distance, displacement, and direction using vectors. Rationale: Appropriate and foundational vocabulary for future success. Use the tool of FBD | PS2.C: STABILITY AND INSTABILITY IN PHYSICAL SYSTEMS A stable system is one in which any small change results in forces that return the system to its prior state (e.g., a weight hanging from a string). A system can be static but unstable (e.g., a pencil standing on end). A system can be changing but have a stable repeating cycle of changes; such observed regular patterns allow predictions about the system’s future (e.g., Earth orbiting the sun). Many systems, both natural and engineered, rely on feedback mechanisms to maintain stability, but they can function only within a limited range of conditions. With no energy inputs, a system starting out in an unstable state will continue to change until it reaches a stable configuration (e.g., sand in an hourglass). | ||||||||||||||
27 | 6.8D | measure and graph changes in motion; | 7.6C | measure, record, and interpret an object’s motion using distance-time graphs; | measure, record, and.interpret distance-time graphs for an object moving at constant speed Rationale: Used constand speed to avoid acceleration at this point, 2nd law is next year. Boundaries set for assessment | |||||||||||||||
28 | 6.8 | Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: | 6.7 | Force, motion, and energy. The student knows that energy is conserved when transformed from one type to another. The student is expected to: | The student knows that energy is conserved when transferred between objects or systems | PS3.A: DEFINITIONS OF ENERGY Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. A system of objects may also contain stored (potential) energy, depending on their relative positions. For example, energy is stored—in gravitational interaction with Earth—when an object is raised, and energy is released when the object falls or is lowered. Energy is also stored in the electric fields between charged particles and the magnetic fields between magnets, and it changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. | 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: | 7.7 | Force, motion, and energy. The student understands the behavior of thermal energy. The student is expected to: | PS3.A: DEFINITIONS OF ENERGY Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. A system of objects may also contain stored (potential) energy, depending on their relative positions. For example, energy is stored—in gravitational interaction with Earth—when an object is raised, and energy is released when the object falls or is lowered. Energy is also stored in the electric fields between charged particles and the magnetic fields between magnets, and it changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. | 8.7 | Force, motion, and energy. The student knows how energy is transferred through waves. The student is expected to: | PS4.A: WAVE PROPERTIES By the end of grade 5. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) Earthquakes cause seismic waves, which are waves of motion in Earth’s crust. By the end of grade 8. A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. A sound wave needs a medium through which it is transmitted. Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. PS3.A: DEFINITIONS OF ENERGY Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. A system of objects may also contain stored (potential) energy, depending on their relative positions. For example, energy is stored—in gravitational interaction with Earth—when an object is raised, and energy is released when the object falls or is lowered. Energy is also stored in the electric fields between charged particles and the magnetic fields between magnets, and it changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. | ||||||
29 | 6.8A | compare and contrast potential and kinetic energy; | 6.7A | compare and contrast kinetic energy with gravitational, elastic, and chemical potential energies; | Define and identify examples of energy including kinetic, gravitational, electrical, thernal and chemical Rationale: Compare and contrast is not clear as to what they are looking for. | PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER The total change of energy in any system is always equal to the total energy transferred into or out of the system. This is called conservation of energy. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. By the end of grade 8. When the motion energy of an object changes, there is inevitably some other change in energy at the same time. For example, the friction that causes a moving object to stop also results in an increase in the thermal energy in both surfaces; eventually heat energy is transferred to the surrounding environment as the surfaces cool. Similarly, to make an object start moving or to keep it moving when friction forces transfer energy away from it,energy must be provided from, say, chemical (e.g., burning fuel) or electrical (e.g., an electric motor and a battery) processes. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. Energy is transferred out of hotter regions or objects and into colder ones by the processes of conduction, convection, and radiation. | ||||||||||||||
30 | 6.9C | demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. | 6.7B | describe how energy is conserved through transformations in systems such as electrical circuits, food webs, amusement park rides, and photosynthesis. | Construct arguments supported by evidence to explain how energy is conserved during energy transfers between objects or within a system such as electrical circuits and amusement park rides. Rationale: Food webs and photosynthesis seems to be forced at this grade level | PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER The total change of energy in any system is always equal to the total energy transferred into or out of the system. This is called conservation of energy. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Energy (p 120) Interactions of objects can be explained and predicted using the concept of transfer of energy from one object or system of objects to another. The total energy within a defined system changes only by the transfer of energy into or out of the system. By the end of grade 8. When the motion energy of an object changes, there is inevitably some other change in energy at the same time. For example, the friction that causes a moving object to stop also results in an increase in the thermal energy in both surfaces; eventually heat energy is transferred to the surrounding environment as the surfaces cool. Similarly, to make an object start moving or to keep it moving when friction forces transfer energy away from it, energy must be provided from, say, chemical (e.g., burning fuel) or electrical (e.g., an electric motor and a battery) processes. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. Energy is transferred out of hotter regions or objects and into colder ones by the processes of conduction, convection, and radiation. | ||||||||||||||
31 | 6.9A | investigate methods of thermal energy transfer, including conduction, convection, and radiation; | 7.7A | investigate methods of thermal energy transfer, including conduction, convection, and radiation; | PS3.C RELATIONSHIP BETWEEN ENERGY AND FORCES When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. For example, when energy is transferred to an Earth-object system as an object is raised, the gravitational field energy of the system increases. This energy is released as the object falls; the mechanism of this release is the gravitational force. Likewise, two magnetic and electrically charged objects interacting at a distance exert forces on each other that can transfer energy between the interacting objects. | |||||||||||||||
32 | 6.9B | verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting; | 7.7B | investigate how thermal energy moves in a predictable pattern from warmer to cooler until all substances within the system reach thermal equilibrium; | PS3A Energy By the end of grade 8. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. A system of objects may also contain stored (potential) energy, depending on their relative positions. For example, energy is stored—in gravitational interaction with Earth—when an object is raised, and energy is released when the object falls or is lowered. Energy is also stored in the electric fields between charged particles and the magnetic fields between magnets, and it changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present.In science, heat is used only for energy transfers by convection, conduction, and radiation (particularly infrared and light). it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter | |||||||||||||||
33 | 7.7C | explain the relationship between temperature and the kinetic energy of the molecules within a substance. | use evidence to explain the relationship between temperature and the kinetic energy of particles in matter. Rationale: Molecule and substance are too specific-could be atoms in a mixture. Better to just say "particles in matter." | In science, heat is used only for energy transfers by convection, conduction, and radiation (particularly infrared and light). it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter | ||||||||||||||||
34 | 8.7A | explain how energy is transferred through transverse and longitudinal waves | Compare and contrast how energy is transferred relative to the amplitude and direction of the media's motion in longitudinal and transverse waves. RATIONALE: Students must first know how longitudinal and transverse waves are different before they can explain how they transfer energy. | PS4.A: WAVE PROPERTIES By the end of grade 5. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) Earthquakes cause seismic waves, which are waves of motion in Earth’s crust. By the end of grade 8. A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. A sound wave needs a medium through which it is transmitted. Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. | ||||||||||||||||
35 | objects or systems are at different temperatures. Temperature is a measure of the | 8.7B | compare the characteristics of amplitude, frequency, and wavelength in transverse waves, including the electromagnetic spectrum | Investigate how changes in one wave property may influence other wave properties including the independence of amplitude and the relationship between frequency, wavelength, and speed. RATIONALE: INITIALLY ADDRESSED IN GRADE 5 | PS4.B: ELECTROMAGNETIC RADIATION When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. Lenses and prisms are applications of this effect. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media (prisms). However, because light can travel through space, it cannot be a matter wave, like sound or water waves. | |||||||||||||||
36 | average kinetic energy of particles of matter. | 8.7C | explain the use of electromagnetic waves in applications such as radiation therapy, wireless technologies, fiber optics, microwaves, ultraviolet sterilization, astronomical observations, and X-rays | Identify applications of electromagnetic waves such as radiation therapy, wireless technologies, fiber optics, microwaves, UV sterilization, astronomical observations and X-rays.. RATIONALE: "EXPLAIN" WOULD REQUIRE KNOWLEDGE ABOVE THIS GRADE LEVEL | PS4.C: INFORMATION TECHNOLOGIES AND INSTRUMENTATION (by the end of Grade 8) Appropriately designed technologies (e.g., radio, television, cell phones, wired and wireless computer networks) make it possible to detect and interpret many types of signals that cannot be sensed directly. Designers of such devices must understand both the signal and its interactions with matter. Many modern communication devices use digitized signals (sent as wave pulses) as a more reliable way to encode and transmit information. | |||||||||||||||
37 | 8.7 D Investigate behaviors of longitudinal and transverse waves including interference, reflection, refraction, and diffraction. RATIONALE: vertical aligment with 5th and IPC/Physics | |||||||||||||||||||
38 | Earth and Space | |||||||||||||||||||
39 | 6.8 | Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to: | 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: | ||||||||||||||||
40 | 6.8A | model and illustrate how the tilted Earth revolves around the Sun, causing changes in seasons; | Model and illustrate how the position of the tilted Earth revolving around the Sun causes cyclical changes in seasons; Rationale: Added "position" for clarity and "cyclical" as CCC. | ESS1.B (By the end of grade 8) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides, eclipses of the sun and the moon, and the motion of the planets in the sky relative to the stars. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. | 8.7A | model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun, causing changes in seasons; | ESS1.B (By the end of grade 8) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides, eclipses of the sun and the moon, and the motion of the planets in the sky relative to the stars. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. | |||||||||||||
41 | 8.7B | demonstrate and predict the sequence of events in the lunar cycle; | ||||||||||||||||||
42 | 6.8B | describe and predict how the positions of the sun and moon and their gravitational forces affect daily, spring, and neap cycles of ocean tides; | Describe and predict how positions of the Earth, Sun and Moon cause daily, spring and neap cycles of ocean tides due to gravitational forces. Rationale: Adding CCC and SEP as well as clarifying the SE. | 8.7C | relate the positions of the Moon and Sun to their effect on ocean tides. | |||||||||||||||
43 | 8.8 | Earth and space. The student knows characteristics of the universe. The student is expected to: | 8.8 | Earth and space. The student knows characteristics of the universe. The student is expected to: | ||||||||||||||||
44 | 8.8A | describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification; | 8.8A | describe the life cycle of stars and compare and classify stars using the Hertzsprung-Russell diagram; | Compare and classify stars using the Hertzsprung-Russell diagram and apply this model to describe the life cycle pattern of stars. Added "compare and classify" for SEP and "Cycle" for CCC. | (ESS1 Introduction) | ||||||||||||||
45 | 8.8B | categorize galaxies as spiral, elliptical, and irregular and locate the solar system within the Milky Way galaxy; | ESS1.A Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. The universe began with a period of extreme and rapid expansion known as the Big Bang. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. | |||||||||||||||||
46 | 8.8B | 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; | ||||||||||||||||||
47 | 8.8C | 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; | ||||||||||||||||||
48 | 8.8D | research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe. (not accessed on STAAR) | 8.8C | research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe. | Research and analyze scientific data used as evidence to develop scientific theories to describe the origin of the universe. Added "Analyze" as a SEP. | ESS1.A Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. The universe began with a period of extreme and rapid expansion known as the Big Bang. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. | ||||||||||||||
49 | 6.10 | Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: | 6.9 | Earth and space. The student understands the structure of the Earth and the rock cycle. The student is expected to | Earth and space. The student understands the structure of the Earth and the rock cycle. The student is expected to | 7.9 | Earth and space. The student understands the causes and effects of plate tectonics. The student is expected to: | Earth and space. The student understands the causes and effects of plate tectonics. The student is expected to: | 8.9 | Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: | ||||||||||
50 | 6.9A | differentiate among the biosphere, hydrosphere, atmosphere, and geosphere and identify their components | Model and differentiate between the hydrosphere, atmosphere, and geosphere systems and describe their interactions within the Earth's biosphere. Rationale: Added the CCC "Systems" and the emphasis on interactions. | ESS2.A (By the end of grade 8) All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. ESS2.B (By the end of grade 8) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geological history. Plate movements are responsible for most continental and ocean floor features and for the distribution of most rocks and minerals within Earth’s crust. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. | ||||||||||||||||
51 | 6.10A | build a model to illustrate the compositional and mechanical layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere; | 6.9B | model and describe the layers of the Earth, including the inner core, outer core, mantle, and crust; | Model and describe the properties, changes, stability, and energy within the layers of the Earth, including the inner core, outer core, mantle, and crust. Rationale: Additional clarity of the SE for example "within" each layer gives more specificity to the model. | |||||||||||||||
52 | 6.10B | classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation; | 6.9C | describe how rocks change through geologic processes in the rock cycle and classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation | Classify rocks as metamorphic, igneous, or sedimentary using physical properties, and describe the cyclic nature of the changes and formation of the types of rocks. Rationale: Strengthened the CCC "Cycles". | |||||||||||||||
53 | 6.10C | identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; | 7.9A | describe the historical development of evidence that supports plate tectonic theory; | Analyze and evaluate historical evidence that supports plate tectonic theory; Added "Analyze and evaluate" as a SEP. | ESS2.B (By the end of grade 8) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geological history. Plate movements are responsible for most continental and ocean floor features and for the distribution of most rocks and minerals within Earth’s crust. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. | 8.9A | describe the historical development of evidence that supports plate tectonic theory; | ||||||||||||
54 | 6.10D | describe how plate tectonics causes major geological events such as ocean basin formation, earthquakes, volcanic eruptions, and mountain building. | 7.9B | describe how plate tectonics occurs in ocean basin formation, earthquakes, mountain building, and volcanic eruptions, including supervolcanoes and hot spots | Predict ocean basin formation, earthquakes, mountain building, and volcanic eruptions, including supervolcanoes and hot spots based on plate tectonic activity. Rationale: Added "Predict" as a SEP. | 8.9B | relate plate tectonics to the formation of crustal features; | |||||||||||||
55 | 8.9C | interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. | ||||||||||||||||||
56 | 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: | 7.9 | Earth and space. The student knows components of our solar system | 7.8 | Earth and space. The student understands the organization and characteristics of objects in our solar system. The student is expected to: | Earth and space. The student understands the organization and characteristics of objects in our solar system. The student is expected to: | 8.1 | Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to: | 8.9 | Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to: | Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to: | ||||||||
57 | 6.11A | describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, and comets; | 7.8A | describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, comets, Kuiper belt, and Oort cloud | Describe and model the patterns within the Solar System including the physical properties, locations, movements and interactions of the planets, moons, meteors, asteroids, comets, Kuiper belt, and Oort cloud as they relate to the sun. Rationale: Added "Patterns" and "Interations" and "Model" as SEP and CCC components | ESS1.B The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides, eclipses of the sun and the moon, and the motion of the planets in the sky relative to the stars. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. | 8.10A | recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds; | 8.9A | describe how weather and climate are influenced by interactions involving sunlight, the hydrosphere, and atmosphere; | Predict how the interactions involving sunlight, the hydrosphere, and atmosphere influence weather and climate. Added "Predict" as an SEP and reordered the sentence. | ESS2.A (By the end of grade 8) All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. ESS2.B (By the end of grade 8) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geological history. Plate movements are responsible for most continental and ocean floor features and for the distribution of most rocks and minerals within Earth’s crust. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. ESS2.C (By the end of grade 8) Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation as well as downhill flows on land. The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Global movements of water and its changes in form are propelled by sunlight and gravity. Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations. | ||||||||
58 | 6.11B | understand that gravity is the force that governs the motion of our solar system; | 7.8B | describe how gravity governs the motion of our solar system; | Predict the motion of objects in our solar system based on gravity; Rationale: Added 'Predict" as SEP. | |||||||||||||||
59 | 7.9A | analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere | 7.8C | analyze the characteristics of Earth that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere | Analyze the characteristics of Earth that allow life to exist such as the proximity to the Sun's energy, presence of water, and composition of the atmosphere. Rationale: Added "energy" to draw out the importance of the proximity | ESS2.A (By the end of grade 8) All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. | ||||||||||||||
60 | 7.9B | identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration | 8.10B | identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; | 8.9B | identify global patterns of atmospheric movement and how they influence local weather; | Analyze and evaluate global patterns of atmospheric movement and determine how they influence local weather; Rationale: Added "Analyze and Evaluate" as SEPs | |||||||||||||
61 | 6.11C | describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. | 8.10C | identify the role of the oceans in the formation of weather systems such as hurricanes. | 8.9C | describe the interactions among ocean currents and air masses that produce el Niño, la Niña, and tropical cyclones. | Analyze and evaluate the interactions among ocean currents and air masses that produce el Niño, la Niña, and tropical cyclones. Rationale: Added "Analyze and Evaluate" as SEPs | |||||||||||||
62 | 6.7 | Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to: | 6.10 | Earth and space. The student understands how resources are managed. The student is expected to: | Earth and space. The student understands how resources are managed. The student is expected to: | 7.8 | Earth and space. The student knows that natural events and human activity can impact Earth systems. | 7.1 | Earth and space. The student understands how human activity can impact the hydrosphere. The student is expected to: | Earth and space. The student understands how human activity can impact the hydrosphere. The student is expected to: | The Earth's systems include geosphere, hydrosphere, atmosphere and biosphere and within their subsystems are relationships of biotic and abiotic components. | 8.10 | Earth and space. The student knows that natural events and human activity can impact global climate. The student is expected to: | Earth and space. The student knows that natural events and human activity can impact global climate. The student is expected to: | ||||||
63 | 6.7A | research and discuss the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources. | 6.10A | research and describe how conservation, increased efficiency, and technology can help manage air, water, soil, and energy resources. | Research and describe current conservation methods in order to design innovative models of solutions for increased efficiency and technological management of air, water, soil, mineral, and energy resources. Rationale: Adding SEP and CCC to strengthen proposed SE. Added "mineral" as an essential nonrenewable resource. | ESS3.A Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geological processes (link to ESS2.B). Renewable energy resources, and the technologies to exploit them, are being rapidly developed. ESS3.C Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of many other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. Typically, as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. | ||||||||||||||
64 | 8.10A | describe how volcanic eruptions, meteor impacts, abrupt changes in ocean currents and the release and absorption of greenhouse gases influence climate; | Predict how volcanic eruptions, meteor impacts, abrupt changes in ocean currents and the release and absorption of greenhouse gases influence the natural changes in global climate Rationale: Added "Predict" as SEP and added "natural changes in global climate" for clarity. | ESS2.D Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. Because these patterns are so complex, weather can be predicted only probabilistically. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. Greenhouse gases in the atmosphere absorb and retain the energy radiated from land and ocean surfaces, thereby regulating Earth’s average surface temperature and keeping it habitable. | ||||||||||||||||
65 | 7.8A | predict and describe how catastrophic events such as floods, hurricanes, or tornadoes impact ecosystems | ||||||||||||||||||
66 | 7.8B | analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas | ||||||||||||||||||
67 | 7.8C | model the effects of human activity on groundwater and surface water in a watershed | 7.10A | analyze positive and negative influences of human activity on groundwater and surface water in a watershed; | Develop arguments from the analysis and interpretion of data regarding positive and negative influences of human activity on groundwater and surface water in a watershed; Rationale: Added SEPs "Develop Arguments" and "Analysis and interpretation of data" | ESS3.A Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geological processes (link to ESS2.B). Renewable energy resources, and the technologies to exploit them, are being rapidly developed. ESS3.C Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of many other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. Typically, as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. | 8.10B | research and describe how human actions can affect climate change. | Ask questions and research evidence to develop arguments about how human actions can affect climate change. Rationale: Added "Ask Questions" and "Arguments" as SEPs | |||||||||||
68 | 7.10B | describe human dependence and influence on ocean systems and explain how human activities have modified these systems. | Develop arguments regarding human dependence on, influence of, and modifications of ocean systems. Rationale: Added argumentation as SEP. | 8.11C | recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems. | |||||||||||||||
69 | Organisms and Environments | |||||||||||||||||||
70 | 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: | 6.11 | Organisms and environments. The student knows that cells are the fundemantal units of organisms. The student is expected to: | 6.11 The student knows that an organism is a system with sub-systems including cells that are the fundamental units of organisms and are organized for a common purpose or to accomplish an overall goal. Rationale: Concerned with the loss/scattering/weakening of the 6-8 Heredity strand. Recommend that KS 6.11, 7.11 & 8.11 become a strand for Systems, Cells & Heredity. This language sets a firmer foundation for Heredity and broadens 6.11 thinking to include generic ""systems"" (not just human body systems) which applies to all sciences and engineering. Increases the rigor with a broader and deeper understanding requirement. Better enables students to develop an understanding of systems, subsystems and system thinking in preparation for adult college, career and military readiness. Supports Biology 7, 8,10, 12, 13. | "Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering." Systems is also in Energy and matter: Flows, cycles, and conservation and Stability and change, p 85.. A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework.Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering. Fundamental Question:How do the structures of organisms enable life’s functions? Leading to: LS3: Heredity: Inheritance and Variation of Traits across generations, focuses on the flow of genetic information between generations.This idea explains the mechanisms of genetic inheritance and describes the environmental and genetic causes of gene mutation and the alteration of gene expression. | 7.12 | Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. | 7.11 | Organisms and environments. The student knows how the systems of an organism function. The student is expected to: | 7.11 The student knows that an organism is a system with sub-systems that have different structures and functions. Rationale: Concerned with the loss/scattering/weakening of the 6-8 Heredity strand. Recommend that KS 6.11, 7.11 & 8.11 become a strand for Systems, Cells & Heredity. Broadens student thinking from a narrow perspective of thinking of systems as only human body systems to foundational systems thinking in science and engineering. Continues 6.11, 7.11 & 8.11 as a strand for Systems, Cells & Heredity. Broadens 7.11 thinking to include generic "systems" (not just human body systems) which applies to all sciences and engineering. Systems, subsystems and systems thinking is foundational for preparation of adult college, career and military readiness. Supports Biology 7, 8,10, 12, 13. | "Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering." Systems is also in Energy and matter: Flows, cycles, and conservation and Stability and change, p 85. A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework. Leading to LS3: Heredity: Inheritance and Variation of Traits across generations, focuses on the flow of genetic information between generations. This idea explains the mechanisms of genetic inheritance and describes the environmental and genetic causes of gene mutation and the alteration of gene expression. | 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: | 8.11 | Organisms and environments. The student knows how cells support the health of organisms and their environments. The student is expected to: | 8.11 Organisms and environments. The student knows systems and structures within the cells allow the organism and species to survive and thrive RATIONALE: Concerned with the loss/scattering/weakening of the 6-8 Heredity strand. Recommend that KS 6.11, 7.11 & 8.11 become a strand for Systems, Cells & Heredity. Broaden 8.11 thinking to include "systems" which applies to all sciences and engineering. Leading to LS3: Heredity: Inheritance and Variation of Traits. Supports Biology 7, 8,10, 12, 13. Systems, subsystems and systems thinking is foundational for preparation of adult college, careeer and military readiness | "Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering." Systems is also in Energy and matter: Flows, cycles, and conservation and Stability and change, p 85. A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "iA system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework. Leading to LS3: Heredity: Inheritance and Variation of Traits across generations, focuses on the flow of genetic information between generations. This idea explains the mechanisms of genetic inheritance and describes the environmental and genetic causes of gene mutation and the alteration of gene expression. | ||
71 | 6.12A | understand that all organisms are composed of one or more cells; | 6.11A | identify that organisms are composed of cells, which come from pre-existing cells and are the basic unit of structure and function as explained by cell theory | 6.11A Use an argument supported by relevant evidence that living things are composed of cells which come from pre-existing cells, are made of either one cell or many different numbers and types of cells and are the basic unit of structure and function as explained by cell theory. Rationale: Raised level of expectations from "identify" to requiring "relevant evidence". Substituted "living things" for "organisms" to broaden student thinking from animals to plants & microbes. Expanded the idea of a single cell to the idea that there are different numbers and types of cells which is foundational in cell theory. Better enables students to see the larger role cells play as sub-systems in a system and in a living organism as a whole system. An organism is a system of interacting sub-systems within plants and animals composed of groups of cells making up tissues, organs, and organ systems. Supports Biology 7,8,10. | LS1.A: STRUCTURE AND FUNCTION By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.) | 7.12F | recognize the components of cell theory. | ||||||||||||
72 | 6.11B | describe the hierarchical organization of cells, tissues, organs, and organ systems within plants and animals | 6.11B Design a model with relevant evidence that can be used in an argument of how an organism is a system of interacting sub-systems composed of groups of cells making up tissues, organs, and organ systems within living organisms. Rationale: Using language in the TEKS that is consistent with the Framework will better enable teachers to find national resources which will use the Framework language. This change takes students to a deeper understanding of the cell theory and beyond simple hierarchy to systems thinking. (or Add "model' so that students can transfer definitions to the application level. Increases the rigor for a broader understanding of thinking about cells in a broader scientific context. Living organisms broadened student understanding from plants and animals to also include protists, fungi, bacteria, archaea. | 7.12C | recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms; | |||||||||||||||
73 | 7.12B | 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; | 7.11A | identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, urinary, reproductive, integumentary, nervous, and endocrine systems; | 7.11A develop and use models to illustrate the main functions of the systems of the human organism, including the skeletal, muscular, digestive, circulatory, respiratory, excretory, reproductive, integumentary, nervous, immune, and endocrine systems and how those subsystems contribute the well-being of the whole human body system by comparing the functions of cell organelles to the functions of an organ system such as waste removal, locomotion, gas exchange and reproduction. Rationale: Concerned with the loss/scattering/weakening of the 6-8 Heredity strand. Recommend that KS 6.11, 7.11 & 8.11 become a strand for Systems, Cells & Heredity. Change verb from identify to develop and use models to raise level of rigor beyond vocabulary, encourage hands on lab investigations and model building allowing students to crystallize/visualize these concepts to develop a deeper understanding of the main function of each human body system as well as how each body system contributes to the well-being of the whole human body. Broadens student' understanding of systems thinking and the interconnections among smaller systems withing a larger system. Systems thinking is foundational in science and engineering. Provides better guidance for teacher. Supports Biology 7, 8,10, 12, 13. | LS1.A: STRUCTURE AND FUNCTION. By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). "Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering." Systems is also in Energy and matter: Flows, cycles, and conservation and Stability and change, p 85. | ||||||||||||||
74 | 6.12B | recognize that the presence of a nucleus is a key factor used to determine whether a cell is prokaryotic or eukaryotic; | 6.11C | identify the basic characteristics of organisms, including prokaryotic and eukaryotic, unicellular and multicellular, autotrophic and heterotrophic | 6.11C Compare organisms as systems, including prokaryotic and eukaryotic, unicellular and multicellular, autotrophic and heterotrophic. Rationale: Increase rigor and conceptual understanding by adding compare and contrast and looking at the types of organisms as systems. This moves SE beyond memorization of definitions to leading students to engage in the practice and understanding of authentic science. Recommend a lab investigation is done here using microscopes. Supports Biology 7, 8,10, 12, 13. | LS1.A: STRUCTURE AND FUNCTION. By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.) | 7.12D | differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole; | LS1.A: STRUCTURE AND FUNCTION. By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.) | 8.11A | identify the function of the cell membrane, cell wall, nucleus, ribosomes, cytoplasm, mitochondria, chloroplasts, and vacuoles in plant or animal cells; | Move to 7.11C To build student understanding from systems, to cell, and culminating in foundational heredity concepts in 8th grade | LS1.A: STRUCTURE AND FUNCTION. By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.) | |||||||
75 | 6.12D | 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; | ||||||||||||||||||
76 | 7.12E | compare the functions of cell organelles to the functions of an organ system; | ||||||||||||||||||
77 | 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: | 7.11 | Organisms and environments. The student knows how the systems of an organism function. The student is expected to: TSK that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. TSK that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. | 7.11 The student knows how an organism is a system with sub-systems that have different functions. Rationale: Concerned with the loss/scattering/weakening of the 6-8 Heredity strand. Recommend that KS 6.11, 7.11 & 8.11 become a strand for Systems, Cells & Heredity. Broadens student thinking from a narrow perspective of thinking of systems as only human body systems to foundational systems thinking in science and engineering. Continues 6.11, 7.11 & 8.11 as a strand for Systems, Cells & Heredity. Broadens 7.11 thinking to include generic "systems" (not just human body systems) which applies to all sciences and engineering. A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework. Supports Biology 7, 8, 10, 12, 13. | "Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering." Systems is also in Energy and matter: Flows, cycles, and conservation and Stability and change, p 85. Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. | ||||||||||||||
78 | 7.14B | compare the results of uniform or diverse offspring from asexual or sexual reproduction; | 7.11B | compare the results of uniform or diverse offspring from asexual or sexual reproduction in plants and animals. | 7.11B compare and contrast the genetics of offspring in sexual and asexual reproduction for all living organisms both at the organism and cellular level. RATIONALE: Clarifies awkward language. The concept behind this standard is that sexual reproduction produces offspring with more genetic variation. Includes both the organism and cellular levels. This language improves students' genetics foundation for Biology. Verbs raised level of rigor. All living organisms includes animals, plants, fungi, etc. | LS1.B: GROWTH AND DEVELOPMENT OF ORGANISMS By the end of grade 8. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features (such as attractively colored flowers) for reproduction. Plant growth can continue throughout the plant’s life through production of plant matter in photosynthesis. Genetic factors as well as local conditions affect the size of the adult plant. The growth of an animal is controlled by genetic factors, food intake, and interactions with other organisms, and each species has a typical adult size range. (Boundary: Reproduction is not treated in any detail here; for more specifics about grade level, see LS3.A.) LS3.B: VARIATION OF TRAITS By the end of grade 8. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism." | ||||||||||||||
79 | 7.14A | define heredity as the passage of genetic instructions from one generation to the next generation; | NEW 7.11C identify the function of the cell membrane, cell wall, nucleus, ribosomes, cytoplasm, mitochondria, chloroplasts, and vacuoles in plant or animal cells; Rationale: Moved from 8.11A to build student understanding from systems to cells, and culminating in foundational heredity ideas at 8th grade. NEW 7.11D develop and use a model to explain that genes located on chromosomes in the eukaryote cell's nucleus or in the prokaryote’s cytoplasm control the production of specific proteins which produce variations of inherited traits. Rationale: 7.11 Heredity component in the Systems/Cell/Heredity strand is missing this key idea that’s found in the Framework. This language raises the level of rigor and improves students' genetics foundation for Biology B5, B6, B10, and B12. | LS3.B: VARIATION OF TRAITS By the end of grade 8. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. | 8.11B | describe the function of genes within chromosomes in determining inherited traits of offspring. | 8.11B demonstrate the function of genes within chromosomes of cells in determining inherited traits of offspring by applying Mendelian genetics using monohybrid Punnett Squares. RATIONALE: Verb increases the rigor from describe to demonstrate and specifies the use of Punnett Squares for vertical alignment with Biology B 7, 8, 10. Framework does not support use of dihybrid which is time-consuming with no academic or practical application. This 8.11 B foundational knowledge of mutations causing changes in coding for proteins and thereby changes in traits. Supports Biology 7, 8, 10, 12, 13. | LS3.A: INHERITANCE OF TRAITS By the end of grade 8. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of a specific protein, which in turn affects the traits of the individual (e.g., human skin color results from the actions of proteins that control the production of the pigment melanin). Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. Sexual reproduction provides for transmission of genetic information to offspring through egg and sperm cells. These cells, which contain only one chromosome of each parent’s chromosome pair, unite to form a new individual (offspring). Thus offspring possess one instance of each parent’s chromosome pair (forming a new chromosome pair). Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited or (more rarely) from mutations. (Boundary: The stress here is on the impact of gene transmission in reproduction, not the mechanism.) | ||||||||||||
80 | 7.14C | recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus. | NEW 8.11C develop and use a model to explain why structural changes on genes (mutations) located on chromosomes in the prokaryotic cell's nucleus control the production of specific proteins which produce variations of inherited traits RATIONALE: Provides foundation for Bio B.8B. Need this foundational knowledge of mutations causing changes in coding for proteins and thereby changes in traits to support Biology B 7, 8 & 10 | |||||||||||||||||
81 | NEW 8.11D explain with relevant evidence why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of an organism. RATIONALE: Deepens understanding of the role proteins play at the organismal level and challenges the misconception of that all mutations are harmful. Need this foundational knowledge of mutations causing changes in coding for proteins and thereby changes in traits to support Biology B 7, 8 & 10. This completes KS 8.11 Heredity grade band support for Biology. B 7, 8 & 10. | |||||||||||||||||||
82 | 6.12 | Organisms and environments. The student knows the impact of variation on the survival of populations. The student is expected to: | 6.12 The student knows that Natural Selection occurs when there are genetic variations in a population and the advantages and disadvantages of those variations can affect the survival of a population as an environment changes. RATIONALE: Clarified language by expanding explanation of the basic concept. Added "genetic" to illuminate the genetic basis for variation, added idea that individual variations over time impacts populations as a broader KS. Continuing the KS 6.12, 7.12, 8.12 of Natural Selection as the central theme/concept/idea . Supports Bio. B10. | 7.12 | Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. | 7.12 | Organisms and environments. The student knows that populations and species inherit many of their unique traits through gradual processes over many generations. The student is expected to: | 7.12 The student knows that in Natural Selection populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. RATIONALE: Continue KS 6.12, 7.12 & 8.12 as a KS strand for Natural Selection for students to develop a deep understanding of Natural Selection as a foundational idea to introduce high school biological evolution Bio. B10. Moved KS15 language for heredity back into KS 7. 12 to emphasize the significance of heredity in support of Biology | LS4.B: NATURAL SELECTION How does genetic variation among organisms affect survival and reproduction? Genetic variation in a species results in individuals with a range of traits. In any particular environment individuals with particular traits may be more likely than others to survive and produce offspring. This process is called natural selection and may lead to the predominance of certain inherited traits in a population and the suppression of others. Natural selection occurs only if there is variation in the genetic information within a population that is expressed in traits that lead to differences in survival and reproductive ability among individuals under specific environmental conditions. If the trait differences do not affect reproductive success, then natural selection will not favor one trait over others | 8.12 | Organisms and environments. The student knows the relationship between adaptation, variation, and survival. The student is expected to: | Organisms and environments. The student knows that in Natural Selection there is a relationship between adaptation, variation, and survival. RATIONALE: This is the culmattion of grades 6 & 7 O&E TEKS leading to Natural Selection in grade 8, so the KS 8.12 needs Nat. Sel. in its title so that the KS's intent/clarification is to finalize student understanding of Natural Selection. this will enable students to be well-prepared for understanding the role Natural Selection plays in biological evolution in high school TEKS Bio B10. | ||||||||
83 | 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. | ||||||||||||||||||
84 | 6.12A | describe how advantages and disadvantages for the survival of a population can result from variations with the population as environments change | 6.12A Construct an explanation based on relevant evidence that describes how genetic variations of traits within a population can increase some individuals’ probability of surviving and reproducing in stable and unstable environments. RATIONALE: Added Construct an explanation based on relevant evidence: raises rigor. Addded "genetic" to provide genetic basis for variation. Added two different contexts: stable and changing environment. Confirmed with TEA that a KS may have a single SE or even be alone as a K & S. | LS4.B: NATURAL SELECTION By the end of grade 8. Genetic variations among individuals in a population give some individuals an advantage in surviving and reproducing in their environment. This is known as natural selection. It leads to the predominance of certain traits in a population and the suppression of others. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. LS4.C: ADAPTATION By the end of grade 8. Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. In separated populations with different conditions, the changes can be large enough that the populations, provided they remain separated (a process called reproductive isolation), evolve to become separate species. | 7.12A | investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants; | LS4.B: NATURAL SELECTION By the end of grade 8. Genetic variations among individuals in a population give some individuals an advantage in surviving and reproducing in their environment. This is known as natural selection. It leads to the predominance of certain traits in a population and the suppression of others. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. LS4.C: ADAPTATION By the end of grade 8. Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. In separated populations with different conditions, the changes can be large enough that the populations, provided they remain separated (a process called reproductive isolation), evolve to become separate species. | 8.12A | describe how variations within a population lead to adaptations that influence the probability of survival and reproductive success of a species over generations | 8.12A describe how genetic variations within a population lead to structural, physiological, behavioral and structural adaptations that influence the probability of survival and reproductive success of a species over generations. RATIONALE: Added explicit reference to genetics to strengthen genetics foundation for Biology/ Added structural, physiological, behavioral and structural adaptations to specify the types of adaptations (removed from 7th grade) Provides emphasis that there are more than obvious physical adaptations. Supports Bio. B10. | LS4.B: NATURAL SELECTION By the end of grade 8. Genetic variations among individuals in a population give some individuals an advantage in surviving and reproducing in their environment. This is known as natural selection. It leads to the predominance of certain traits in a population and the suppression of others. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. LS4.C: ADAPTATION By the end of grade 8. Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. In separated populations with different conditions, the changes can be large enough that the populations, provided they remain separated (a process called reproductive isolation), evolve to become separate species. | |||||||||
85 | NEW 6.12B Construct a scientific explanation based on relevant evidence for how local environmental as well as genetic factors influences the growth of organisms. RATIONALE: Local conditions along with genetic factors affect growth of a plant, for example. This could be added to 6.12A. A KS does not have to have more than 1 SE as per TEA | 7.11B | explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb | |||||||||||||||||
86 | 7.11A | examine organisms or their structures such as insects or leaves and use dichotomous keys for identification | ||||||||||||||||||
87 | 7.11C | 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 | 7.12A | describe how natural and artificial selection change genetic traits in a population over generations | 7.12A Describe using examples how natural and artificial selection change genetic traits in a population over generations and within a species, including changes in environmental factors, genetic mutations, and selective breeding RATIONALE: Vertical alignment from 6.12A. Continues KS 6.12, 7.12 & 8.12 Natural Selection strand. Better enables students to develop a deep understanding of Natural Selection as a foundational idea to introduce high school biological evolution Bio. B10. Provides clarity with Including environmental factors, genetic mutations and selective breeding. | 8.12 B Construct an explanation based on relevant evidence such as specific biotic & abiotic differences in ecosystems with ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers or evolution of other organisms contribute to a change in gene frequency over time leading to adaptation of populations. RATIONALE:This completes the 6-8 preparation on very complex concept of Natural Selection for high school introduction of Evolution | ||||||||||||||
88 | 7.12 B Construct an evidence-based argument and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction. RATIONALE: Vertical alignment with 6.12. Supports role or adaptations in Natural Selection and Biology B10. | |||||||||||||||||||
89 | 6.13 | Organisms and environments. The student knows that interdependence occurs among living systems and the environment. The student is expected to: | 6.13 Understands there are interdependent relationships between living systems and non-living factors in Ecosystems. RATIONALE: Provides an overarching idea of Ecosystems for this strand (6.13, 7.13 & 8.13) broadens relationships from only living systems but to non-living systems. Organisms are dependent on their environmental interactions with other living thing and non-living factors Improved alignment and scaffolding for newly adopted Biology B.13A Integrating SEPs and CCC language in order to clarify expectations | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS By the end of grade 8. Organisms and populations of organisms are dependent on their environmental interactions both with other living things and with nonliving factors. Growth of organisms and population increases are limited by access to resources. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources*, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions* may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions*, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. LS2.C ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE end of grade 5. When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. end of grade 8. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all of its populations. Biodiversity describes the variety (diversity) of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. | 7.13 | Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli | 7.13 | Organisms and environments. The student understands that energy flows between organisms and the environment. The student is expected to: | 7.13 The student understand that matter cycles and energy flows among living and non-living parts of an ecosystem. RATIONALE: Maintain “Ecosystems” as the overall idea in 6.13, 7.13 & 8.13 The cycling of matter and transfer of energy in Ecosystems is the big idea with supporting ideas of resource availability, interactions among organisms, changes to physical or biological components of an ecosystems affects ecosystems and designing solutions for maintaining biodiversity and support for services such as water purification, nutrient recycling | 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: | 8.13 | Organisms and environments. The student understands how ecosystems and populations change. The student is expected to: | |||||||
90 | 7.10 | Organisms and environments. The student knows that there is a relationship between organisms and the environment. | ||||||||||||||||||
91 | 7.13A | diagram the flow of energy within trophic levels and describe how the available energy decreases in successive trophic levels in energy pyramids; | 7.13A analyze the effects on food webs when new species are introduced, existing species are eliminated, and existing populations fluctuate. RATIONALE: Flip original 7.13A to biology and add the trophic energy levels to biology to match with grade-level expectations. Moved from 8th grade to 7th for vertical alignment | LS2.B: CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS By the end of grade 8. Food webs are models that demonstrate how matter and energy is transferred between producers (generally plants and other organisms that engage in photosynthesis), consumers, and decomposers as the three groups interact — primarily for food — within an ecosystem. Transfers of matter into and out of the physical environment occur at every level—for example, when molecules from food react with oxygen captured from the environment, the carbon dioxide and water thus produced are transferred back to the environment, and ultimately so are waste products, such as fecal material. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. | 8.13A | analyze the effects on food webs when new species are introduced, existing species are eliminated, and existing populations fluctuate | 8.13A Explain, using relevant evidence, how ecosystems are affected by disruptions to the flow of energy in food webs; such as human interventions and natural disasters. RATIONALE: Integrating SEPs and CCC language in order to clarify expectations | LS2.B: CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS By the end of grade 8. Food webs are models that demonstrate how matter and energy is transferred between producers (generally plants and other organisms that engage in photosynthesis), consumers, and decomposers as the three groups interact — primarily for food — within an ecosystem. Transfers of matter into and out of the physical environment occur at every level—for example, when molecules from food react with oxygen captured from the environment, the carbon dioxide and water thus produced are transferred back to the environment, and ultimately so are waste products, such as fecal material. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. | ||||||||||||
92 | 7.13B | describe how ecosystems are sustained by biodiversity, the continuous flow of energy, and the recycling of matter and nutrients within the biosphere; | 7.13B describe how biodiversity, energy flow, and the cycling of matter and nutrients contribute to the stability and sustainability of an ecosystem. RATIONALE: This eliminates the redundancy in the adopted 7.13B and 7.13C and increases the clarity of the expectation. Framework includes/emphasizes nutrients with the cycling of matter. | |||||||||||||||||
93 | 7.13A | investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight | ||||||||||||||||||
94 | 7.13B | describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance | ||||||||||||||||||
95 | 6.12E | describe biotic and abiotic parts of an ecosystem in which organisms interact; | 6.13B | investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as quality of light, water, range of temperatures, or soil composition | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS By the end of grade 8. Organisms and populations of organisms are dependent on their environmental interactions both with other living things and with nonliving factors. Growth of organisms and population increases are limited by access to resources. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources*, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions* may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions*, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE By the end of grade 8. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all of its populations*. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: BIODIVERSITY AND HUMANS By the end of grade 8. Biodiversity is the wide range of existing life forms that have adapted to the variety of conditions on Earth, from terrestrial to marine ecosystems. Biodiversity includes genetic variation within a species, in addition to species variation in different habitats and ecosystem types (e.g., forests, grasslands, wetlands). Changes in biodiversity* can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. *Relationships also found in HS *Disruptions also in HS *Changes in biodiversity also in HS | 7.10B | describe how biodiversity contributes to the sustainability of an ecosystem | 7.13C | describe how biodiversity contributes to the sustainability of an ecosystem. | combined with 7.13B and remove | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS By the end of grade 8. Organisms and populations of organisms are dependent on their environmental interactions both with other living things and with nonliving factors. Growth of organisms and population increases are limited by access to resources. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources*, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions* may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions*, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE By the end of grade 8. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all of its populations*. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: BIODIVERSITY AND HUMANS By the end of grade 8. Biodiversity is the wide range of existing life forms that have adapted to the variety of conditions on Earth, from terrestrial to marine ecosystems. Biodiversity includes genetic variation within a species, in addition to species variation in different habitats and ecosystem types (e.g., forests, grasslands, wetlands). Changes in biodiversity* can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. *Relationships also found in HS *Disruptions also in HS *Changes in biodiversity also in HS | 8.11B | explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; | 8.13B | describe how primary and secondary ecological succession affect populations and species diversity after ecosystems are disrupted by natural events or human activity. | 8.13B describe how the stability of environments, and the diversity of populations and species are affected by primary and secondary succession, natural events and human activity. RATIONALE: changed for vertical alignment and incorporated CCCs | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS By the end of grade 8. Organisms and populations of organisms are dependent on their environmental interactions both with other living things and with nonliving factors. Growth of organisms and population increases are limited by access to resources. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources*, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions* may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions*, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE By the end of grade 8. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all of its populations*. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: BIODIVERSITY AND HUMANS By the end of grade 8. Biodiversity is the wide range of existing life forms that have adapted to the variety of conditions on Earth, from terrestrial to marine ecosystems. Biodiversity includes genetic variation within a species, in addition to species variation in different habitats and ecosystem types (e.g., forests, grasslands, wetlands). Changes in biodiversity* can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. *Relationships also found in HS *Disruptions also in HS *Changes in biodiversity also in HS | |||
96 | 6.13A | describe predatory, competitive, and symbiotic relationships between organisms including mutualism, parasitism, and commensalism | 6.13A Explain, using relevant evidence, how relationships including. predation, competition, , mutualism, parasitism, and commensalism among organisms impact ecosystems RATIONALE: The impact of the relationship is as important as defining each type of relationship including broadening to multiple ecosystems - leading students to understanding why the concept is important to the discipline. Improved alignment and scaffolding for newly adopted Biology B.13A Integrating SEPs and CCC language in order to clarify expectations. The impact of the relationship is as important as defining each type of relationship - leading students to understanding why the concept is important to the discipline. Improved alignment and scaffolding for newly adopted Biology B.13A Integrating SEPs and CCC language in order to clarify expectations | 8.11A | 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; | |||||||||||||||
97 | 6.12F | diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem. | 6.13C | describe the hierarchical organization of organism, population, and community within an ecosystem | LS1.A: STRUCTURE AND FUNCTION. By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.) | 7.10A | observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms | 8.13C design a possible engineering solution that meets the criteria and constraints of the problem for maintaining biodiversity of species and ecosystem services such as water purification, nutrient recycling, erosion prevention with design constraints and scientific, economic and social considerations. RATIONALE: an appropriate culminating engineering component for the Ecosystems 8.13 | ||||||||||||
98 | 7.10C | observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds | ||||||||||||||||||
99 | 7.14 | Organisms and environments. The student knows all organisms are classified into taxonomic groups. The student is expected to: | ||||||||||||||||||
100 | 6.12C | recognize that the broadest taxonomic classification of living organisms is divided into currently recognized domains; | 7.14A | describe the taxonomic system that categorizes organisms based on similarities and differences shared among groups; | 7.14A explain the purpose and dynamic nature of a hierarchical taxonomic system that categorizes organisms based on similarities and differences shared among groups and categorize organisms using a dichotomous keys for identification. RATIONALE This language adds the purpose of taxonomy and the dynamic nature of classification to improve the relevance of this student expectation. Using a dicotomous key can simplify learning this ojective. Kingdoms included in above SE. Using dichotomous keys creates an application level of taxonomy. Provides an experience for students to classify and interpret data/phenomena and critically think. Taxonomy NOT in Framework. | |||||||||||||||
101 | 7.14B | describe the characteristics of the recognized kingdoms in ecosystems and their functions such as bacteria aiding digestion or fungi decomposing organic matter. | DELETE. Combined with 7.14A. | |||||||||||||||||
102 | 7.11 | Organisms and environments. TSK that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations | 7.15 | Organisms and environments. TSK that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. | RATIONALE: Moved this language for heredity back into standards to KS 7. 12 to emphasize the significance of heredity in support of Biology | |||||||||||||||
1 | | 2023-2024 Proposed Science TEKS Analysis 6th - 12th Grade Earth and Space | Updated: 06/14/2021 | ||||||||||||||||||||||||
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3 | 6th Grade | 7th Grade | 8th Grade | Astronomy/Earth Systems | |||||||||||||||||||||||
4 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | |||||||||||
22 | Earth and Space | ||||||||||||||||||||||||||
23 | 6.8 | Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to: | 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: | AS.7 | Science concepts. The student knows the role of the Moon in the Sun, Earth, and Moon system. The student is expected to: | AS.8 | Science concepts. The student observes and models the interactions within the Sun, Earth, and Moon system. The student is expected to: | |||||||||||||||||||
24 | AS.8 | Science concepts. The student knows the reasons for the seasons. The student is expected to: | AS.9 | Science concepts. The student models the cause of planetary seasons. The student is expected to: | |||||||||||||||||||||||
25 | 6.8A | model and illustrate how the tilted Earth revolves around the Sun, causing changes in seasons; | Model and illustrate how the position of the tilted Earth revolving around the Sun causes cyclical changes in seasons; Rationale: Added "position" for clarity and "cyclical" as CCC. | ESS1.B (By the end of grade 8) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides, eclipses of the sun and the moon, and the motion of the planets in the sky relative to the stars. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. | 8.7A | model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun, causing changes in seasons; | ESS1.B (By the end of grade 8) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides, eclipses of the sun and the moon, and the motion of the planets in the sky relative to the stars. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. | AS.8A | recognize that seasons are caused by the tilt of Earth's axis; | AS.9A | examine the relationship of a planet's axial tilt to its potential seasons; | Predict how a planet's axial tilt can affect its seasons Rationale: Added "predict" as SEP and a cause/effect CCC | ESS1.A By the end of grade 2. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. At night one can see the light coming from many stars with the naked eye, but telescopes make it possible to see many more and to observe them and the moon and planets in greater detail. By the end of grade 5. The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their size and distance from Earth. By the end of grade 8. Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. The universe began with a period of extreme and rapid expansion known as the Big Bang. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. By the end of grade 12. The star called the sun is changing and will burn out over a life span of approximately 10 billion years. The sun is just one of more than 200 billion stars in the Milky Way galaxy, and the Milky Way is just one of hundreds of billions of galaxies in the universe. The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. | ||||||||||||||
26 | 8.7B | demonstrate and predict the sequence of events in the lunar cycle; | AS.7A | observe and record data about lunar phases and use that information to model the Sun, Earth, and Moon system; | |||||||||||||||||||||||
27 | AS.7B | illustrate the cause of lunar phases by showing positions of the Moon relative to Earth and the Sun for each phase, including new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, and waning crescent; | AS.8A | model how the orbit and relative position of the Moon cause lunar phases and predict the timing of moonrise and moonset during each phase; | |||||||||||||||||||||||
28 | AS.7C | identify and differentiate the causes of lunar and solar eclipses, including differentiating between lunar phases and eclipses; and | AS.8B | model how the orbit and relative position of the Moon cause lunar and solar eclipses; and | |||||||||||||||||||||||
29 | 6.8B | describe and predict how the positions of the sun and moon and their gravitational forces affect daily, spring, and neap cycles of ocean tides; | Describe and predict how positions of the Earth, Sun and Moon cause daily, spring and neap cycles of ocean tides due to gravitational forces. Rationale: Adding CCC and SEP as well as clarifying the SE. | 8.7C | relate the positions of the Moon and Sun to their effect on ocean tides. | AS.7D | identify the effects of the Moon on tides. | AS.8C | examine and investigate the dynamics of tides using the Sun, Earth, and Moon model. | using the Sun, Earth, and Moon model predict the effects and dynamics of tides. Rationale: Added "predict" as SEP and added "effects" back to give teachers more specificity | |||||||||||||||||
30 | 8.8 | Earth and space. The student knows characteristics of the universe. The student is expected to: | 8.8 | Earth and space. The student knows characteristics of the universe. The student is expected to: | |||||||||||||||||||||||
31 | 8.8A | describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification; | 8.8A | describe the life cycle of stars and compare and classify stars using the Hertzsprung-Russell diagram; | Compare and classify stars using the Hertzsprung-Russell diagram and apply this model to describe the life cycle pattern of stars. Added "compare and classify" for SEP and "Cycle" for CCC. | (ESS1 Introduction) | AS.11G | use the Hertzsprung-Russell diagram to plot and examine the life cycle of stars from birth to death. | AS.13F | use the Hertzsprung-Russell diagram to classify stars and plot and examine the life cycle of stars from birth to death; | ESS1.B By the end of grade 2. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. By the end of grade 5. The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year. Some objects in the solar system can be seen with the naked eye. Planets in the night sky change positions and are not always visible from Earth as they orbit the sun. Stars appear in patterns called constellations, which can be used for navigation and appear to move together across the sky because of Earth’s rotation. By the end of grade 8. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides, eclipses of the sun and the moon, and the motion of the planets in the sky relative to the stars. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. By the end of grade 12. Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the orientation of the planet’s axis of rotation, both occurring over tens to hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on Earth. These phenomena cause cycles of ice ages and other gradual climate changes. | ||||||||||||||||
32 | 8.8B | categorize galaxies as spiral, elliptical, and irregular and locate the solar system within the Milky Way galaxy; | ESS1.A Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. The universe began with a period of extreme and rapid expansion known as the Big Bang. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. | AS.12B | recognize the type, structure, and components of our Milky Way galaxy and location of our solar system within it; and | AS.14A | illustrate the structure and components of our Milky Way galaxy and model the size, location, and movement of our solar system within it; | ||||||||||||||||||||
33 | AS.12C | compare and contrast the different types of galaxies, including spiral, elliptical, irregular, and dwarf. | AS.14B | compare spiral, elliptical, irregular, dwarf, and active galaxies; | compare and contrast spiral, elliptical, irregular, dwarf, and active galaxies; Added "contrast" to complete CCC | ||||||||||||||||||||||
34 | 8.8B | 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; | |||||||||||||||||||||||||
35 | 8.8C | 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; | AS.10A | investigate the use of black body radiation curves and emission, absorption, and continuous spectra in the identification and classification of celestial objects; | apply conclusions made from black body radiation curves along with emission, absorption, and continuous spectra in the identification and classification of celestial objects; Re-worded for clarity and added the analysis/drawing conclusions SEPS | ||||||||||||||||||||||
36 | AS.14D | recognize the importance of space telescopes to the collection of astronomical data across the electromagnetic spectrum; and | AS.10D | analyze the importance and limitations of space telescopes in the collection of astronomical data across the electromagnetic spectrum. | analyze the uses, importance and limitations of space telescopes in the collection of astronomical data across the electromagnetic spectrum. Added "uses" as essential educational piece for students | ||||||||||||||||||||||
37 | 8.8D | research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe. (not accessed on STAAR) | 8.8C | research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe. | Research and analyze scientific data used as evidence to develop scientific theories to describe the origin of the universe. Added "Analyze" as a SEP. | ESS1.A Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. The universe began with a period of extreme and rapid expansion known as the Big Bang. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. | |||||||||||||||||||||
38 | 6.10 | Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: | 6.9 | Earth and space. The student understands the structure of the Earth and the rock cycle. The student is expected to | Earth and space. The student understands the structure of the Earth and the rock cycle. The student is expected to | 7.9 | Earth and space. The student understands the causes and effects of plate tectonics. The student is expected to: | Earth and space. The student understands the causes and effects of plate tectonics. The student is expected to: | 8.9 | Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: | ES.9 | Solid Earth. The student knows Earth's interior is differentiated chemically, physically, and thermally. The student is expected to: | ES.8 | Science concepts. The student knows how the Earth's interior dynamics and energy flow drive geological processes on Earth's surface. The student is expected to: | Science concepts. The student knows how the Earth's interior dynamics and energy flow drive geological processes on Earth's surface. The student is expected to: | ||||||||||||
39 | 6.9A | investigate methods of thermal energy transfer, including conduction, convection, and radiation; | 7.7A | investigate methods of thermal energy transfer, including conduction, convection, and radiation; | PS3.C RELATIONSHIP BETWEEN ENERGY AND FORCES When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. For example, when energy is transferred to an Earth-object system as an object is raised, the gravitational field energy of the system increases. This energy is released as the object falls; the mechanism of this release is the gravitational force. Likewise, two magnetic and electrically charged objects interacting at a distance exert forces on each other that can transfer energy between the interacting objects. | ES.9A | evaluate heat transfer through Earth's subsystems by radiation, convection, and conduction and include its role in plate tectonics, volcanism, ocean circulation, weather, and climate | ES.8A | evaluate heat transfer through Earth's systems by convection and conduction and include its role in plate tectonics and volcanism; | evaluate the effects of heat transfer through Earth's systems by convection and conduction and include its role in plate tectonics and volcanism Added "the effects" for clarity and CCC. | ESS2.A By the end of grade 12. Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. A deep knowledge of how feedbacks work within and among Earth’s systems is still lacking, thus limiting scientists’ ability to predict some changes and their impacts. Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. The top part of the mantle, along with the crust, forms structures known as tectonic plates (link to ESS2.B). Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and the gravitational movement of denser materials toward the interior. The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. ESS2.B By the end of grade 12. The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. | ||||||||||||||||
40 | 6.9A | differentiate among the biosphere, hydrosphere, atmosphere, and geosphere and identify their components | Model and differentiate between the hydrosphere, atmosphere, and geosphere systems and describe their interactions within the Earth's biosphere. Rationale: Added the CCC "Systems" and the emphasis on interactions. | ESS2.A (By the end of grade 8) All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. ESS2.B (By the end of grade 8) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geological history. Plate movements are responsible for most continental and ocean floor features and for the distribution of most rocks and minerals within Earth’s crust. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. | |||||||||||||||||||||||
41 | 6.10A | build a model to illustrate the compositional and mechanical layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere; | 6.9B | model and describe the layers of the Earth, including the inner core, outer core, mantle, and crust; | Model and describe the properties, changes, stability, and energy within the layers of the Earth, including the inner core, outer core, mantle, and crust. Rationale: Additional clarity of the SE for example "within" each layer gives more specificity to the model. | ES.9B | examine the chemical, physical, and thermal structure of Earth's crust, mantle, and core, including the lithosphere and asthenosphere | ES.8B | develop a model of the physical, mechanical, and chemical composition of Earth’s layers using evidence from Earth’s magnetic field, the composition of meteorites, and seismic waves. | model physical and chemical composition along with mechanical properties of Earth's layers using evidence from Earth's magnetic field, the composition of meteorites, and seismic waves Changed the verb to "Model", added "properties' and rearranged the terms for clarity. | |||||||||||||||||
42 | ES.9C | explain how scientists use geophysical methods such as seismic wave analysis, gravity, and magnetism to interpret Earth's structure | |||||||||||||||||||||||||
43 | ES.9D | describe the formation and structure of Earth's magnetic field, including its interaction with charged solar particles to form the Van Allen belts and auroras. | |||||||||||||||||||||||||
44 | 6.10B | classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation; | 6.9C | describe how rocks change through geologic processes in the rock cycle and classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation | Classify rocks as metamorphic, igneous, or sedimentary using physical properties, and describe the cyclic nature of the changes and formation of the types of rocks. Rationale: Strengthened the CCC "Cycles". | ||||||||||||||||||||||
45 | 6.10C | identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; | 7.9A | describe the historical development of evidence that supports plate tectonic theory; | Analyze and evaluate historical evidence that supports plate tectonic theory; Added "Analyze and evaluate" as a SEP. | ESS2.B (By the end of grade 8) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geological history. Plate movements are responsible for most continental and ocean floor features and for the distribution of most rocks and minerals within Earth’s crust. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. | 8.9A | describe the historical development of evidence that supports plate tectonic theory; | ES.10A | investigate how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics | ES.8C | investigate how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics; | Analyze conceptual interpretations of data and innovative geophysical technologies which support the current theory of plate tectonics Changed the verb to "analyze" and removed "new" to add rigor and clarity. | ||||||||||||||
46 | ES.10B | describe how heat and rock composition affect density within Earth's interior and how density influences the development and motion of Earth's tectonic plates | ES.8D | describe how heat and rock composition affect density within Earth's interior and how density influences the development and motion of Earth's tectonic plates; | construct an explanation of how density is affected by heat and rock composition within Earth's interior and influences the development and motion of Earth's tectonic plates Rearranged the sentence to remove one "density" to clarify the actions listed in the standard. | ||||||||||||||||||||||
47 | 6.10D | describe how plate tectonics causes major geological events such as ocean basin formation, earthquakes, volcanic eruptions, and mountain building. | 7.9B | describe how plate tectonics occurs in ocean basin formation, earthquakes, mountain building, and volcanic eruptions, including supervolcanoes and hot spots | Predict ocean basin formation, earthquakes, mountain building, and volcanic eruptions, including supervolcanoes and hot spots based on plate tectonic activity. Rationale: Added "Predict" as a SEP. | 8.9B | relate plate tectonics to the formation of crustal features; | ES.10C | explain how plate tectonics accounts for geologic processes and features, including sea floor spreading, ocean ridges and rift valleys, subduction zones, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents | ES.8E | explain how plate tectonics accounts for geologic processes and features, including sea floor spreading, ocean ridges and rift valleys, subduction zones, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents; | use the model of plate tectonics to explain geologic processes and features, including sea floor spreading, ocean ridges and rift valleys, subduction zones, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents Changed the verb to "use" and added "model" for actionable verb as well as supply a CCC. | |||||||||||||||
48 | ES.10D | distinguish the location, type, and relative motion of convergent, divergent, and transform plate boundaries using evidence from the distribution of earthquakes and volcanoes | ES.8G | distinguish the location, type, and relative motion of convergent, divergent, and transform plate boundaries using evidence from the distribution of earthquakes and volcanoes; | apply evidence from the distribution of earthquakes and volcanoes to classify plate boundaries as convergent, divergent, and transform based on their location, type, and relative motion Changed verb to "apply" and reworked the sentence for clarity. | ||||||||||||||||||||||
49 | ES.8F | calculate the motion history of tectonic plates using equations relating rate, time, and distance to predict future motions, locations, and resulting geologic features; | calculate the historical motion of tectonic plates using equations for rate, time, and distance to predict future movement, locations, and resulting geologic features Changed the term "motion history" to "historical motion" and replaced "relating" to "for" to streamline the standard. | ||||||||||||||||||||||||
50 | ES.10E | evaluate the role of plate tectonics with respect to long-term global changes in Earth's subsystems such as continental buildup, glaciation, sea level fluctuations, mass extinctions, and climate change. | ES.8H | evaluate the role of plate tectonics with respect to long-term global changes in Earth's subsystems such as continental buildup, glaciation, sea level fluctuations, mass extinctions, and climate change. | evaluate data and construct an argument regarding the role of plate tectonics with respect to long-term global changes in Earth's subsystems such as continental buildup, glaciation, sea level fluctuations, mass extinctions, and climate change Paired "data" with "evaluate" and added "construct an argument as a SEP. | ESS2.D By the end of grade 12. The foundation for Earth’s global climate system is the electromagnetic radiation from the sun as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems and this energy’s reradiation into space. Climate change can occur when certain parts of Earth’s systems are altered. Geological evidence indicates that past climate changes were either sudden changes caused by alterations in the atmosphere; longer term changes (e.g., ice ages) due to variations in solar output, Earth’s orbit, or the orientation of its axis; or even more gradual atmospheric changes due to plants and other organisms that captured carbon dioxide and released oxygen. The time scales of these changes varied from a few to millions of years. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate | |||||||||||||||||||||
51 | 8.9C | interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. | ES.11D | interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies | ES.9A | interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies; | analyze and interpret satellite imagery, aerial photography, topographic maps, and geologic maps to construct explanations of Earth surface features. Added "analyze" and rearranged the sentence to clarify. | ESS3.B By the end of grade 12. Natural hazards and other geological events have shaped the course of human history by destroying buildings and cities, eroding land, changing the course of rivers, and reducing the amount of arable land. These events have significantly altered the sizes of human populations and have driven human migrations. Natural hazards can be local, regional, or global in origin, and their risks increase as populations grow. Human activities can contribute to the frequency and intensity of some natural hazards. | |||||||||||||||||||
52 | 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: | 7.9 | Earth and space. The student knows components of our solar system | 7.8 | Earth and space. The student understands the organization and characteristics of objects in our solar system. The student is expected to: | Earth and space. The student understands the organization and characteristics of objects in our solar system. The student is expected to: | ES.5 | Earth in space and time. The student understands the solar nebular accretionary disk model. The student is expected to: | ES.5 | Science concepts. The student understands the formation of the Earth and how objects in the solar system affect Earth's systems. The student is expected to: | Science concepts. The student understands the formation of the Earth and how objects in the solar system affect Earth's systems. The student is expected to: | |||||||||||||||
53 | ES.5A | analyze how gravitational condensation of solar nebular gas and dust can lead to the accretion of planetesimals and protoplanets | ES.5A | analyze how gravitational condensation of solar nebular gas and dust can lead to the accretion of planetesimals and protoplanets; | analyze gravitational condensation patterns of solar nebular gas and dust in order to describe how they can lead to the accretion of planetesimals and protoplanets; Added "patterns" as CCC and "describe" based on patterns | ESS1.B The solar system consists of the sun and a collection of objects of varying sizes and conditions including planets and their moons that are held in orbit around the sun by its gravitational pull on them. This system appears to have formed from a disk of dust and gas, drawn together by gravity. | |||||||||||||||||||||
54 | ES.5B | investigate thermal energy sources, including kinetic heat of impact accretion, gravitational compression, and radioactive decay, which are thought to allow protoplanet differentiation into layers | |||||||||||||||||||||||||
55 | 6.11A | describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, and comets; | 7.8A | describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, comets, Kuiper belt, and Oort cloud | Describe and model the patterns within the Solar System including the physical properties, locations, movements and interactions of the planets, moons, meteors, asteroids, comets, Kuiper belt, and Oort cloud as they relate to the sun. Rationale: Added "Patterns" and "Interations" and "Model" as SEP and CCC components | ESS1.B The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides, eclipses of the sun and the moon, and the motion of the planets in the sky relative to the stars. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. | 8.10A | recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds; | 8.9A | describe how weather and climate are influenced by interactions involving sunlight, the hydrosphere, and atmosphere; | Predict how the interactions involving sunlight, the hydrosphere, and atmosphere influence weather and climate. Added "Predict" as an SEP and reordered the sentence. | ESS2.A (By the end of grade 8) All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. ESS2.B (By the end of grade 8) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geological history. Plate movements are responsible for most continental and ocean floor features and for the distribution of most rocks and minerals within Earth’s crust. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. ESS2.C (By the end of grade 8) Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation as well as downhill flows on land. The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Global movements of water and its changes in form are propelled by sunlight and gravity. Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations. | ES.5C | contrast the characteristics of comets, asteroids, and meteoroids and their positions in the solar system, including the orbital regions of the terrestrial planets, the asteroid belt, gas giants, Kuiper Belt, and Oort Cloud | ES.5B | identify comets, asteroids, meteoroids, and planets in the solar system and describe how they affect the Earth and Earth's systems; | ESS1.B By the end of grade 8. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. ESS2.A disusses comets adding mass on page 108 | ||||||||||
56 | ES.5E | compare terrestrial planets to gas-giant planets in the solar system, including structure, composition, size, density, orbit, surface features, tectonic activity, temperature, and suitability for life | |||||||||||||||||||||||||
57 | ES.5D | explore the historical and current hypotheses for the origin of the Moon, including the collision of Earth with a Mars-sized planetesimal | ES.5C | explore the historical and current hypotheses for the origin of the Moon, including the collision of Earth with a Mars-sized planetesimal. | Evaluate the historical and current hypotheses for the origin of the Moon, including the collision of Earth with a Mars-sized planetesimal. Added "evaluate" for argumentation purposes. Framework doesn't discuss origins of moons | ||||||||||||||||||||||
58 | ES.5F | compare extra-solar planets with planets in our solar system and describe how such planets are detected | |||||||||||||||||||||||||
59 | 6.11B | understand that gravity is the force that governs the motion of our solar system; | 7.8B | describe how gravity governs the motion of our solar system; | Predict the motion of objects in our solar system based on gravity; Rationale: Added 'Predict" as SEP. | ||||||||||||||||||||||
60 | 7.9A | analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere | 7.8C | analyze the characteristics of Earth that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere | Analyze the characteristics of Earth that allow life to exist such as the proximity to the Sun's energy, presence of water, and composition of the atmosphere. Rationale: Added "energy" to draw out the importance of the proximity | ESS2.A (By the end of grade 8) All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. | AS.16C | evaluate the evidence of the existence of habitable zones and potentially habitable planetary bodies in extrasolar planetary systems; | evaluate the evidence and predict the existence of the existence of habitable zones and potentially habitable planetary bodies in extrasolar planetary systems; Added predict as SEP | ||||||||||||||||||
61 | 7.9B | identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration | 8.10B | identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; | 8.9B | identify global patterns of atmospheric movement and how they influence local weather; | Analyze and evaluate global patterns of atmospheric movement and determine how they influence local weather; Rationale: Added "Analyze and Evaluate" as SEPs | ||||||||||||||||||||
62 | 6.11C | describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. | 8.10C | identify the role of the oceans in the formation of weather systems such as hurricanes. | 8.9C | describe the interactions among ocean currents and air masses that produce el Niño, la Niña, and tropical cyclones. | Analyze and evaluate the interactions among ocean currents and air masses that produce el Niño, la Niña, and tropical cyclones. Rationale: Added "Analyze and Evaluate" as SEPs | AS.14A | identify and explain the contributions of human space flight and future plans and challenges; | AS.16A | describe and communicate the historical development of human space flight and its challenges; | analyze and communicate the historical development of human space flight and its challenges; Switched "describe" to "analyze" as SEP | |||||||||||||||
63 | 6.7 | Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to: | 6.10 | Earth and space. The student understands how resources are managed. The student is expected to: | Earth and space. The student understands how resources are managed. The student is expected to: | 7.8 | Earth and space. The student knows that natural events and human activity can impact Earth systems. | 7.1 | Earth and space. The student understands how human activity can impact the hydrosphere. The student is expected to: | Earth and space. The student understands how human activity can impact the hydrosphere. The student is expected to: | The Earth's systems include geosphere, hydrosphere, atmosphere and biosphere and within their subsystems are relationships of biotic and abiotic components. | 8.10 | Earth and space. The student knows that natural events and human activity can impact global climate. The student is expected to: | Earth and space. The student knows that natural events and human activity can impact global climate. The student is expected to: | ES.14 | Fluid Earth. The student knows that Earth's global ocean stores solar energy and is a major driving force for weather and climate through complex atmospheric interactions. The student is expected to: | ES.11 | Science concepts. The student knows that dynamic and complex interactions among Earth's systems produce climate and weather. The student is expected to: | Science concepts. The student knows that dynamic and complex interactions among Earth's systems produce climate and weather. The student is expected to: | ||||||||
64 | 6.7A | research and discuss the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources. | 6.10A | research and describe how conservation, increased efficiency, and technology can help manage air, water, soil, and energy resources. | Research and describe current conservation methods in order to design innovative models of solutions for increased efficiency and technological management of air, water, soil, mineral, and energy resources. Rationale: Adding SEP and CCC to strengthen proposed SE. Added "mineral" as an essential nonrenewable resource. | ESS3.A Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geological processes (link to ESS2.B). Renewable energy resources, and the technologies to exploit them, are being rapidly developed. ESS3.C Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of many other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. Typically, as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. | ES.14C | explain how thermal energy transfer between the ocean and atmosphere drives surface currents, thermohaline currents, and evaporation that influence climate. | ES.11F | explain how the transfer of thermal energy among the hydrosphere, lithosphere, and atmosphere influences weather; | use patterns of thermal energy transfer within the hydrosphere, lithosphere, and atmosphere to construct explanations for changes in weather Replaced "explain" with "use" and added "patterns" and "explanations" as SEPs and CCCs. | ||||||||||||||||
65 | 8.10A | describe how volcanic eruptions, meteor impacts, abrupt changes in ocean currents and the release and absorption of greenhouse gases influence climate; | Predict how volcanic eruptions, meteor impacts, abrupt changes in ocean currents and the release and absorption of greenhouse gases influence the natural changes in global climate Rationale: Added "Predict" as SEP and added "natural changes in global climate" for clarity. | ESS2.D Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. Because these patterns are so complex, weather can be predicted only probabilistically. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. Greenhouse gases in the atmosphere absorb and retain the energy radiated from land and ocean surfaces, thereby regulating Earth’s average surface temperature and keeping it habitable. | |||||||||||||||||||||||
66 | 7.8A | predict and describe how catastrophic events such as floods, hurricanes, or tornadoes impact ecosystems | ES.15A | describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns | ES.11G | describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns. | predict surface-ocean conditions, including El Niño-Southern Oscillation, and explain their effect on global weather and climate patterns Replaced "describe" with "predict" and "affect" with "explain their effect". | ||||||||||||||||||||
1 |  | 2023-2024 Proposed Science TEKS Analysis 6th-12th Grade Force & Motion | Updated: 06/14/2021 | |||||||||||||||||||||||||||||||
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3 | 6th Grade | 7th Grade | 8th Grade | IPC | CHEMISTRY/PHYSICS | |||||||||||||||||||||||||||||
4 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | ||||||||||||||
5 | Force, Motion, and Energy | |||||||||||||||||||||||||||||||||
6 | 6.6 | Force, motion, and energy. The student knows the nature of forces and their interactions. The student is expected to: | 6.8 | Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: | 7.6 | Force, motion, and energy. The student can describe motion and how forces can impact the motion of an object. The student is expected to: | PS3.A DEFINITIONS OF ENERGY By the end of grade 8. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. A system of objects may also contain stored (potential) energy, depending on their relative positions. For example, energy is stored—in gravitational interaction with Earth—when an object is raised, and energy is released when the object falls or is lowered. Energy is also stored in the electric fields between charged particles and the magnetic fields between magnets, and it changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. | 8.6 | Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to: | 8.6 | Force, motion, and energy. The student understands the relationship between force and motion. The student is expected to: | I.4 | Science concepts. The student knows concepts of force and motion evident in everyday life. Thestudent is expected to: | I.5 | Science concepts. The student knows the relationship between force and motion in everyday life. The student is expected to: | PS2.A: FORCES AND MOTION By the end of grade 12. Newton’s second law accurately predicts changes in the motion of macroscopic objects, but it requires revision for subatomic scales or for speeds close to the speed of light. (Boundary: No details of quantum physics or relativity are included at this grade level.) Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. | P.4 | Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to: | P.5 | Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to: | PS2.A: FORCES AND MOTION By the end of grade 12. Newton’s second law accurately predicts changes in the motion of macroscopic objects, but it requires revision for subatomic scales or for speeds close to the speed of light. (Boundary: No details of quantum physics or relativity are included at this grade level.) Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. | |||||||||||||
7 | 6.6A | identify and describe forces that act on objects, including gravity, friction, magnetism, applied forces, and normal forces; | identify and investigate forces including gravity, friction, magnetic, applied and normal forces that affect the motion of objects by using models such as a free body diagrams. RATIONALE: Increase rigor by changing describe to investigate, add use of models to bring clarity and provide foundation for physics. | PS2.A: FORCES AND MOTION For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first but in the opposite direction (Newton’s third law). The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. Forces on an object can also change its shape or orientation. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared | 6.8B | identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces; | 7.6D | analyze the effect of balanced and unbalanced forces on the state of motion of an object using Newton’s First Law of motion. | Investigate and analyze the relationship between balanced and unbalanced forces on the state of motion of an object using Newton’s Second Law of motion. Rationale: This clarifies language and focuses on relationship. Prompts inquiry and hands on (investigate) | PS2.A: FORCES AND MOTION By the end of Grade 8 For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first but in the opposite direction (Newton’s third law). The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. Forces on an object can also change its shape or orientation. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared | P.4D | calculate the effect of forces on objects, including the law of inertia, the relationship betweenforce and acceleration, and the nature of force pairs between objects using methods, includingfree-body force diagrams. | P.5E | explain and apply the concepts of equilibrium and inertia as represented by Newton's first law of motion using relevant real-world examples such as rockets, satellites, and automobile safety devices; | PS2.A: FORCES AND MOTION By the end of grade 12. Newton’s second law accurately predicts changes in the motion of macroscopic objects, but it requires revision for subatomic scales or for speeds close to the speed of light. (Boundary: No details of quantum physics or relativity are included at this grade level.) Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. | |||||||||||||||||||
8 | Grade 6 8 B was moved to Grade 7 | 6.6B | calculate the net force on an object in a horizontal or vertical direction using diagrams and determine if the forces are balanced or unbalanced; | Identify the net force on an object in a horizontal or vertical direction using Free Body Diagrams to determine if the system is balanced or unbalanced. RATIONALE: Clarification of the intent of the SE. Promote understanding of the relationship, not plug and chug on the math. Narrow the focus to be age appropriate for 6th grade math | 8.6A | demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion; | 8.6A | calculate and analyze how the acceleration of an object is dependent upon the net force acting on the object and the mass of the object using Newton’s Second Law of motion; | Investigate Newton’s Second Law of motion to identify mathematical relationships between the variables of force, mass, and acceleration. Rationale: Net force is not mentioned as it is implied that if the net is zero then there is no acceleration.The goal is to engage students in computational thinking. | I.4D | analyze data to explain the relationship between mass and acceleration in terms of the net force on an object in one dimension using force diagrams, tables, and graphs; | I.5B | analyze data to explain the relationship between mass and acceleration in terms of the net force on an object in one dimension using force diagrams, tables, and graphs; | I.5B: Collect data of the masses of objects, the forces applied to the objects, and the rate of the objects' acceleration in the direction of the force to develop the mathematical relationship among an object's mass, the applied force, and its acceleration. | P.5F | calculate the effect of forces on objects, including tension, friction, normal, gravity, centripetal, and applied forces, using free body diagrams and the relationship between force and acceleration as represented by Newton's second law of motion; | ||||||||||||||||||
9 | 6.6C | 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. | PS2.B: TYPES OF INTERACTIONS Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—for example, Earth and the sun. Long-range gravitational interactions govern the evolution and maintenance of large-scale systems in space, such as galaxies or the solar system, and determine the patterns of motion within those structures. Forces that act at a distance (gravitational, electric, and magnetic) can be explained by force fields that extend through space and can be mapped by their effect on a test object (a ball, a charged object, or a magnet, respectively). | 8.6C | 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. | 8.6B | investigate and describe how Newton’s three laws of motion act simultaneously within systems such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. | Construct arguments supported by evidence and scientific reasoning to support or refute an explanation as to how Newton's three laws of motion act simultaneously within a system. Rationale: This is a foundational TEKS with many misconceptions embedded in typical instructional settings. We feel this needs to be a strong emphasis as it is the basis for kinematics....etc .By removing the examples we broaden the applications and do not limit teacher instruction | I.4E | explain the concept of conservation of momentum using action and reaction forces; | I.5C | apply the concepts of momentum and impulse to design, evaluate, and refine a device to minimize the net force on objects during collisions such as those that occur during vehicular accidents, sports activities, or the dropping of personal electronic devices; | P.5G | illustrate and analyze the simultaneous forces between two objects as represented in Newton's third law of motion using free body diagrams and in an experimental design scenario; and | ||||||||||||||||||||
10 | 6.8C | calculate average speed using distance and time measurements; | 7.6A | calculate average speed using distance and time measurements; | calculate average speed using distance and time measurements from investigations Rationale: (unsure as to whether this language should be here or is it implied) Increase investigation and analysis of data. Avoid the triangle! | I.4A | describe and calculate an object's motion in terms of position, displacement, speed, and acceleration; | I.5A | investigate, analyze, and model motion in terms of position, velocity, acceleration, and time using tables, graphs, and mathematical relationships; | I.5A:Investigate the motion of an object by measuring its time, position, velocity, and acceleration and then construct models, including distance v. time graphs, velocity v. time graphs, and mathematical relationships." | PS2.B: TYPES OF INTERACTIONS By the end of grade 12. Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Forces at a distance are explained by fields permeating space that can transfer energy through space. Magnets or changing electric fields cause magnetic fields; electric charges or changing magnetic fields cause electric fields. Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. The strong and weak nuclear interactions are important inside atomic nuclei—for example, they determine the patterns of which nuclear isotopes are stable and what kind of decays occur for unstable ones. | P.4B | describe and analyze motion in one dimension using equations and graphical vector additionwith the concepts of distance, displacement, speed, average velocity, instantaneous velocity,frames of reference, and acceleration; | P.5C | describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed velocity, frames of reference, and acceleration; | |||||||||||||||||||
11 | 8.6B | differentiate between speed, velocity, and acceleration; | 7.6B | distinguish between speed and velocity in linear motion in terms of distance, displacement, and direction; | distinguish between speed and velocity in linear motion in terms of distance, displacement, and direction using vectors. Rationale: Appropriate and foundational vocabulary for future success. Use the tool of FBD | PS2.C: STABILITY AND INSTABILITY IN PHYSICAL SYSTEMS A stable system is one in which any small change results in forces that return the system to its prior state (e.g., a weight hanging from a string). A system can be static but unstable (e.g., a pencil standing on end). A system can be changing but have a stable repeating cycle of changes; such observed regular patterns allow predictions about the system’s future (e.g., Earth orbiting the sun). Many systems, both natural and engineered, rely on feedback mechanisms to maintain stability, but they can function only within a limited range of conditions. With no energy inputs, a system starting out in an unstable state will continue to change until it reaches a stable configuration (e.g., sand in an hourglass). | ||||||||||||||||||||||||||||
12 | 6.8D | measure and graph changes in motion; | 7.6C | measure, record, and interpret an object’s motion using distance-time graphs; | measure, record, and.interpret distance-time graphs for an object moving at constant speed Rationale: Used constand speed to avoid acceleration at this point, 2nd law is next year. Boundaries set for assessment | I.4B | measure and graph distance and speed as a function of time; | P.4A | generate and interpret graphs and charts describing different types of motion, includinginvestigations using real-time technology such as motion detectors or photogates; | P.5A | analyze different types of motion by generating and interpreting position versus time, velocity versus time, and acceleration versus time using hand graphing and real-time technology such as motion detectors, photogates, or digital applications; | |||||||||||||||||||||||
13 | P.5B | define scalar and vector quantities related to one- and two-dimensional motion and combine vectors using both graphical vector addition and the Pythagorean theorem; | ||||||||||||||||||||||||||||||||
14 | P.4C | analyze and describe accelerated motion in two dimensions, including using equations, graphical vector addition, and projectile and circular examples; and | P.5D | describe and analyze acceleration in uniform circular and horizontal projectile motion in two dimensions using equations; | ||||||||||||||||||||||||||||||
15 | P.5 | Science concepts. The student knows the nature of forces in the physical world. The student is expected to: | P.6 | Science concepts. The student knows the nature of forces in the physical world. The student is expected to: | ||||||||||||||||||||||||||||||
16 | I.5D | describe the nature of the four fundamental forces: gravitation; electromagnetic; the strong and weak nuclear forces, including fission and fusion; and mass-energy equivalency; and | P.5A | describe the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces; | ||||||||||||||||||||||||||||||
17 | I.4F | describe the gravitational attraction between objects of different masses at different distances; and | I.5E | describe how the magnitude of gravitational force between two objects depends on their masses and the distance between their centers and predict how the magnitude of the electric force between two objects depends on their charges and the distance between their centers using Coulomb's law; | P.5B | describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers; | P.5H | describe and calculate, using scientific notation, how the magnitude of force between two objects depends on their masses and the distance between their centers, and predict the effects on objects in linear and orbiting systems using Newton's law of universal gravitation. | PS2.B: TYPES OF INTERACTIONS By the end of grade 12. Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Forces at a distance are explained by fields permeating space that can transfer energy through space. Magnets or changing electric fields cause magnetic fields; electric charges or changing magnetic fields cause electric fields. Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. The strong and weak nuclear interactions are important inside atomic nuclei—for example, they determine the patterns of which nuclear isotopes are stable and what kind of decays occur for unstable ones. | |||||||||||||||||||||||||
18 | I.4G | examine electrical force as a universal force between any two charged objects. | P.5C | describe and calculate how the magnitude of the electric force between two objects depends on their charges and the distance between their centers; | P.6A | use scientific notation and predict how the magnitude of the electric force between two objects depends on their charges and the distance between their centers using Coulomb's law; | ||||||||||||||||||||||||||||
19 | I.5C | demonstrate that moving electric charges produce magnetic forces and moving magnets produce electric forces; | I.6B | design, evaluate, and refine a device that generates electrical energy through the interaction of electric charges and magnetic fields; | P.5D | identify and describe examples of electric and magnetic forces and fields in everyday life such as generators, motors, and transformers; | P.6B | identify and describe examples of electric and magnetic forces and fields in everyday life such as generators, motors, and transformers; | ||||||||||||||||||||||||||
20 | P.5E | characterize materials as conductors or insulators based on their electric properties; and | P.6C | investigate and describe conservation of charge during the processes of induction, conduction, and polarization using different materials such as electroscopes, balloons, rods, fur, silk, and Van de Graaf generators; | ||||||||||||||||||||||||||||||
21 | I.5F | evaluate the transfer of electrical energy in series and parallel circuits and conductive materials; | I.6A | design and construct series and parallel circuits that model real-world circuits such as in-home wiring, automobile wiring, and simple electrical devices to evaluate the transfer of electrical energy; | P.6D | analyze, design, and construct series and parallel circuits using schematics and materials such as switches, wires, resistors, lightbulbs, batteries, voltmeters, and ammeters; and | ||||||||||||||||||||||||||||
22 | P.5F | investigate and calculate current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations. | P.6E | calculate current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel circuits using Ohm's law. | ||||||||||||||||||||||||||||||
23 | 6.8 | Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: | 6.7 | Force, motion, and energy. The student knows that energy is conserved when transformed from one type to another. The student is expected to: | The student knows that energy is conserved when transferred between objects or systems | PS3.A: DEFINITIONS OF ENERGY Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. A system of objects may also contain stored (potential) energy, depending on their relative positions. For example, energy is stored—in gravitational interaction with Earth—when an object is raised, and energy is released when the object falls or is lowered. Energy is also stored in the electric fields between charged particles and the magnetic fields between magnets, and it changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. | 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: | 7.7 | Force, motion, and energy. The student understands the behavior of thermal energy. The student is expected to: | PS3.A: DEFINITIONS OF ENERGY Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. A system of objects may also contain stored (potential) energy, depending on their relative positions. For example, energy is stored—in gravitational interaction with Earth—when an object is raised, and energy is released when the object falls or is lowered. Energy is also stored in the electric fields between charged particles and the magnetic fields between magnets, and it changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. | 8.7 | Force, motion, and energy. The student knows how energy is transferred through waves. The student is expected to: | PS4.A: WAVE PROPERTIES By the end of grade 5. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) Earthquakes cause seismic waves, which are waves of motion in Earth’s crust. By the end of grade 8. A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. A sound wave needs a medium through which it is transmitted. Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. PS3.A: DEFINITIONS OF ENERGY Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. A system of objects may also contain stored (potential) energy, depending on their relative positions. For example, energy is stored—in gravitational interaction with Earth—when an object is raised, and energy is released when the object falls or is lowered. Energy is also stored in the electric fields between charged particles and the magnetic fields between magnets, and it changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. | I.5 | Science concepts. The student recognizes multiple forms of energy and knows the impact of energytransfer and energy conservation in everyday life. The student is expected to: | I.6 | Science concepts. The student knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: | P.6 | Science concepts. The student knows that changes occur within a physical system and applies thelaws of conservation of energy and momentum. The student is expected to: | P.7 | Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: | ||||||||||||
24 | P.6A | investigate and calculate quantities using the work-energy theorem in various situations; | P.7A | calculate and explain work and power in one dimension and identify when work is and is not being done by or on a system; | PS2.C: STABILITY AND INSTABILITY IN PHYSICAL SYSTEMS By the end of grade 12.Systems often change in predictable ways; understanding the forces that drive the transformations and cycles within a system, as well as the forces imposed on the system from the outside, helps predict its behavior under a variety of conditions. When a system has a great number of component pieces, one may not be able to predict much about its precise future. For such systems (e.g., with very many colliding molecules), one can often predict average but not detailed properties and behaviors (e.g., average temperature, motion, and rates of chemical change but not the trajectories or other changes of particular molecules). Systems may evolve in unpredictable ways when the outcome depends sensitively on the starting condition and the starting condition cannot be specified precisely enough to distinguish between different possible outcomes. PS3.A: DEFINITIONS OF ENERGY By the end of grade 12. Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. “Mechanical energy” generally refers to some combination of motion and stored energy in an operating machine. “Chemical energy” generally is used to mean the energy that can be released or stored in chemical processes, and “electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. Historically, different units and names were used for the energy present in these different phenomena, and it took some time before the relationships between them were recognized. These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as either motions of particles or energy stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER By the end of grade 12.Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, com-pression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. The availability of energy limits what can occur in any system. Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). Any object or system that can degrade with no added energy is unstable. Eventually it will do so, but if the energy releases throughout the transition are small, the process duration can be very long (e.g., long-lived radioactive isotopes). PS3.C RELATIONSHIP BETWEEN ENERGY AND FORCES By the end of grade 12. Force fields (gravitational, electric, and magnetic) contain energy and can transmit energy across space from one object to another. When two objects interacting through a force field change relative position, the energy stored in the force field is changed. Each force between the two inter-acting objects acts in the direction such that motion in that direction would reduce the energy in the force field between the objects. However, prior motion and other forces also affect the actual direction of motion." | |||||||||||||||||||||||||||||
25 | P.6B | investigate examples of kinetic and potential energy and their transformations; | P.7B | investigate and calculate mechanical, kinetic, and potential energy of a system; | ||||||||||||||||||||||||||||||
26 | 6.8A | compare and contrast potential and kinetic energy; | 6.7A | compare and contrast kinetic energy with gravitational, elastic, and chemical potential energies; | Define and identify examples of energy including kinetic, gravitational, electrical, thernal and chemical Rationale: Compare and contrast is not clear as to what they are looking for. | PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER The total change of energy in any system is always equal to the total energy transferred into or out of the system. This is called conservation of energy. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. By the end of grade 8. When the motion energy of an object changes, there is inevitably some other change in energy at the same time. For example, the friction that causes a moving object to stop also results in an increase in the thermal energy in both surfaces; eventually heat energy is transferred to the surrounding environment as the surfaces cool. Similarly, to make an object start moving or to keep it moving when friction forces transfer energy away from it,energy must be provided from, say, chemical (e.g., burning fuel) or electrical (e.g., an electric motor and a battery) processes. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. Energy is transferred out of hotter regions or objects and into colder ones by the processes of conduction, convection, and radiation. | P.6D | demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension; and | P.7C | apply the concept of conservation of energy using the work-energy theorem, energy diagrams, and energy transformation equations, including transformations between kinetic, potential, and thermal energy; | ||||||||||||||||||||||||
27 | 6.9C | demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. | 6.7B | describe how energy is conserved through transformations in systems such as electrical circuits, food webs, amusement park rides, and photosynthesis. | Construct arguments supported by evidence to explain how energy is conserved during energy transfers between objects or within a system such as electrical circuits and amusement park rides. Rationale: Food webs and photosynthesis seems to be forced at this grade level | PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER The total change of energy in any system is always equal to the total energy transferred into or out of the system. This is called conservation of energy. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Energy (p 120) Interactions of objects can be explained and predicted using the concept of transfer of energy from one object or system of objects to another. The total energy within a defined system changes only by the transfer of energy into or out of the system. By the end of grade 8. When the motion energy of an object changes, there is inevitably some other change in energy at the same time. For example, the friction that causes a moving object to stop also results in an increase in the thermal energy in both surfaces; eventually heat energy is transferred to the surrounding environment as the surfaces cool. Similarly, to make an object start moving or to keep it moving when friction forces transfer energy away from it, energy must be provided from, say, chemical (e.g., burning fuel) or electrical (e.g., an electric motor and a battery) processes. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. Energy is transferred out of hotter regions or objects and into colder ones by the processes of conduction, convection, and radiation. | I.5D | investigate the law of conservation of energy; | I.6C | plan and conduct an investigation to provide evidence that energy is conserved within a closed system; | P.7E | analyze the conservation of momentum qualitatively in inelastic and elastic collisions in one dimension using models, diagrams, and simulations. | ||||||||||||||||||||||
28 | 6.9A | investigate methods of thermal energy transfer, including conduction, convection, and radiation; | 7.7A | investigate methods of thermal energy transfer, including conduction, convection, and radiation; | PS3.C RELATIONSHIP BETWEEN ENERGY AND FORCES When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. For example, when energy is transferred to an Earth-object system as an object is raised, the gravitational field energy of the system increases. This energy is released as the object falls; the mechanism of this release is the gravitational force. Likewise, two magnetic and electrically charged objects interacting at a distance exert forces on each other that can transfer energy between the interacting objects. | I.5E | investigate and demonstrate the movement of thermal energy through solids, liquids, andgases by convection, conduction, and radiation such as in weather, living, and mechanicalsystems; | I.6D | investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as weather, living, and mechanical systems; | P.6E | explain everyday examples that illustrate the four laws of thermodynamics and the processesof thermal energy transfer. | |||||||||||||||||||||||
29 | 6.9B | verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting; | 7.7B | investigate how thermal energy moves in a predictable pattern from warmer to cooler until all substances within the system reach thermal equilibrium; | PS3A Energy By the end of grade 8. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. A system of objects may also contain stored (potential) energy, depending on their relative positions. For example, energy is stored—in gravitational interaction with Earth—when an object is raised, and energy is released when the object falls or is lowered. Energy is also stored in the electric fields between charged particles and the magnetic fields between magnets, and it changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present.In science, heat is used only for energy transfers by convection, conduction, and radiation (particularly infrared and light). it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter | |||||||||||||||||||||||||||||
30 | C.9 | Science concepts. The student knows that changes occur within a physical system and applies thelaws of conservation of energy and momentum. The student is expected to: | C.10 | Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: | ||||||||||||||||||||||||||||||
31 | 7.7C | explain the relationship between temperature and the kinetic energy of the molecules within a substance. | use evidence to explain the relationship between temperature and the kinetic energy of particles in matter. Rationale: Molecule and substance are too specific-could be atoms in a mixture. Better to just say "particles in matter." | In science, heat is used only for energy transfers by convection, conduction, and radiation (particularly infrared and light). it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter | C.9B | describe the postulates of the kinetic molecular theory | C.10A | describe the postulates of the kinetic molecular theory | ||||||||||||||||||||||||||
32 | P.7 | Science concepts. The student knows the characteristics and behavior of waves. The student isexpected to: | P.8 | Science concepts. The student knows the characteristics and behavior of waves. The student is expected to: | ||||||||||||||||||||||||||||||
33 | 8.7A | explain how energy is transferred through transverse and longitudinal waves | Compare and contrast how energy is transferred relative to the amplitude and direction of the media's motion in longitudinal and transverse waves. RATIONALE: Students must first know how longitudinal and transverse waves are different before they can explain how they transfer energy. | PS4.A: WAVE PROPERTIES By the end of grade 5. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) Earthquakes cause seismic waves, which are waves of motion in Earth’s crust. By the end of grade 8. A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. A sound wave needs a medium through which it is transmitted. Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. | I.5G | explore the characteristics and behaviors of energy transferred by waves, including acoustic,seismic, light, and waves on water, as they reflect, refract, diffract, interfere with one another, andare absorbed by materials; | I.6E | plan and conduct an investigation to evaluate the transfer of energy or information through different materials by different types of waves such as wireless signals, ultraviolet radiation, and microwaves; | P.7A | examine and describe simple harmonic motion such as masses on springs and pendulums and wave energy propagation in various types of media such as surface waves on a body of water and pulses in ropes; | P.8A | examine and describe simple harmonic motion such as masses on springs and pendulums and wave energy propagation in various types of media such as surface waves on a body of water and pulses in ropes; | PS4.A: WAVE PROPERTIES By the end of grade 12. The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. The reflection, refraction, and transmission of waves at an interface between two media can be modeled on the basis of these properties. Combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. Resonance is a phenomenon in which waves add up in phase in a structure, growing in amplitude due to energy input near the natural vibration frequency. Structures have particular frequencies at which they resonate. This phenomenon (e.g., waves in a stretched string, vibrating air in a pipe) is used in speech and in the design of all musical instruments PS4.B: ELECTROMAGNETIC RADIATION By the end of grade 12. Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. Quantum theory relates the two models. (Boundary: Quantum theory is not explained further at this grade level.) Because a wave is not much disturbed by objects that are small compared with its wavelength, visible light cannot be used to see such objects as individual atoms. All electromagnetic radiation travels through a vacuum at the same speed, called the speed of light. Its speed in any other given medium depends on its wavelength and the properties of that medium. When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells. Photovoltaic materials emit electrons when they absorb light of a high-enough frequency. Atoms of each element emit and absorb characteristic frequencies of light, and nuclear transitions have distinctive gamma ray wavelengths. These characteristics allow identification of the presence of an element, even in microscopic quantities. | |||||||||||||||||||||
34 | objects or systems are at different temperatures. Temperature is a measure of the | 8.7B | compare the characteristics of amplitude, frequency, and wavelength in transverse waves, including the electromagnetic spectrum | Investigate how changes in one wave property may influence other wave properties including the independence of amplitude and the relationship between frequency, wavelength, and speed. RATIONALE: INITIALLY ADDRESSED IN GRADE 5 | PS4.B: ELECTROMAGNETIC RADIATION When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. Lenses and prisms are applications of this effect. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media (prisms). However, because light can travel through space, it cannot be a matter wave, like sound or water waves. | P.7C | investigate and analyze characteristics of waves, including velocity, frequency, amplitude, andwavelength, and calculate using the relationship between wavespeed, frequency, and wavelength; | P.8B | compare the characteristics of transverse and longitudinal waves, including electromagnetic and sound waves; | |||||||||||||||||||||||||
35 | 1.6F | construct and communicate an evidence-based explanation for how wave interference, reflection, and refraction are used in technology such as medicine, communication, and scientific research; and | PS4.C: INFORMATION TECHNOLOGIES AND INSTRUMENTATION By the end of grade 12. Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. Knowledge of quantum physics enabled the development of semiconductors, computer chips, and lasers, all of which are now essential components of modern imaging, communications, and information technologies. (Boundary: Details of quantum physics are not formally taught at this grade level.) | P.7B | investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength; | P.8C | investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationships between wave speed, frequency, and wavelength; | |||||||||||||||||||||||||||
36 | average kinetic energy of particles of matter. | 8.7C | explain the use of electromagnetic waves in applications such as radiation therapy, wireless technologies, fiber optics, microwaves, ultraviolet sterilization, astronomical observations, and X-rays | Identify applications of electromagnetic waves such as radiation therapy, wireless technologies, fiber optics, microwaves, UV sterilization, astronomical observations and X-rays.. RATIONALE: "EXPLAIN" WOULD REQUIRE KNOWLEDGE ABOVE THIS GRADE LEVEL | PS4.C: INFORMATION TECHNOLOGIES AND INSTRUMENTATION (by the end of Grade 8) Appropriately designed technologies (e.g., radio, television, cell phones, wired and wireless computer networks) make it possible to detect and interpret many types of signals that cannot be sensed directly. Designers of such devices must understand both the signal and its interactions with matter. Many modern communication devices use digitized signals (sent as wave pulses) as a more reliable way to encode and transmit information. | P.7D | investigate behaviors of waves, including reflection, refraction, diffraction, interference,resonance, and the Doppler effect; and | P.8D | investigate behaviors of waves, including reflection, refraction, diffraction, interference, standing wave, the Doppler effect and polarization and superposition; and | |||||||||||||||||||||||||
37 | 8.7D | Investigate behaviors of longitudinal and transverse waves including interference, reflection, refraction, and diffraction. | RATIONALE: vertical aligment with 5th and IPC/Physics | P.8E | compare the different applications of the electromagnetic spectrum, including radio telescopes, microwaves, and x-rays; | |||||||||||||||||||||||||||||
38 | P.8F | investigate the emission spectra produced by various atoms and explain the relationship to the electromagnetic spectrum; and | ||||||||||||||||||||||||||||||||
39 | P.7E | describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens. | P.8G | describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens. | ||||||||||||||||||||||||||||||
40 | P.8 | Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenomena. The student is expected to: | P.9 | Science concepts. The student knows examples of quantum phenomena and their applications. The student is expected to: | ||||||||||||||||||||||||||||||
41 | P.8A | describe the photoelectric effect and the dual nature of light; | P.9A | describe the photoelectric effect and emission spectra produced by various atoms and how both are explained by the photon model for light; | PS4.C: INFORMATION TECHNOLOGIES AND INSTRUMENTATION By the end of grade 12. Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. Knowledge of quantum physics enabled the development of semiconductors, computer chips, and lasers, all of which are now essential components of modern imaging, communications, and information technologies. (Boundary: Details of quantum physics are not formally taught at this grade level.) | |||||||||||||||||||||||||||||
42 | P.8B | compare and explain the emission spectra produced by various atoms; | ||||||||||||||||||||||||||||||||
43 | P.8C | calculate and describe the applications of mass-energy equivalence; and | ||||||||||||||||||||||||||||||||
44 | P.8D | give examples of applications of atomic and nuclear phenomena using the standard model such as nuclear stability, fission and fusion, radiation therapy, diagnostic imaging, semiconductors, superconductors, solar cells, and nuclear power and examples of applications of quantum phenomena. | ||||||||||||||||||||||||||||||||
45 | P.9B | investigate Malus's Law and describe examples of applications of wave polarization, including 3-D movie glasses and LCD computer screens; | ||||||||||||||||||||||||||||||||
46 | P.9C | compare and explain how superposition of quantum states is related to the wave-particle duality nature of light; and | ||||||||||||||||||||||||||||||||
47 | P.7E | describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens. | P.9D | give examples of applications of quantum phenomena, including the Heisenberg uncertainty principle, quantum computing, and cybersecurity. | ||||||||||||||||||||||||||||||
1 |  | 2023-2024 Proposed Science TEKS Analysis 6th-12th Life Science | Updated: 06/14/2021 | ||||||||||||||||||||||||
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3 | 6th Grade | 7th Grade | 8th Grade | BIOLOGY | |||||||||||||||||||||||
4 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | |||||||||||
35 | Organisms and Environments | ||||||||||||||||||||||||||
36 | 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: | 6.11 | Organisms and environments. The student knows that cells are the fundemantal units of organisms. The student is expected to: | 6.11 The student knows that an organism is a system with sub-systems including cells that are the fundamental units of organisms and are organized for a common purpose or to accomplish an overall goal. Rationale: Concerned with the loss/scattering/weakening of the 6-8 Heredity strand. Recommend that KS 6.11, 7.11 & 8.11 become a strand for Systems, Cells & Heredity. This language sets a firmer foundation for Heredity and broadens 6.11 thinking to include generic "systems" (not just human body systems) which applies to all sciences and engineering. Increases the rigor with a broader and deeper understanding requirement. Better enables students to develop an understanding of systems, subsystems and system thinking in preparation for adult college, career and military readiness. Supports Biology 7, 8,10, 12, 13. | "Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering." Systems is also in Energy and matter: Flows, cycles, and conservation and Stability and change, p 85.. A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering. Fundamental Question: How do the structures of organisms enable life’s functions? Leading to: LS3: Heredity: Inheritance and Variation of Traits across generations, focuses on the flow of genetic information between generations.This idea explains the mechanisms of genetic inheritance and describes the environmental and genetic causes of gene mutation and the alteration of gene expression. | 7.12 | Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. | 7.11 | Organisms and environments. The student knows how the systems of an organism function. The student is expected to: | 7.11 The student knows that an organism is a system with sub-systems that have different structures and functions. Rationale: Concerned with the loss/scattering/weakening of the 6-8 Heredity strand. Recommend that KS 6.11, 7.11 & 8.11 become a strand for Systems, Cells & Heredity. Broadens student thinking from a narrow perspective of thinking of systems as only human body systems to foundational systems thinking in science and engineering. Continues 6.11, 7.11 & 8.11 as a strand for Systems, Cells & Heredity. Broadens 7.11 thinking to include generic "systems" (not just human body systems) which applies to all sciences and engineering. Systems, subsystems and systems thinking is foundational for preparation of adult college, career and military readiness. Supports Biology 7, 8,10, 12, 13. | "Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering." Systems is also in Energy and matter: Flows, cycles, and conservation and Stability and change, p 85. A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework. Leading to LS3: Heredity: Inheritance and Variation of Traits across generations, focuses on the flow of genetic information between generations. This idea explains the mechanisms of genetic inheritance and describes the environmental and genetic causes of gene mutation and the alteration of gene expression. | 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: | 8.11 | Organisms and environments. The student knows how cells support the health of organisms and their environments. The student is expected to: | 8.11 Organisms and environments. The student knows systems and structures within the cells allow the organism and species to survive and thrive RATIONALE: Concerned with the loss/scattering/weakening of the 6-8 Heredity strand. Recommend that KS 6.11, 7.11 & 8.11 become a strand for Systems, Cells & Heredity. Broaden 8.11 thinking to include "systems" which applies to all sciences and engineering. Leading to LS3: Heredity: Inheritance and Variation of Traits. Supports Biology 7, 8,10, 12, 13. Systems, subsystems and systems thinking is foundational for preparation of adult college, careeer and military readiness | "Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering." Systems is also in Energy and matter: Flows, cycles, and conservation and Stability and change, p 85. A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "iA system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework. Leading to LS3: Heredity: Inheritance and Variation of Traits across generations, focuses on the flow of genetic information between generations. This idea explains the mechanisms of genetic inheritance and describes the environmental and genetic causes of gene mutation and the alteration of gene expression. | B.10 | Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to: | B.12 | Science concepts--biological structures, functions, and processes. The student knows that multicellular organisms are composed of multiple systems that interact to perform complex functions. The student is expected to: | The student knows that an organism is a system with sub-systems that have different structures and functions and that multicellular organisms are composed of multiple systems that interact to perform complex functions. RATIONALE;: Students need to understand systems, subsystems and system thinking to better prepare them for their adult lives in a vairety of job requirements including workplace, college & military readiness. Also using language consistent with the Framework in the TEKS will better enable teachers to find national resources which will use the Framework language. | A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework. | |||
37 | B.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. The student is expected to: | B.5 | Science concepts--biological structures, functions, and processes. The student knows that biological structures at multiple levels of organization perform specific functions and processes that affect life. The student is expected to: | |||||||||||||||||||||||
38 | B.8 | Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to: | B.6 | Science concepts--biological structures, functions, and processes. The student knows how an organism grows and the importance of cell differentiation. The student is expected to: | |||||||||||||||||||||||
39 | 6.12A | understand that all organisms are composed of one or more cells; | 6.11A | identify that organisms are composed of cells, which come from pre-existing cells and are the basic unit of structure and function as explained by cell theory | 6.11A Use an argument supported by relevant evidence that living things are composed of cells which come from pre-existing cells, are made of either one cell or many different numbers and types of cells and are the basic unit of structure and function as explained by cell theory. Rationale: Raised level of expectations from "identify" to requiring "relevant evidence". Substituted "living things" for "organisms" to broaden student thinking from animals to plants & microbes. Expanded the idea of a single cell to the idea that there are different numbers and types of cells which is foundational in cell theory. Better enables students to see the larger role cells play as sub-systems in a system and in a living organism as a whole system. An organism is a system of interacting sub-systems within plants and animals composed of groups of cells making up tissues, organs, and organ systems. Supports Biology 7,8,10. | LS1.A: STRUCTURE AND FUNCTION By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.)unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.) | 7.12F | recognize the components of cell theory. | B.5A | describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms; | B.6A | explain the importance of the cell cycle to the growth of organisms, including an overview of the stages of the cell cycle and deoxyribonucleic acid (DNA) replication models; | LS1.B: GROWTH AND DEVELOPMENT OF ORGANISMS How do organisms grow and develop? Grade Band Endpoints for LS1.B By the end of grade 12. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each hromosome pair) to both daughter cells. As successive subdivisions of an embryo’s cells occur, programmed genetic instructions and small differences in their immediate environments activate or inactivate different genes, which cause the cells to develop differently—a process called differentiation. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. In sexual reproduction, a specialized type of cell division called meiosis occurs that results in the production of sex cells, such as gametes in animals (sperm and eggs), which contain only one member from each chromosome pair in the parent cell. LS3.B: VARIATION OF TRAITS By the end of grade 12. The information passed from parents to offspring is coded in the DNA molecules that form the chromosomes. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and emarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depend on both genetic and environmental factors. | ||||||||||||||
40 | 6.11B | describe the hierarchical organization of cells, tissues, organs, and organ systems within plants and animals | 6.11B Design a model with relevant evidence that can be used in an argument of how an organism is a system of interacting sub-systems composed of groups of cells making up tissues, organs, and organ systems within living organisms. Rationale: Using language in the TEKS that is consistent with the Framework will better enable teachers to find national resources which will use the Framework language. This change takes students to a deeper understanding of the cell theory and beyond simple hierarchy to systems thinking. (or Add "model' so that students can transfer definitions to the application level. Increases the rigor for a broader understanding of thinking about cells in a broader scientific context. Living organisms broadened student understanding from plants and animals to also include protists, fungi, bacteria, archaea. | 7.12C | recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms; | B.10C | Analyze the levels of organization in biological systems and relate the levels to each other and to the whole system. | ||||||||||||||||||||
41 | 7.12B | 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; | 7.11A | identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, urinary, reproductive, integumentary, nervous, and endocrine systems; | 7.11A develop and use models to illustrate the main functions of the systems of the human organism, including the skeletal, muscular, digestive, circulatory, respiratory, excretory, reproductive, integumentary, nervous, immune, and endocrine systems and how those subsystems contribute the well-being of the whole human body system by comparing the functions of cell organelles to the functions of an organ system such as waste removal, locomotion, gas exchange and reproduction. Rationale: Concerned with the loss/scattering/weakening of the 6-8 Heredity strand. Recommend that KS 6.11, 7.11 & 8.11 become a strand for Systems, Cells & Heredity. Change verb from identify to develop and use models to raise level of rigor beyond vocabulary, encourage hands on lab investigations and model building allowing students to crystallize/visualize these concepts to develop a deeper understanding of the main function of each human body system as well as how each body system contributes to the well-being of the whole human body. Broadens student' understanding of systems thinking and the interconnections among smaller systems withing a larger system. Systems thinking is foundational in science and engineering. Provides better guidance for teacher. Supports Biology 7, 8,10, 12, 13. | LS1.A: STRUCTURE AND FUNCTION. By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). "Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering." Systems is also in Energy and matter: Flows, cycles, and conservation and Stability and change, p 85. | B.10A | Describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals. | B.12A | analyze the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; and | analyze the interactions that occur among body subsystems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals RATIONALE: Systems, subsystems and systems thinking is a better science and engineering preparation for adult workforce. | Systems: Organisms have systems for processes at the cellular level that are used to carry out the functions needed for life. | |||||||||||||||
42 | 6.12B | recognize that the presence of a nucleus is a key factor used to determine whether a cell is prokaryotic or eukaryotic; | 6.11C | identify the basic characteristics of organisms, including prokaryotic and eukaryotic, unicellular and multicellular, autotrophic and heterotrophic | 6.11C Compare organisms as systems, including prokaryotic and eukaryotic, unicellular and multicellular, autotrophic and heterotrophic. Rationale: Increase rigor and conceptual understanding by adding compare and contrast and looking at the types of organisms as systems. This moves SE beyond memorization of definitions to leading students to engage in the practice and understanding of authentic science. Recommend a lab investigation is done here using microscopes. Supports Biology 7, 8,10, 12, 13. | LS1.A: STRUCTURE AND FUNCTION. By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.) | 7.12D | differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole; | LS1.A: STRUCTURE AND FUNCTION. By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.) | 8.11A | identify the function of the cell membrane, cell wall, nucleus, ribosomes, cytoplasm, mitochondria, chloroplasts, and vacuoles in plant or animal cells; | Move to 7.11C To build student understanding from systems, to cell, and culminating in foundational heredity concepts in 8th grade | LS1.A: STRUCTURE AND FUNCTION. By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.) | B.4A | Compare and contrast prokaryotic and eukaryotic cells, including their complexity and compare and contrast scientific explanations for cellular complexity. | B.5B | compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity; | ||||||||||
43 | 6.12D | 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; | B.8C | Compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals. | |||||||||||||||||||||||
44 | 7.12E | compare the functions of cell organelles to the functions of an organ system; | |||||||||||||||||||||||||
45 | 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: | 7.11 | Organisms and environments. The student knows how the systems of an organism function. The student is expected to: TSK that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. TSK that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. | 7.11 The student knows how an organism is a system with sub-systems that have different functions. Rationale: Concerned with the loss/scattering/weakening of the 6-8 Heredity strand. Recommend that KS 6.11, 7.11 & 8.11 become a strand for Systems, Cells & Heredity. Broadens student thinking from a narrow perspective of thinking of systems as only human body systems to foundational systems thinking in science and engineering. Continues 6.11, 7.11 & 8.11 as a strand for Systems, Cells & Heredity. Broadens 7.11 thinking to include generic "systems" (not just human body systems) which applies to all sciences and engineering. A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework. Supports Biology 7, 8, 10, 12, 13. | "Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering." Systems is also in Energy and matter: Flows, cycles, and conservation and Stability and change, p 85. Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. | B.6 | Science concepts. The student knows the mechanisms of genetics such as the role of nucleic acids and the principles of Mendelian and non-Mendelian genetics. The student is expected to: | B.7 | Science concepts--mechanisms of genetics. The student knows the role of nucleic acids in gene expression. The student is expected to: | The student knows the role of the cell's nucleic acids in gene expression. | Systems Thinking: A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework. | |||||||||||||||
46 | B.8 | Science concepts--mechanisms of genetics. The student knows the role of nucleic acids and the principles of inheritance and variation of traits in Mendelian and non-Mendelian genetics. The student is expected to: | |||||||||||||||||||||||||
47 | 7.14B | compare the results of uniform or diverse offspring from asexual or sexual reproduction; | 7.11B | compare the results of uniform or diverse offspring from asexual or sexual reproduction in plants and animals. | 7.11B compare and contrast the genetics of offspring in sexual and asexual reproduction for all living organisms both at the organism and cellular level. RATIONALE: Clarifies awkward language. The concept behind this standard is that sexual reproduction produces offspring with more genetic variation. Includes both the organism and cellular levels. This language improves students' genetics foundation for Biology. Verbs raised level of rigor. All living organisms includes animals, plants, fungi, etc. | LS1.B: GROWTH AND DEVELOPMENT OF ORGANISMS By the end of grade 8. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features (such as attractively colored flowers) for reproduction. Plant growth can continue throughout the plant’s life through production of plant matter in photosynthesis. Genetic factors as well as local conditions affect the size of the adult plant. The growth of an animal is controlled by genetic factors, food intake, and interactions with other organisms, and each species has a typical adult size range. (Boundary: Reproduction is not treated in any detail here; for more specifics about grade level, see LS3.A.) LS3.B: VARIATION OF TRAITS By the end of grade 8. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism." | |||||||||||||||||||||
48 | 7.14A | define heredity as the passage of genetic instructions from one generation to the next generation; | NEW 7.11C identify the function of the cell membrane, cell wall, nucleus, ribosomes, cytoplasm, mitochondria, chloroplasts, and vacuoles in plant or animal cells; RATIONALE Moved from 8.11A to build student understanding from systems to cells, and culminating in foundational heredity ideas at 8th grade. NEW 7.11D develop and use a model to explain that genes located on chromosomes in the eukaryote cell's nucleus or in the prokaryote’s cytoplasm control the production of specific proteins which produce variations of inherited traits. Rationale: 7.11 Heredity component in the Systems/Cell/Heredity strand is missing this key idea that’s found in the Framework. This language raises the level of rigor and improves students' genetics foundation for Biology B5, B6, B10, and B12. | LS3.B: VARIATION OF TRAITS By the end of grade 8. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. | 8.11B | describe the function of genes within chromosomes in determining inherited traits of offspring. | 8.11B demonstrate the function of genes within chromosomes of cells in determining inherited traits of offspring by applying Mendelian genetics using monohybrid Punnett Squares. RATIONALE: Verb increases the rigor from describe to demonstrate and specifies the use of Punnett Squares for vertical alignment with Biology B 7, 8, 10. Framework does not support use of dihybrid which is time-consuming with no academic or practical application. This 8.11 B foundational knowledge of mutations causing changes in coding for proteins and thereby changes in traits. Supports Biology 7, 8, 10, 12, 13. | LS3.A: INHERITANCE OF TRAITS By the end of grade 8. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of a specific protein, which in turn affects the traits of the individual (e.g., human skin color results from the actions of proteins that control the production of the pigment melanin). Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. Sexual reproduction provides for transmission of genetic information to offspring through egg and sperm cells. These cells, which contain only one chromosome of each parent’s chromosome pair, unite to form a new individual (offspring). Thus offspring possess one instance of each parent’s chromosome pair (forming a new chromosome pair). Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited or (more rarely) from mutations. (Boundary: The stress here is on the impact of gene transmission in reproduction, not the mechanism.) | B.6G | Recognize the significance of meiosis to sexual reproduction. | B.8A | analyze the significance of chromosome reduction, independent assortment, and crossing-over during meiosis in increasing diversity in populations of organisms that reproduce sexually; and | |||||||||||||||
49 | 7.14C | recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus. | NEW 8.11C develop and use a model to explain why structural changes on genes (mutations) located on chromosomes in the prokaryotic cell's nucleus control the production of specific proteins which produce variations of inherited traits RATIONALE: Provides foundation for Bio B.8B. Need this foundational knowledge of mutations causing changes in coding for proteins and thereby changes in traits to support Biology B 7, 8 & 10 | B.6F | predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses, and non-Mendelian inheritance; and | B.8B | predict possible outcomes of various genetic combinations using monohybrid and dihybrid crosses, including non-Mendelian traits of incomplete dominance, codominance, sex-linked traits, and multiple alleles. | predict possible outcomes of various genetic combinations using monohybrid crosses, including non-Mendelian traits of incomplete dominance, codominance, sex-linked traits, and multiple alleles. Workgroup C recommended removing dihybrid crosses, so unsure why it is still in the adopted TEKS Cognitively inappropriate for Biology Framework does NOT support including dihybrid crosses. Not in CCRMS for high school graduates. | LS3.B: VARIATION OF TRAITS Why do individuals of the same species vary in how they look, function, and behave? Variation among individuals of the same species can be explained by both genetic and environmental factors. Individuals within a species have similar but not identical genes. In sexual reproduction, variations in traits between parent and offspring arise from the particular set of chromosomes (and their respective multiple genes) inherited, with each parent contributing half of each chromosome pair. More rarely, such variations result from mutations, which are changes in the information that genes carry. Although genes control the general traits of any given organism, other parts of the DNA and external environmental factors can modify an individual’s specific development, appearance, behavior, and likelihood of producing offspring. The set of variations of genes present, together with the interactions of genes with their environment, determines the distribution of variation of traits in a population. | ||||||||||||||||||
50 | NEW 8.11D explain with relevant evidence why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of an organism. RATIONALE: Deepens understanding of the role proteins play at the organismal level and challenges the misconception of that all mutations are harmful. Need this foundational knowledge of mutations causing changes in coding for proteins and thereby changes in traits to support Biology B 7, 8 & 10. This completes KS 8.11 Heredity grade band support for Biology. B 7, 8 & 10. | ||||||||||||||||||||||||||
51 | 6.12 | Organisms and environments. The student knows the impact of variation on the survival of populations. The student is expected to: | 6.12 The student knows that Natural Selection occurs when there are genetic variations in a population and the advantages and disadvantages of those variations can affect the survival of a population as an environment changes. RATIONALE: Clarified language by expanding explanation of the basic concept. Added "genetic" to illuminate the genetic basis for variation, added idea that individual variations over time impacts populations as a broader KS. Continuing the KS 6.12, 7.12, 8.12 of Natural Selection as the central theme/concept/idea . Supports Bio. B10. | 7.12 | Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. | 7.12 | Organisms and environments. The student knows that populations and species inherit many of their unique traits through gradual processes over many generations. The student is expected to: | 7.12 The student knows that in Natural Selection populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. RATIONALE: Continue KS 6.12, 7.12 & 8.12 as a KS strand for Natural Selection for students to develop a deep understanding of Natural Selection as a foundational idea to introduce high school biological evolution Bio. B10. Moved KS15 language for heredity back into KS 7. 12 to emphasize the significance of heredity in support of Biology | LS4.B: NATURAL SELECTION How does genetic variation among organisms affect survival and reproduction? Genetic variation in a species results in individuals with a range of traits. In any particular environment individuals with particular traits may be more likely than others to survive and produce offspring. This process is called natural selection and may lead to the predominance of certain inherited traits in a population and the suppression of others. Natural selection occurs only if there is variation in the genetic information within a population that is expressed in traits that lead to differences in survival and reproductive ability among individuals under specific environmental conditions. If the trait differences do not affect reproductive success, then natural selection will not favor one trait over others | 8.12 | Organisms and environments. The student knows the relationship between adaptation, variation, and survival. The student is expected to: | Organisms and environments. The student knows that in Natural Selection there is a relationship between adaptation, variation, and survival. RATIONALE: This is the culmattion of grades 6 & 7 O&E TEKS leading to Natural Selection in grade 8, so the KS 8.12 needs Nat. Sel. in its title so that the KS's intent/clarification is to finalize student understanding of Natural Selection. this will enable students to be well-prepared for understanding the role Natural Selection plays in biological evolution in high school TEKS Bio B10. | B.7 | Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to: | B.10 | Science concepts--biological evolution. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple mechanisms. The student is expected to: | |||||||||||
52 | 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. | |||||||||||||||||||||||||
53 | 6.12A | describe how advantages and disadvantages for the survival of a population can result from variations with the population as environments change | 6.12A Construct an explanation based on relevant evidence that describes how genetic variations of traits within a population can increase some individuals’ probability of surviving and reproducing in stable and unstable environments. RATIONALE: Added Construct an explanation based on relevant evidence: raises rigor. Addded "genetic" to provide genetic basis for variation. Added two different contexts: stable and changing environment. Confirmed with TEA that a KS may have a single SE or even be alone as a K & S. | LS4.B: NATURAL SELECTION By the end of grade 8. Genetic variations among individuals in a population give some individuals an advantage in surviving and reproducing in their environment. This is known as natural selection. It leads to the predominance of certain traits in a population and the suppression of others. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. LS4.C: ADAPTATION By the end of grade 8. Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. In separated populations with different conditions, the changes can be large enough that the populations, provided they remain separated (a process called reproductive isolation), evolve to become separate species. | 7.12A | investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants; | LS4.B: NATURAL SELECTION By the end of grade 8. Genetic variations among individuals in a population give some individuals an advantage in surviving and reproducing in their environment. This is known as natural selection. It leads to the predominance of certain traits in a population and the suppression of others. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. LS4.C: ADAPTATION By the end of grade 8. Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. In separated populations with different conditions, the changes can be large enough that the populations, provided they remain separated (a process called reproductive isolation), evolve to become separate species. | 8.12A | describe how variations within a population lead to adaptations that influence the probability of survival and reproductive success of a species over generations | 8.12A describe how genetic variations within a population lead to structural, physiological, behavioral and structural adaptations that influence the probability of survival and reproductive success of a species over generations. RATIONALE: Added explicit reference to genetics to strengthen genetics foundation for Biology/ Added structural, physiological, behavioral and structural adaptations to specify the types of adaptations (removed from 7th grade) Provides emphasis that there are more than obvious physical adaptations. Supports Bio. B10. | LS4.B: NATURAL SELECTION By the end of grade 8. Genetic variations among individuals in a population give some individuals an advantage in surviving and reproducing in their environment. This is known as natural selection. It leads to the predominance of certain traits in a population and the suppression of others. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. LS4.C: ADAPTATION By the end of grade 8. Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. In separated populations with different conditions, the changes can be large enough that the populations, provided they remain separated (a process called reproductive isolation), evolve to become separate species. | B.7D | analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success; | B.10B | analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success | LS4.B: NATURAL SELECTION By the end of grade 12. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced and thus are more common in the population. | |||||||||||
54 | NEW 6.12B Construct a scientific explanation based on relevant evidence for how local environmental as well as genetic factors influences the growth of organisms. RATIONALE: Local conditions along with genetic factors affect growth of a plant, for example. This could be added to 6.12A. A KS does not have to have more than 1 SE as per TEA | 7.11B | explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb | B.7E | analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species; and | B.10C | analyze and evaluate how natural selection may lead to to speciation | ||||||||||||||||||||
55 | 7.11A | examine organisms or their structures such as insects or leaves and use dichotomous keys for identification | |||||||||||||||||||||||||
56 | 7.11C | 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 | 7.12A | describe how natural and artificial selection change genetic traits in a population over generations | 7.12A Describe using examples how natural and artificial selection change genetic traits in a population over generations and within a species, including changes in environmental factors, genetic mutations, and selective breeding RATIONALE: Vertical alignment from 6.12A. Continues KS 6.12, 7.12 & 8.12 Natural Selection strand. Better enables students to develop a deep understanding of Natural Selection as a foundational idea to introduce high school biological evolution Bio. B10. Provides clarity with Including environmental factors, genetic mutations and selective breeding. | 8.12 B Construct an explanation based on relevant evidence such as specific biotic & abiotic differences in ecosystems with ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers or evolution of other organisms contribute to a change in gene frequency over time leading to adaptation of populations. RATIONALE:This completes the 6-8 preparation on very complex concept of Natural Selection for high school introduction of Evolution | B.7C | Analyze and evaluate how natural selection produces change in populations, not individuals. | B.10A | explain how natural selection produces change in populations, and not in individuals | |||||||||||||||||
57 | 7.12 B Construct an evidence-based argument and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction. RATIONALE: Vertical alignment with 6.12. Supports role or adaptations in Natural Selection and Biology B10. | ||||||||||||||||||||||||||
58 | 6.13 | Organisms and environments. The student knows that interdependence occurs among living systems and the environment. The student is expected to: | 6.13 Understands there are interdependent relationships between living systems and non-living factors in Ecosystems. RATIONALE: Provides an overarching idea of Ecosystems for this strand (6.13, 7.13 & 8.13) broadens relationships from only living systems but to non-living systems. Organisms are dependent on their environmental interactions with other living thing and non-living factors Improved alignment and scaffolding for newly adopted Biology B.13A Integrating SEPs and CCC language in order to clarify expectations | 7.13 | Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli | 7.13 | Organisms and environments. The student understands that energy flows between organisms and the environment. The student is expected to: | 7.13 The student understand that matter cycles and energy flows among living and non-living parts of an ecosystem. RATIONALE: Maintain “Ecosystems” as the overall idea in 6.13, 7.13 & 8.13 The cycling of matter and transfer of energy in Ecosystems is the big idea with supporting ideas of resource availability, interactions among organisms, changes to physical or biological components of an ecosystems affects ecosystems and designing solutions for maintaining biodiversity and support for services such as water purification, nutrient recycling | 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: | 8.13 | Organisms and environments. The student understands how ecosystems and populations change. The student is expected to: | B.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. The student is expected to: | B.5 | Science concepts--biological structures, functions, and processes. The student knows that biological structures at multiple levels of organization perform specific functions and processes that affect life. The student is expected to: | |||||||||||
59 | 7.10 | Organisms and environments. The student knows that there is a relationship between organisms and the environment. | B.12 | Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to: | B.13 | Science concepts--interdependence within environmental systems. The student knows that interactions at various levels of organization occur within an ecosystem to maintain stability. The student is expected to: | |||||||||||||||||||||
60 | 7.13A | diagram the flow of energy within trophic levels and describe how the available energy decreases in successive trophic levels in energy pyramids; | 7.13A analyze the effects on food webs when new species are introduced, existing species are eliminated, and existing populations fluctuate. RATIONALE: Flip original 7.13A to biology and add the trophic energy levels to biology to match with grade-level expectations. Moved from 8th grade to 7th for vertical alignment | LS2.B: CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS By the end of grade 8. Food webs are models that demonstrate how matter and energy is transferred between producers (generally plants and other organisms that engage in photosynthesis), consumers, and decomposers as the three groups interact — primarily for food — within an ecosystem. Transfers of matter into and out of the physical environment occur at every level—for example, when molecules from food react with oxygen captured from the environment, the carbon dioxide and water thus produced are transferred back to the environment, and ultimately so are waste products, such as fecal material. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. | 8.13A | analyze the effects on food webs when new species are introduced, existing species are eliminated, and existing populations fluctuate | 8.13A Explain, using relevant evidence, how ecosystems are affected by disruptions to the flow of energy in food webs; such as human interventions and natural disasters. RATIONALE: Integrating SEPs and CCC language in order to clarify expectations | LS2.B: CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS By the end of grade 8. Food webs are models that demonstrate how matter and energy is transferred between producers (generally plants and other organisms that engage in photosynthesis), consumers, and decomposers as the three groups interact — primarily for food — within an ecosystem. Transfers of matter into and out of the physical environment occur at every level—for example, when molecules from food react with oxygen captured from the environment, the carbon dioxide and water thus produced are transferred back to the environment, and ultimately so are waste products, such as fecal material. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. | B.12C | analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids; | B.13B | analyze how ecosystem stability is affected by disruptions to the cycling of matter and flow of energy through trophic levels using models; | Explain how the available energy changes across successive trophic levels in energy pyramids, and analyze how ecosystem stability is affected by disruptions to the cycling of matter and flow of energy through trophic levels using models; Rationale: Langauge regarding available energy changes across trophic levels from 7.13A --> Changing energy across trophic levels should not be taught until high school grade (developmentally inappropriate) | ||||||||||||||
61 | 7.13B | describe how ecosystems are sustained by biodiversity, the continuous flow of energy, and the recycling of matter and nutrients within the biosphere; | 7.13B describe how biodiversity, energy flow, and the cycling of matter and nutrients contribute to the stability and sustainability of an ecosystem. RATIONALE: This eliminates the redundancy in the adopted 7.13B and 7.13C and increases the clarity of the expectation. Framework includes/emphasizes nutrients with the cycling of matter. | B.12D | describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles; and | B.13C | explain the significance of the carbon and nitrogen cycles to ecosystem stability and analyze the consequences of disrupting these cycles; and | ||||||||||||||||||||
62 | 7.13A | investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight | |||||||||||||||||||||||||
63 | 7.13B | describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance | |||||||||||||||||||||||||
64 | 6.12E | describe biotic and abiotic parts of an ecosystem in which organisms interact; | 6.13B | investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as quality of light, water, range of temperatures, or soil composition | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS By the end of grade 8. Organisms and populations of organisms are dependent on their environmental interactions both with other living things and with nonliving factors. Growth of organisms and population increases are limited by access to resources. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources*, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions* may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions*, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE By the end of grade 8. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all of its populations*. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: BIODIVERSITY AND HUMANS By the end of grade 8. Biodiversity is the wide range of existing life forms that have adapted to the variety of conditions on Earth, from terrestrial to marine ecosystems. Biodiversity includes genetic variation within a species, in addition to species variation in different habitats and ecosystem types (e.g., forests, grasslands, wetlands). Changes in biodiversity* can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. *Relationships also found in HS *Disruptions also in HS *Changes in biodiversity also in HS | 7.10B | describe how biodiversity contributes to the sustainability of an ecosystem | 7.13C | describe how biodiversity contributes to the sustainability of an ecosystem. | combined with 7.13B and remove | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS By the end of grade 8. Organisms and populations of organisms are dependent on their environmental interactions both with other living things and with nonliving factors. Growth of organisms and population increases are limited by access to resources. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources*, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions* may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions*, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE By the end of grade 8. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all of its populations*. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: BIODIVERSITY AND HUMANS By the end of grade 8. Biodiversity is the wide range of existing life forms that have adapted to the variety of conditions on Earth, from terrestrial to marine ecosystems. Biodiversity includes genetic variation within a species, in addition to species variation in different habitats and ecosystem types (e.g., forests, grasslands, wetlands). Changes in biodiversity* can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. *Relationships also found in HS *Disruptions also in HS *Changes in biodiversity also in HS | 8.11B | explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; | 8.13B | describe how primary and secondary ecological succession affect populations and species diversity after ecosystems are disrupted by natural events or human activity. | 8.13B describe how the stability of environments, and the diversity of populations and species are affected by primary and secondary succession, natural events and human activity. RATIONALE: changed for vertical alignment and incorporated CCCs | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS By the end of grade 8. Organisms and populations of organisms are dependent on their environmental interactions both with other living things and with nonliving factors. Growth of organisms and population increases are limited by access to resources. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources*, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions* may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions*, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE By the end of grade 8. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all of its populations*. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: BIODIVERSITY AND HUMANS By the end of grade 8. Biodiversity is the wide range of existing life forms that have adapted to the variety of conditions on Earth, from terrestrial to marine ecosystems. Biodiversity includes genetic variation within a species, in addition to species variation in different habitats and ecosystem types (e.g., forests, grasslands, wetlands). Changes in biodiversity* can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. *Relationships also found in HS *Disruptions also in HS *Changes in biodiversity also in HS | B.12E | Describe how environmental change can impact ecostystem stability. | B.13D | explain how environmental change, including change due to human activity, affects biodiversity and analyze how changes in biodiversity impact ecosystem stability. | ||||||
65 | 6.13A | describe predatory, competitive, and symbiotic relationships between organisms including mutualism, parasitism, and commensalism | 6.13A Explain, using relevant evidence, how relationships including. predation, competition, , mutualism, parasitism, and commensalism among organisms impact ecosystems RATIONALE: The impact of the relationship is as important as defining each type of relationship including broadening to multiple ecosystems - leading students to understanding why the concept is important to the discipline. Improved alignment and scaffolding for newly adopted Biology B.13A Integrating SEPs and CCC language in order to clarify expectations. The impact of the relationship is as important as defining each type of relationship - leading students to understanding why the concept is important to the discipline. Improved alignment and scaffolding for newly adopted Biology B.13A Integrating SEPs and CCC language in order to clarify expectations | 8.11A | 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; | B.12A | interpret relationships, including predation, parasitism, commensalism, mutualism, and competition, among organisms; | B.13A | investigate and evaluate how ecological relationships, including predation, parasitism, commensalism, mutualism, and competition, influence ecosystem stability; | ||||||||||||||||||
66 | 6.12F | diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem. | 6.13C | describe the hierarchical organization of organism, population, and community within an ecosystem | LS1.A: STRUCTURE AND FUNCTION. By the end of grade 8. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures should be introduced.) | 7.10A | observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms | 8.13C design a possible engineering solution that meets the criteria and constraints of the problem for maintaining biodiversity of species and ecosystem services such as water purification, nutrient recycling, erosion prevention with design constraints and scientific, economic and social considerations. RATIONALE: an appropriate culminating engineering component for the Ecosystems 8.13 | |||||||||||||||||||
67 | 7.10C | observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds | B.11B | Describe how events and processes that occur during ecological succession can change populations and species diversity. | |||||||||||||||||||||||
68 | 7.14 | Organisms and environments. The student knows all organisms are classified into taxonomic groups. The student is expected to: | B.8 | Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to: | |||||||||||||||||||||||
69 | 6.12C | recognize that the broadest taxonomic classification of living organisms is divided into currently recognized domains; | 7.14A | describe the taxonomic system that categorizes organisms based on similarities and differences shared among groups; | 7.14A explain the purpose and dynamic nature of a hierarchical taxonomic system that categorizes organisms based on similarities and differences shared among groups and categorize organisms using a dichotomous keys for identification. RATIONALE This language adds the purpose of taxonomy and the dynamic nature of classification to improve the relevance of this student expectation. Using a dicotomous key can simplify learning this ojective. Kingdoms included in above SE. Using dichotomous keys creates an application level of taxonomy. Provides an experience for students to classify and interpret data/phenomena and critically think. Taxonomy NOT in Framework. | B.8A | Define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community. | ||||||||||||||||||||
70 | 7.14B | describe the characteristics of the recognized kingdoms in ecosystems and their functions such as bacteria aiding digestion or fungi decomposing organic matter. | DELETE. Combined with 7.14A. | B.8B | Categorize organisms using a hierarchical classification system based on similarities and differences shared among groups. | ||||||||||||||||||||||
71 | 7.11 | Organisms and environments. TSK that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations | 7.15 | Organisms and environments. TSK that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. | RATIONALE: Moved this language for heredity back into standards to KS 7. 12 to emphasize the significance of heredity in support of Biology | B.8C | Compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals. | ||||||||||||||||||||
72 | |||||||||||||||||||||||||||
73 | B.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. The student is expected to: | B.5 | Science concepts--biological structures, functions, and processes. The student knows that biological structures at multiple levels of organization perform specific functions and processes that affect life. The student is expected to: | |||||||||||||||||||||||
74 | B.9 | Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to: | |||||||||||||||||||||||||
75 | B.9A | compare the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; | B.5A | relate the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids, to the structure and function of a cell; | |||||||||||||||||||||||
76 | B.4B | Investigate and explain cellular processes, including homeostasis and transport of molecules. | B.5C | investigate homeostasis through the cellular transport of molecules; and | |||||||||||||||||||||||
77 | B.4C | compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza. | B.5D | compare the structures of viruses to cells and explain how viruses spread and cause disease. | |||||||||||||||||||||||
78 | B.5 | Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to: | B.6 | Science concepts--biological structures, functions, and processes. The student knows how an organism grows and the importance of cell differentiation. The student is expected to: | |||||||||||||||||||||||
79 | B.5B | describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation; and | B.6B | explain the process of cell specialization through cell differentiation, including the role of environmental factors; and | explain how the process of cellular differentiation, including the role of environmental factors, leads to the production of specialized cells; Rationale: "One process does not occur through another process. The language of the KS makes it clear that differentiation is the process, which would make specialized cells the result of that process. | ||||||||||||||||||||||
80 | B.5C | recognize that disruptions of the cell cycle lead to diseases such as cancer. | B.6C | relate disruptions of the cell cycle to how they lead to the development of diseases such as cancer. | |||||||||||||||||||||||
81 | B.6 | Science concepts. The student knows the mechanisms of genetics such as the role of nucleic acids and the principles of Mendelian and non-Mendelian genetics. The student is expected to: | B.7 | Science concepts--mechanisms of genetics. The student knows the role of nucleic acids in gene expression. The student is expected to: | |||||||||||||||||||||||
82 | B.6A | Identify components of DNA, identify how information for specifying the traits of an organism is carried in the DNA, and examine scientific explanations for the origin of DNA. | B.7A | identify components of DNA, explain how the nucleotide sequence specifies some traits of an organism, and examine scientific explanations for the origin of DNA; | Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. variants of each of many distinct genes. Each distinct gene chiefly controls the production of a specific protein, which in turn affects the traits of the individual (e.g., human skin color results from the actions of proteins that control the production of the pigment melanin). Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. Sexual reproduction provides for transmission of genetic information to offspring through egg and sperm cells. These cells, which contain only one chromosome of each parent’s chromosome pair, unite to form a new individual (offspring). Thus offspring possess one instance of each parent’s chromosome pair (forming a new chromosome pair). Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited or (more rarely) from mutations. (Boundary: The stress here is on the impact of gene transmission in reproduction, not the mechanism.) | ||||||||||||||||||||||
83 | B.6B | recognize that components that make up the genetic code are common to all organisms; | 8.7B explain how the structure of nucleic acids is similar in all organisms and functions to determine the structure of proteins which carry out the essential functions of life. Rationale: This SE is not in the proposed middle school TEKS. •The commonality of DNA in all organisms is a fundamental concept in Biology. Removing 6B from the current Biology TEKS created a gap in genetics understanding. •The fact that the DNA components are the same in all organisms is the reason that we are able to do the following: Make insulin from cows/pigs for human use; Utilize viruses to target genetic medicines to specific cells to treat cancer; Create mRNA vaccines (pandemic!) Students will have difficulty fully understanding B.7D (genetic technology and genetic engineering) without an understanding of this concept. It also enhances understanding of B.7B - process of protein synthesis. The cognitive level of this concept is high-school level, not middle school) | ||||||||||||||||||||||||
84 | B.6C | explain the purpose and process of transcription and translation using models of DNA and RNA; | B.7B | describe the significance of gene expression and explain the process of protein synthesis using models of DNA and ribonucleic acid (RNA); | |||||||||||||||||||||||
85 | B.6D | recognize that gene expression is a regulated process; | |||||||||||||||||||||||||
86 | B.5C | identify and illustrate changes in DNA and evaluate the significance of these changes; | B.7C | identify and illustrate changes in DNA and evaluate the significance of these changes; and | |||||||||||||||||||||||
87 | B.7D | discuss the importance of molecular technologies such as polymerase chain reaction (PCR), gel electrophoresis, and genetic engineering that are applicable in current research and engineering practices. | 8.7D Explain the purpose of molecular technologies that scientists use in genetic research and genetic engineering, such as sequencing genes, modifying organisms, and treating diseases. Rationale: It is more important for students to learn the reason scientists use molecular technologies in research than how particular technologies work with no useful application. Student understanding the application of molecular technologies such as gene sequencing, modifying organisms, chromosomal analysis, disease treatment, and vaccines is more important than learning specific lab techniques/processes such as in karyotyping. Application of molecular technologies allow students to learn about newer technologies and medical breakthroughs such as GMOs (genetically modified organisms) or COVID vaccines. | ||||||||||||||||||||||||
88 | B.7 | Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to: | B.9 | Science concepts--biological evolution. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple lines of evidence. The student is expected to: | |||||||||||||||||||||||
89 | B.7A | analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; | B.9A | analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; and | |||||||||||||||||||||||
90 | B.7B | examine scientific explanations of abrupt appearance and stasis in the fossil record; | B.9B | examine scientific explanations for varying rates of change such as gradualism, abrupt appearance, and stasis in the fossil record | |||||||||||||||||||||||
91 | B.7 | Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to: | B.10 | Science concepts--biological evolution. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple mechanisms. The student is expected to: | |||||||||||||||||||||||
92 | B.7F | analyze other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination. | B.10D | analyze evolutionary mechanisms other than natural selection, including genetic drift, gene flor, mutation, and genetic recombination, and their effect on the gene pool of a population | |||||||||||||||||||||||
93 | B.9 | Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to: | B.11 | Science concepts--biological structures, functions, and processes. The student knows the significance of matter cycling, energy flow, and enzymes in living organisms. The student is expected to: | |||||||||||||||||||||||
94 | B.9B | compare the reactants and products of photosynthesis and cellular respiration in terms of energy, energy conversions, and matter; and | B.11A | explain how matter is conserved and energy is transferred during photosynthesis and cellular respiration using models, including the chemical equations for these processes | |||||||||||||||||||||||
95 | B.9C | identify and investigate the role of enzymes. | B.11B | investigate and explain the role of enzymes in facilitating cellular processes. | |||||||||||||||||||||||
96 | B.10 | Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to: | B.12 | Science concepts--biological structures, functions, and processes. The student knows that multicellular organisms are composed of multiple systems that interact to perform complex functions. The student is expected to: | |||||||||||||||||||||||
97 | B.10B | describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants; and | B.12B | explain how the interactions that occur among systems that perform functions of transport, reproduction, and response in plants are facilitated by their structures. | |||||||||||||||||||||||
1 | | 2023-2024 Proposed Science TEKS Analysis 6th-12th Grade Matter & Energy | Updated: 06/21/2021 | |||||||||||||||||||||||||||||||
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3 | 6th Grade | 7th Grade | 8th Grade | IPC | CHEMISTRY | |||||||||||||||||||||||||||||
4 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | ||||||||||||||
5 | Matter and Energy | |||||||||||||||||||||||||||||||||
6 | 6.5 | Matter and energy. The student knows the differences between elements and compounds. The student is expected to: | 6.5 | 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: | 7.6 | 6 Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. | 7.5 | 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: | 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: | 8.5 | Matter and energy. The student understands that matter can be classified according to its properties and is conserved in chemical changes. The student is expected to: | I.6 | Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: | I.7 | Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: | By the end of grade 12. Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. | C.4 | Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The student is expected to: | |||||||||||||||
7 | I.7 | Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: | I.8 | Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: | The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. | |||||||||||||||||||||||||||||
8 | 6.5A | compare solids, liquids, and gases in terms of, structure, shape, volume, and energy of atoms and molecules | compare the physical properties of solids, liquids, and gases in terms of structure, shape, volume, spacing and kinetic energy of particles Rationale: Small change but focusing on the nomenclature of particles when atoms and molecules may not be introduced yet at this level. | PS1.A By the end of grade 8. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with each other; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and vibrate in position but do not change relative locations. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. | C.4C | Compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume | ||||||||||||||||||||||||||||
9 | 6.5B | recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere | ||||||||||||||||||||||||||||||||
10 | 6.5C | identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change | 6.5E | 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. | identify the formation of a new substance by using evidence considering the concepts of constancy (stability) and change of a possible chemical change including production of a gas, change in thermal energy, production of a precipitate, and permanent color change Rationale: Focus on the physical properties of matter in 6th grade. This is the only chemical property reference and seems misplaced. Perhaps move to upper grade levels where it flows better. | PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. By the end of grade 8. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reactions release energy, others store energy. | 7.6A | distinguish between physical and chemical changes in matter | 7.5B | distinguish between physical and chemical changes in matter | distinguish between physical and chemical changes through investigating evidence of chemical change such as production of a gas, change in thermal energy, permanent color change, or production of a precipitate Move chemical changes from 6.5E to 7th grade. Leave the focus on physical changes in 6th grade. Chemical change is permanent. | PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. By the end of grade 8. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reactions release energy, others store energy. | 8.5E | 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. | I.7C | demonstrate that mass is conserved when substances undergo chemical change and that thenumber and kind of atoms are the same in the reactants and products; | I.8B | develop and use models to balance chemical equations and support the claim that atoms, and therefore mass, are conserved during a chemical reaction; | C.4A | differentiate between physical and chemical changes and properties; | ||||||||||||||
11 | 6.5B | investigate the properties of matter to distinguish between pure substances, homogeneous mixtures (solutions), and heterogeneous mixtures; | investigate the physical properties of matter through the use of models to distinguish between a pure substances made from a single type of atom or molecule, homogeneous mixtures (solutions), and heterogeneous mixture Rationale: This incorporates the SEPs and NGSS. "Pure substance" is defined as made from a single type of atom or molecule in contrast to former TEKS. | PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | 8.5A | characterize and classify matter as elements, compounds, homogeneous mixtures, or heterogeneous mixtures; | Model chemical changes using chemical equations to represent how new substances are formed. (recommend grouping related SEs together, specifically 8.5A and 8.5D) Rationale: 8.5A as written is redundant and low level from both 6th and 7th. The suggested revision scaffolds to 8.5D (conservation using chemical equations). This incorporates the SEPs and NGSS. | PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | C.4D | Classify matter as pure substances or mixtures through investigation of their properties | ||||||||||||||||||||||||
12 | 6.6B | calculate density to identify an unknown substance; | 6.5D | compare the density of substances relative to various fluids; | compare the density of substances in various liquids Rationale: This would be a natural progression if the 5th grade keeps relative density using water as a reference point. We feel that fluids is a more ambiguous term because fluids can be liquids or gases. | PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | I.6C | analyze physical and chemical properties of elements and compounds such as color, density,viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity; | I.7C | explain how physical and chemical properties of substances are related to their usage in everyday life such as in sunscreen, cookware, industrial applications, and fuels; | The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. Chemical processes and properties of materials underlie many important biological and geophysical phenomena. PS1.C: | C.4B | identify extensive properties such as mass and volume and intensive properties such asdensity and melting point; | |||||||||||||||||||||
13 | 6.6 | Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to: | C.5 | Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to: | C.5 | The student understands the development of the Periodic Table and applies its predictive power. The student is expected to: | By the end of grade 12. Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. | |||||||||||||||||||||||||||
14 | 6.6A | compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability; | 6.5C | classify elements on the periodic table as metals, nonmetals, and metalloids using their physical properties; | classify elements on as metals, nonmetals, and metalloids using their physical properties; Using the periodic table at grades 6 - 8 is cognitively innapropriate. It is too complex and abstact and not recommended by the Framework for 6 - 8. Rationale: Integrate CCCs to clarify the TEKS | PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways.By the end of grade 8. All substances are made from some 100 different types ofatoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with each other; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and vibrate in position but do not change relative locations. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). The changes of state that occur with variations in temperature or pressure can be described and predicted using these models. By the end of grade 12. Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. | 8.5C | interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements; | I.6B | relate chemical properties of substances to the arrangement of their atoms; | I.7B | use patterns within the Periodic Table to predict the relative physical and chemical properties of elements; | The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. | C.5A | explain the use of chemical and physical properties in the historical development of the Periodic Table; | C.5A | explain the development of the Periodic Table over time using evidence such as chemical and physical properties; FINAL: construct explanations to communicate the development of the Periodic Table over time using evidence such as chemical and physical properties | The development of the periodic table (which occurred well before atomic substructure was understood) was a major advance, as its patterns suggested and led to the identification of additional elements with particular properties | ||||||||||||||||
15 | C.5B | identify and explain the properties of chemical families, including alkali metals, alkaline earthmetals, halogens, noble gases, and transition metals, using the Periodic Table; and | C.5B | predict the properties of elements in chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, based on valence electrons patterns using the Periodic Table | Each element has characteristic chemical properties. The periodic table, a systematic representation of known elements, is organized horizontally by increasing atomic number and vertically by families of elements with related chemical properties. The development of the periodic table (which occurred well before atomic substructure was understood) was a major advance, as its patterns suggested and led to the identification of additional elements with particular properties. Moreover, the table’s patterns are now recognized as related to the atom’s outermost electron patterns, which play an important role in explaining chemical reactivity and bond formation, and the periodic table continues to be a useful way to organize this information. | |||||||||||||||||||||||||||||
16 | C.5C | interpret periodic trends, including atomic radius, electronegativity, and ionization energy, using the Periodic Table. | C.5C | analyze and interpret elemental data, including atomic radius, atomic mass, electronegativity, ionization energy, and reactivity to identify periodic trends. | the table’s patterns are now recognized as related to the atom’s outermost electron patterns, which play an important role in explaining chemical reactivity and bond formation, and the periodic table continues to be a useful way to organize this information. Atomic radius, atomic mass, electronegativity, and ionization energy are not mentioned specifically. | |||||||||||||||||||||||||||||
17 | C.6 | Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to: | C.6 | Science concepts. The student understands the development of atomic theory and applies it to real-world phenomena. The student is expected to: | By the end of grade 12 Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. | |||||||||||||||||||||||||||||
18 | C.6A | describe the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom; | C.6A | construct models using Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, Bohr's nuclear atom, and Heisenberg's Uncertainty Principle to show the development of modern atomic theory over time; | Construct historic atomic models to show the development of the modern atomic theory using scientific works such as Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, Bohr's nuclear atom, and Heisenberg's Uncertainty Principle Rationale: National Standards do not go into specific scientists and the historical development of the atom. Focus on how the atomic theory applies over time and connects to real-world phenomena. | Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. Specific advancements by individual scienctists not mentioned. | ||||||||||||||||||||||||||||
19 | I.7D | explain how electrons can transition from a high energy level to a low energy state, emitting photons at different frequencies for different energy transitions; | Delete this TEK. Rationale: Not appropriate for IPC. More appropriate for Chemistry or Physics | The repeating patterns of this table reflect patterns of outer electron states. Atoms of each element emit and absorb characteristic frequencies of light, and nuclear transitions have distinctive gamma ray wavelengths. These characteristics allow identification of the presence of an element, even in microscopic quantities. | C.6B | describe the mathematical relationships between energy, frequency, and wavelength of light using the electromagnetic spectrum; | C.6C | investigate the mathematical relationship between energy, frequency, and wavelength of light using the electromagnetic spectrum and relate it to the quantization of energy in the emission spectrum; | PS4.A: Wave Properities By the end of grade 12. The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. PS4.B Electromagnetic Radiation By the end of grade 12. All electromagnetic radiation travels through a vacuum at the same speed, called the speed of light. Atoms of each element emit and absorb characteristic frequencies of light. | |||||||||||||||||||||||||
20 | I.7E | explain how atomic energy levels and emission spectra present evidence for the wave particle duality; and | Delete this TEK. Rationale: Not appropriate for IPC. More appropriate for Chemistry or Physics | Atoms of each element emit and absorb characteristic frequencies of light, and nuclear transitions have distinctive gamma ray wavelengths. These characteristics allow identification of the presence of an element, even in microscopic quantities. | ||||||||||||||||||||||||||||||
21 | C.6C | calculate average atomic mass of an element using isotopic composition; and | C.6D | calculate average atomic mass of an element using isotopic composition; and | The number of protons in the atomic nucleus (atomic number) is the defining characteristic of each element; different isotopes of the same element differ in the number of neutrons only. Despite the immense variation and number of substances, there are only some 100 different stable elements. | |||||||||||||||||||||||||||||
22 | C.6D | express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis valence electron dot structures. | C.6E | construct models to express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis dot structures. | By the end of grade 12. Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. | |||||||||||||||||||||||||||||
23 | 8.5A | 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; | I.6B | relate chemical properties of substances to the arrangement of their atoms; | I.7A | model basic atomic structure and relate an element's atomic structure to its bonding, reactivity, and placement on the Periodic Table; | Consider the language of the TEKS to emphasize patterns and align with TEKS I.7B | The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. | C.6B | describe the structure of atoms and ions, including the masses, electrical charges, and locations of protons and neutrons in the nucleus and electrons in the electron cloud; | Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. | |||||||||||||||||||||||
24 | C.7 | Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds. The student is expected to: | C.7 | Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds. The student is expected to: | ||||||||||||||||||||||||||||||
25 | 8.5B | identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity; | C.7A | construct an argument to support how periodic trends such as electronegativity can predict bonding between elements; | construct an explaination to support how periodic trends such as electronegativity can predict bonding between elements; Rationale: Only one such as seems misleading on predicting bonding. Explaination is better than an argument because students need to understand the science concept of why this happens instead of arguing on this issue. | |||||||||||||||||||||||||||||
26 | 6.5A | know that an element is a pure substance represented by a chemical symbol and that a compound is a pure substance represented by a chemical formula; | 7.5A | compare and contrast elements and compounds in terms of atoms and molecules, structure, chemical symbols, and chemical formulas | model elements and compounds in terms of molecular structure, chemical symbols, and chemical formulas Boundary: This is not the atomic structure of elements. This does not include bonding. | PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | 8.5D | recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts; | C.7A | name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules; | C.7B | name and write the chemical formulas for ionic and covalent compounds using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules; | ||||||||||||||||||||||
27 | C.7B | write the chemical formulas of ionic compounds containing representative elements, transition metals and common polyatomic ions, covalent compounds, and acids and bases; | ||||||||||||||||||||||||||||||||
28 | C.7E | classify molecular structure for molecules with linear, trigonal planar, and tetrahedral electron pair geometries as explained by Valence Shell Electron Pair Repulsion (VSEPR) theory. | C.7C | classify and draw electron dot structures for molecules with linear, bent, trigonal planar, trigonal pyramidal, and tetrahedral molecular geometries as explained by Valence Shell Electron Pair Repulsion (VSEPR) theory; and | ||||||||||||||||||||||||||||||
29 | C.7D | describe metallic bonding and explain metallic properties such as thermal and electrical conductivity, malleability, and ductility; and | C.7D | analyze the properties of ionic, covalent, and metallic substances in terms of intramolecular and intermolecular forces. | analyze the properties of ionic, covalent, and metallic substances in terms the nature of their interactions such as intramolecular and intermolecular forces. Rationale: Metallic Substances do not have intermolecular and intramolecular forces. Ionic substances do not have intramolecular forces. This aligns to the framework. | Electrical attractions and repulsions between charged particles (i.e., atomic nuclei and electrons) in matter explain the structure of atoms and the forces between atoms that cause them to form molecules (via chemical bonds), which range in size from two to thousands of atoms (e.g., in biological molecules such as proteins). Atoms also combine due to these forces to form extended structures, such as crystals or metals. (p. 107) | ||||||||||||||||||||||||||||
30 | C.8 | Science concepts. The student can quantify the changes that occur during chemical reactions. The student is expected to: | C.8 | Science concepts. The student understands how matter is accounted for in chemical substances. The student is expected to: | ||||||||||||||||||||||||||||||
31 | C.9 | Science concepts. The student understands how matter is accounted for in chemical reactions. The student is expected to: | ||||||||||||||||||||||||||||||||
32 | C.8A | define and use the concept of a mole; | C.8A | define mole and apply the concept of molar mass to convert between moles and grams; | ||||||||||||||||||||||||||||||
33 | C.8B | calculate the number of atoms or molecules in a sample of material using Avogadro’s number; | C.8B | calculate the number of atoms or molecules in a sample of material using Avogadro's number; | ||||||||||||||||||||||||||||||
34 | C.8C | calculate percent composition of compounds; | C.8C | calculate percent composition of compounds; and | ||||||||||||||||||||||||||||||
35 | C.8D | differentiate between empirical and molecular formulas; | C.8D | differentiate between empirical and molecular formulas. | ||||||||||||||||||||||||||||||
36 | 8.5D | investigate how mass is conserved in chemical reactions and relate conservation of mass to the rearrangement of atoms using chemical equations, including photosynthesis | Use models (physical models or digital forms or drawings) to investigate how atoms and thus mass, are rearranged and conserved in chemical reactions including photosynthesis. Emphasis is on law of consrevation of matter. Expand the idea that models are physical models or digital forms or drawings that represent atoms. Does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces. | PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. By the end of grade 8. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. PS1.B. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reactions release energy, others store energy. | I.7A | investigate changes of state as it relates to the arrangement of particles of matter and energytransfer; | I.8A | investigate how changes in properties are indicative of chemical reactions such as hydrochloric acid with a metal, oxidation of metal, combustion, and neutralizing an acid with a base; | C.8E | write and balance chemical equations using the law of conservation of mass; | C.9A | interpret, write, and balance chemical equations, including synthesis, decomposition, single replacement, double replacement, and combustion reactions using the law of conservation of mass | ||||||||||||||||||||||
37 | C.8F | differentiate among double replacement reactions, including acid-base reactions and precipitation reactions, and oxidation-reduction reactions such as synthesis, decomposition, single replacement, and combustion reactions; | C.9B | differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions; | PS1.B: Chemical Reactions By the end of grade 12. Knowledge of conservation of atoms with chemical properties and electrical charges can be used to describe and predict chemical reactions. Main types of reactions include transfer of electrons (redox) or hydronium ions (acids/bases). | |||||||||||||||||||||||||||||
38 | C.8G | perform stoichiometric calculations, including determination of mass and gas volume relationships between reactants and products and percent yield; and | C.9C | perform stoichiometric calculations, including determination of mass relationships, gas volume relationships, and percent yield; and | ||||||||||||||||||||||||||||||
39 | C.8H | describe the concept of limiting reactants in a balanced chemical equation. | C.9D | describe the concept of limiting reactants in a balanced chemical equation. | ||||||||||||||||||||||||||||||
40 | C.9 | Science concepts. The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases. The student is expected to: | C.10 | Science concepts. The student understands the principles of the kinetic molecular theory and ideal gas behavior. The student is expected to: | PS2.C Stability and Instability in Physical Systems By the end of grade 12. When a system has a great number of component pieces, one may not be able to predict much about its precise future. For such systems (e.g., with very many colliding molecules), one can often predict average but not detailed properties and behaviors (e.g., average temperature, motion, and rates of chemical change but not the trajectories or other changes of particular molecules). Systems may evolve in unpredictable ways when the outcome depends sensitively on the starting condition and the starting condition cannot be specified precisely enough to distinguish between different possible outcomes. | |||||||||||||||||||||||||||||
41 | C.9A | describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law; and | C.10B | describe and calculate the relationships among volume, pressure, number of moles, and temperature for an ideal gas; and | ||||||||||||||||||||||||||||||
42 | C.9B | describe the postulates of kinetic molecular theory. | C.10A | describe the postulates of the kinetic molecular theory; | PS2.B Types of Interactions By the end of grade 12. Electrical forces between electrons and the nucleus of atoms explain chemical patterns. Intermolecular forces determine atomic composition, molecular geometry and polarity, and, therefore, structure and properties of substances. The kinetic-molecular theory describes the behavior of gas in a system. | |||||||||||||||||||||||||||||
43 | C.10C | define and apply Dalton's law of partial pressure. | ||||||||||||||||||||||||||||||||
44 | C.10 | Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to: | C.11 | Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to: | ||||||||||||||||||||||||||||||
45 | C.12 | Science concepts. The student understands and applies various rules regarding acids and bases. The student is expected to: | ||||||||||||||||||||||||||||||||
46 | 8.5B | describe the properties of cohesion, adhesion, and surface tension in water and relate to observable phenomena, such as the formation of droplets, transport in plants, and insects walking on water; | Investigate the cause and effect relationship between the concentration of a solution and its physical properties such as boiling point, freezing point, melting point, and density. 5B as written refers to properties that are based on intremolecular forces. This concept is above the scope of this course. Solution properties align vertically with 6th and 7th grades going through 8th to Chemistry. | PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | I.6E | relate the structure of water to its function as a solvent; and | C.10A | describe the unique role of water in solutions in terms of polarity; | C.11A | describe the unique role of water in solutions in terms of polarity; | ||||||||||||||||||||||||
47 | C.10B | apply the general rules regarding solubility through investigations with aqueous solutions; | C.11D | investigate the general rules regarding solubility and predict the products of a double replacement reaction; | investigate general solubility rules Rationale: Concern about the amount time to teach general solubility rules and predictng products in double replacement reaction with fidelity to the intention of the TEKS. | |||||||||||||||||||||||||||||
48 | C.10C | calculate the concentration of solutions in units of molarity; | C.11E | calculate the concentration of solutions in units of molarity; and | ||||||||||||||||||||||||||||||
49 | C.10D | calculate the dilutions of solutions using molarity; | C.11F | calculate the dilutions of solutions using molarity. | ||||||||||||||||||||||||||||||
50 | 7.5C | describe aqueous solutions in terms of solute and solvent, concentration, and dilution | describe aqueous solutions in terms of solute and solvent and saturated versus unsaturated More developmentally appropriate, teacher friendly language, and more specific | PS1.B By the end of grade 8. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | C.10E | distinguish among types of solutions such as electrolytes and nonelectrolytes; unsaturated,saturated, and supersaturated solutions; and strong and weak acids and bases; | C.11B | distinguish among types of solutions, including electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions | ||||||||||||||||||||||||||
51 | 7.5D | investigate and model how temperature, surface area, and agitation affect the rate of dissolution of solid solutes in aqueous solutions | investigate and model how temperature, surface area, and stirring affect the rate of solid solutes dissolving in aqueous solutions This uses more teacher friendly language | I.6F | investigate the properties of water solutions and factors affecting solid solubility, including nature of solute, temperature, and concentration. | I.7F | plan and conduct an investigation to provide evidence that the rate of reaction or dissolving is affected by multiple factors such as particle size, stirring, temperature, and concentration. | Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in total binding energy (i.e., the sum of all bond energies in the set of molecules) that are matched by changes in kinetic energy. In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. | C.10F | investigate factors that influence solid and gas solubilities and rates of dissolution such as temperature, agitation, and surface area; | C.11C | investigate how solid and gas solubilities are influenced by temperature using solubility curves and how rates of dissolution are influenced by temperature, agitation, and surface area; | ||||||||||||||||||||||
52 | C.12A | name and write the chemical formulas for acids and bases using IUPAC nomenclature rules; | Consider rewriting the standard to reflect distinguishing between acid and base forumals Rationale: To be more aligned with National Standards | |||||||||||||||||||||||||||||||
53 | 8.5C | compare and contrast the properties of acids and bases including pH relative to water, sour or bitter taste, and how they feel to the touch; | C.10G | define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid-base reactions that form water; and | C.12B | define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions; | ||||||||||||||||||||||||||||
54 | C.12D | predict products in acid-base reactions that form water; and | ||||||||||||||||||||||||||||||||
55 | C.12C | differentiate between strong and weak acids and bases; | Delete this TEK. Rationale: Questioning application of this TEKS. The depth to which this is taught will vary and may not consistent. | |||||||||||||||||||||||||||||||
56 | C.10H | define pH and calculate the pH of a solution using the hydrogen ion concentration. | C.12E | define pH and calculate the pH of a solution using the hydrogen ion concentration. | ||||||||||||||||||||||||||||||
57 | C.12 | Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to: | C.14 | Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to: | Energy and Matter Progression Mass/weight distinctions and the idea of atoms and their conservation (except in nuclear processes) are taught in grades 6-8, with nuclear substructure and the related conservation laws for nuclear processes introduced in grades 9-12. | |||||||||||||||||||||||||||||
58 | C.12A | describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of balanced nuclear equations; and | C.14A | describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of balanced nuclear equations; | PS1.C: Nuclear Processes By the end of grade 12. Strong and weak nuclear interactions determine nuclear stability and processes.Spontaneous radioactive decays follow a characteristic exponential decay law. | |||||||||||||||||||||||||||||
59 | C.12B | compare fission and fusion reactions. | C.14B | compare fission and fusion reactions; and | PS1.C: Nuclear Processes By the end of grade 12. Nuclear processes, including fusion, fission, and radio-active decays of unstable nuclei, involve changes in nuclear binding energies. The total number of neutrons plus protons does not change in any nuclear process. Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials from the isotope ratios present. | |||||||||||||||||||||||||||||
60 | I.7E | describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production; and | I.8C | research and communicate the uses, advantages, and disadvantages of nuclear reactions in current technologies; and | research and communicate the uses, advantages, and disadvantages of nuclear reactions including nuclear fission, fusion, and radtioactive decay in current technologies; and Rationale: Add in specifics for research | C.14C | give examples of applications of nuclear phenomena such as nuclear stability, radiation therapy, diagnostic imaging, solar cells, and nuclear power. | PS3.D: Energy in Chemical Processes and Everyday Life By the end of grade 12. Solar cells are human-made devices that likewise capture the sun’s energy and produce electrical energy. PS4.C: Information Technologies and Instruments By the end of grade 12. Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. | ||||||||||||||||||||||||||
61 | C.11 | Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to: | C.13 | Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to: | PS1.B: Chemical Reactions By the end of grade 12.Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in total binding energy (i.e., the sum of all bond energies in the set of molecules) that are matched by changes in kinetic energy. In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. Chemical processes and properties of materials underlie many important biological and geophysical phenomena. | |||||||||||||||||||||||||||||
62 | C.11A | describe energy and its forms, including kinetic, potential, chemical, and thermal energies; | ||||||||||||||||||||||||||||||||
63 | C.13A | explain everyday examples that illustrate the four laws of thermodynamics; | Consider integrating this TEKS with C.13C Rationale: Alignement of concepts seem to be more fitting with the Law of Conservation of Energy vs. as a standalone TEKS. This change would raise the rigor of the standard. | PS3.B: Conservation of Energy and Energy Transfer By the end of grade 8. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reactions release energy, others store energy. By the end of grade 12. Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. | ||||||||||||||||||||||||||||||
64 | C.11B | describe the law of conservation of energy and the processes of heat transfer in terms of calorimetry; | C.13B | investigate the process of heat transfer using calorimetry; | PS33A. Defination of Energy By the end of grade 12. “Chemical energy” generally is used to mean the energy that can be released or stored in chemical processes, PS3.B: Conservation of Energy and Energy Transfer By the end of grade 12. Uncontrolled systems always evolve toward more stable states—that is,toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). | |||||||||||||||||||||||||||||
65 | I.7D | classify energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks as exothermic or endothermic reactions; | classify energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks as exothermic or endothermic reactions; Rationale: Need to Add this standard back in to the Standards to show how energy interacts with matter in chemical reactions. | C.11C | classify reactions as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysis; and | C.13C | classify processes as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysis; and | PS1.B: Chemical Reactions By the end of grade 12. Knowledge of conservation of atoms with chemical properties and electrical charges can be used to describe and predict chemical reactions. Main types of reactions include transfer of electrons (redox) or hydronium ions (acids/bases). Changes in pressure, concentration, or temperature affect the balance between forward and backward reaction rates (equilibrium). Ionic and covalent bonds can be predicted based on the types of attractive forces between particles. | ||||||||||||||||||||||||||
66 | C.11D | perform calculations involving heat, mass, temperature change, and specific heat. | C.13D | perform calculations involving heat, mass, temperature change, and specific heat. | Consider including the verb Investigate to align with verb Investigate in C.13B. Rationale: Want students to engage in-hands on experiences to also focus on real-world application alongside mathematical calculations | PS3.B Conservation of Energy and Engery Transfer By the end of grade 12. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. | ||||||||||||||||||||||||||||
67 | I.7F | research and describe the environmental and economic impact of the end-products of chemical reactions such as those that may result in acid rain, degradation of water and air quality, and ozone depletion. | I.8D | construct and communicate an evidence-based explanation of the environmental impact of the end-products of chemical reactions such as those that may result in degradation of water, soil, air quality, and global climate change. | ||||||||||||||||||||||||||||||
1 |  | 2023-2024 Proposed Science TEKS Analysis Aquatic Science | Updated: 06/14/2021 | ||||
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2 | |||||||
3 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Grade Band (K-12 Framework) Green font = present in TEKS | |||
4 | A.1 | Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: | A.1 | 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 explain phenomena or identies problems using appropriate tools and models. The student is expected to: | 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 explain phenomena or defines engineering problems and designs solutions using appropriate tools and models | Science and Engineering are clearly differentiated in the Framework. This differentiation must be consistent throughout the TEKS in each grade level and course and each KS or SE. Science "asks questions" and" constructs explanations" whereas Engineering "defines problems" and "designs solutions" | |
5 | A.2 | Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: | |||||
6 | A.2E | plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting, handling, and maintaining appropriate equipment and technology; | A.1A | ask questions and define problems based on observations or information from text, phenomena, models, or investigations; | |||
7 | A.1B | apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems; | apply scientific practices to ask questions, plan and conduct descriptive, comparative, and experimental investigations to construct explanations and use engineering practices to design solutions to problems; RATIONALE: Science "asks questions" and "constructs explanations" | See SEPS in Framework above. Science "asks questions" and "constructs explanations" | |||
8 | A.1A | demonstrate safe practices during laboratory and field investigations, including chemical, electrical, and fire safety, and safe handling of live and preserved organisms; and | A.1C | use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards; | TEA needs new safety standards and to create CTE safety standards | ||
9 | A.1B | demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. | |||||
10 | A.2G | demonstrate the use of course apparatuses, equipment, techniques, and procedures; | A.1D | use appropriate tools such as Global Positioning System (GPS), Geographic Information System (GIS), weather balloons, buoys, water testing kits, meter sticks, metric rulers, pipettes, graduated cylinders, standard laboratory glassware, balances, timing devices, pH meters or probes, various data collecting probes, thermometers, calculators, computers, internet access, turbidity testing devices, hand magnifiers, work and disposable gloves, compasses, first aid kits, field guides, water quality test kits or probes, 30-meter tape measures, tarps, ripple tanks, trowels, screens, buckets, sediment samples equipment, cameras, flow meters, cast nets, kick nets, seines, computer models, spectrophotometers, stereomicroscopes, compound microscopes, clinometers, and field journals, various prepared slides, hand lenses, hot plates, Petri dishes, sampling nets, waders, leveling grade rods (Jason sticks), protractors, inclination and height distance calculators, samples of biological specimens or structures, core sampling equipment, fish tanks and associated supplies, and hydrometers; | |||
11 | A.2A | know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; | |||||
12 | A.2F | collect data individually or collaboratively, make measurements with precision and accuracy, record values using appropriate units, and calculate statistically relevant quantities to describe data, including mean, median, and range; | A.1E | collect quantitative data using the International System of Units (SI) and qualitative data as evidence; | |||
13 | A.2J | communicate valid conclusions using essential vocabulary and multiple modes of expression such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. | A.1F | organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers, or cellphone applications; | organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graph paper, computers, or smartphone applications, hand drawings, photographs, binoculars, sample preservatives (e.g. ethanol), PVC and associated supplies for equipment construction, headlamps, Secchi discs, animal traps. Rationale: additional equipment recommended by university Aquatic Science professor. | ||
14 | A.2H | organize, analyze, evaluate, build models, make inferences, and predict trends from data; | |||||
15 | A.1G | develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and | develop and use models to represent phenomena, systems, processes, to answer scientific questions or design solutions to engineering problems; | Science "asks questions" and" constructs explanations" whereas Engineering "defines problems" and "designs solutions". The Earth's systems include the geosphere, hydrosphere, atmosphere and biosphere. | |||
16 | A.2B | know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; | A.1H | distinguish between scientific hypotheses, theories, and laws. | distinguish between observations, inferences, scientific hypotheses, theories, and laws. RATONALE; Although K-8 students are supposed to have learned the difference between observation and inference as well as hypotheses, theories and laws, it is obvious that the general public still does not understand these fundamental scientific ideas. Thus the need to re-visit them in all high school courses, but in the specific context of the course. Framework Being a critical consumer of science and the products of engineering requires ... to be able to distinguish observations from inferences, arguments from explanations, and claims from evidence. | REFLECTING ON THE PRACTICES Being a critical consumer of science and the products of engineering, whether as a lay citizen or a practicing scientist or an engineer, also requires the ability to read or view reports about science in the press or on the Internet and to recognize the salient science, identify sources of error and methodological flaws, and distinguish observations from inferences, arguments from explanations, and claims from evidence. All of these are constructs learned from engaging in a critical discourse around texts. p 75 Epistemic knowledge is knowledge of the constructs and values that are intrinsic to science. Students need to understand what is meant, for example, by an observation, a hypothesis, an inference, a model, a theory, or a claim and be able to readily distinguish between them. p 79 | |
17 | A.2C | know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; | |||||
18 | A.2D | distinguish between scientific hypotheses and scientific theories; | able to readily distinguish between them. | ||||
19 | A.2 | 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: | 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. | "Correlations" are a type of relationship so to use "or correlations" is redundant. | |||
20 | A.2A | identify advantages and limitations of models such as their size, scale, properties, and materials; | |||||
21 | A.2B | analyze data by identifying significant statistical features, patterns, sources of error, and limitations; | |||||
22 | A.2I | perform calculations using dimensional analysis, significant digits, and scientific notation; and | A.2C | use mathematical calculations to assess quantitative relationships in data; and | |||
23 | A.2D | evaluate experimental and engineering designs. | evaluate scientific experimental and engineering designs. RATIONALE: Observational" is one general type of scientific research designs and "Experimental" is the other type of scientific research design. "So, there are generally "scientific" and "engineering" designs. "Planning and designing such investigations require the ability to design experimental or observational inquiries that are appropriate to answering the question being asked or testing a hypothesis that has been formed." | Observational" is one general type of scientific research designs and "Experimental" is the other type of scientific research design. "So, there are generally "scientific" and "engineering" designs. "Planning and designing such investigations require the ability to design experimental or observational inquiries that are appropriate to answering the question being asked or testing a hypothesis that has been formed." | |||
24 | A.3 | Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: | A.3 | Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: | The student develops evidence-based explanations to scientific questions and communicates findings, conclusions, and proposed solutions to engineering problems | Science and Engineering are clearly differentiated in the Framework. | |
25 | A.3A | develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories; | develop scientific explanations and propose engineering solutions supported by data and models and consistent with scientific and engineering ideas, principles, and theories; | The SEPS include science and engineering and the Framework differentiates them. | |||
26 | A.3B | communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and | communicate scientific explanations and engineering solutions individually and collaboratively in a variety of settings and formats; | Science explains and engineering solves problems. | |||
27 | A.3C | engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence. | engage respectfully in scientific and engineering argumentation using scientific explanations and engineering solutions and empirical evidence. | Both science and engineering use argumentation. Science explains and engineering solves problems. | |||
28 | A.3A | in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; | |||||
29 | A.3B | communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; | |||||
30 | A.3C | draw inferences based on data related to promotional materials for products and services; | |||||
31 | A.3D | evaluate the impact of research and technology on scientific thought, society, and the environment; | |||||
32 | A.3E | describe the connection between aquatic science and future careers; and | |||||
33 | A.3F | research and describe the history of aquatic science and contributions of scientists. | |||||
34 | A.5 | The student understands how the properties of water build the foundation of aquatic ecosystems. The student is expected to: | The student understands the Earth's systems include geosphere, hydrosphere, atmosphere and biosphere, systems have boundaries, components, resources, flow, and feedback and within their subsystems are relationships of biotic and abiotic components including how the properties of water build the foundation of aquatic ecosystems. RATIONALE: Students need to understand the bigger perspectvie of our Earth and how aquatic ecosystems fit. Consider moving A.6 before A.5 which would move students from their "known" to their "unknown" molecular level. | The Earth's systems include geosphere, hydrosphere, atmosphere and biosphere, systems have boundaries, components, resources, flow, and feedback and within their subsystems are relationships of biotic and abiotic components Systems and Systems Models. p 91 | |||
35 | A.5A | describe how the shape and polarity of the water molecule make it a "universal solvent" in aquatic systems; | design a model that illustrates how the shape and polarity of the water molecule make it a "universal solvent" in aquatic ecosystems; RATIONALE: Design a model raises rigor/level of student learning requirements. (There is also some evidence that the water molecule's angles can change and thus change the solubility.) | PS1.A: STRUCTURE AND PROPERTIES OF MATTER The structureand interactions of matter at the bulk scale are determined by electrical forces within and between atoms. | |||
36 | A.5B | identify how aquatic ecosystems are affected by water's properties of adhesion, cohesion, surface tension, heat capacity, and thermal conductivity; and | Compare how aquatic ecosystems are affected by water's properties of adhesion, cohesion, surface tension, heat capacity, and thermal conductivity; and RATIONALE: compare required more rigorous thinking than identify. | PS1.A: STRUCTURE AND PROPERTIES OF MATTER The varied properties (e.g.,hardness, conductivity) of the materials one encounters, both natural and manufactured,can be understood in terms of the atomic and molecular constituents present and the forces within and between them. | |||
37 | A.5C | explain how the density of water is critical for organisms in cold environments. | explain how the relative density of water is critical for organisms in cold environments. RATIONALE: Numerical densities are not needed to understand that variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. | PS1.A: STRUCTURE AND PROPERTIES OF MATTER Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. | |||
38 | A.4 | Science concepts. Students know that aquatic environments are the product of Earth systems interactions. The student is expected to: | A.6 | Students know that aquatic environments are the product of interactions among Earth systems. The student is expected to: | Students know that aquatic environments are the product of interactions among Earth systems: atmosphere, hydrosphere, geosphere, biosphere, that systems have boundaries, components, resources, flow, and feedback and within their subsystems are relationships of biotic and abiotic components RATIONALE: Framework: Earth consists of a set of systems—atmosphere, hydrosphere, geosphere, and biosphere—that are intricately interconnected. p 169. Consider moving A.6 before A.5 which would move students from their "known" to their "unknown" molecular level. | Redefining ecosystem as a sub-system continues to develop student understanding of systems. sub-systems, and systems thinking. | |
39 | A.4A | identify key features and characteristics of atmospheric, geological, hydrological, and biological systems as they relate to aquatic environments; | A.6A | identify key features and characteristics of atmospheric, geological, hydrological, and biological systems as they relate to aquatic systems; | identify key features and characteristics of the Earth's atmosphere, hydrosphere, geosphere, biosphere and chemical systems as they relate to a subsystem, aquatic systems, and to the larger environmental context. RATIONALE: language consistent with Framework which names the four Earth systems rather than an initial list of adjectives. | ESS2.A: EARTH MATERIALS AND SYSTEMS Earth is a complex system of interacting subsystems: the geosphere, hydrosphere,atmosphere, and biosphere. | |
40 | A.4B | apply systems thinking to the examination of aquatic environments, including positive and negative feedback cycles; and | A.6B | describe the interrelatedness of atmospheric, geological, hydrological, and biological systems in aquatic ecosystems, including positive and negative feedback loops; and | Use a model to describe the interrelatedness of atmosphere, hydrosphere, geosphere, biosphere and chemical systems in different types of aquatic ecosystems, including positive and negative feedback loops and how they fit into larger environmental context; RATIONALE: Use of models increases the rigor and builds on A.6A. Consistent Framework language. Other additions (chemical systems in different types of aquatic systems and how they fit into larger environmental context) recommended by an Aquatic Science university professor. | ESS2.A: EARTH MATERIALS AND SYSTEMS Earth’s systems are dynamic; they interact over a wide range of temporaland spatial scales | |
41 | A.4C | collect and evaluate global environmental data using technology such as maps, visualizations, satellite data, Global Positioning System (GPS), Geographic Information System (GIS), weather balloons, buoys, etc. | A.6C | evaluate environmental data using technology such as maps, visualizations, satellite data, Global Positioning System (GPS), Geographic Information System (GIS), weather balloons, and buoys to model the interactions that affect aquatic ecosystems. | Analyze and interpret environmental data using technology such as maps, visualizations, satellite data, Global Positioning System (GPS), Geographic Information System (GIS), weather balloons, and buoys to model the interactions that affect aquatic ecosystems. RATIONALE: increasing the rigor to analysis & interpretation of data | Analyzing and interpreting data" is a science and engineering practice. Scientific investigations produce data that must be analyzed to identify significant features in order to derive meaning. Because data usually do not speak for themselves, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Sources of error are identified and the degree of certainty calculated. | |
42 | A.11 | Science concepts. The student knows about the interdependence and interactions that occur in aquatic environments. The student is expected to: | A.7 | The student knows about the interdependence and interactions that occur in aquatic environments. The student is expected to: | |||
43 | A.11A | identify how energy flows and matter cycles through both fresh water and salt water aquatic systems, including food webs, chains, and pyramids; and | A.7A | identify how energy flows and matter cycles through both freshwater and saltwater aquatic systems, including food webs, chains, and pyramids; | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process through both freshwater and saltwater aquatic systems, including food webs, chains, and pyramids; RATIONALE: Increases the rigor with systems thinking and models. | ESS.2A: All Earth processes are the result of energy flowing and matter cycling within and among Earth’s systems. LS1.C: ORGANIZATION FOR MATTER AND ENERGY FLOW IN ORGANISMS The complex structural organization of organisms accommodates the capture, transformation, transport, release, and elimination of the matter and energy needed to sustain them. LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS organisms in an ecosystem interact with one another in complex feeding hierarchies LS2.B: CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS The cycling of matter and the flow of energy within ecosystems occur through interactions among different organisms and between organisms and the physical environment. | |
44 | A.9C | identify biological, chemical, geological, and physical components of an aquatic life zone as they relate to the organisms in it. | A.7B | identify biological, chemical, geological, and physical components of an aquatic life zone as they relate to the organisms in it; | Construct an explanation about how components of Earth systems (biological, chemical, geological, and physical) of an aquatic ecosystem relate to organisms in it. RATIONALE: construct an explanation increases the level of rigor and use of Earth systems aligns with previous TEKS for the course. | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS Organisms rely on physical factors, such as light, temperature, water, soil, and space for shelter and reproduction. Earth’s varied combinations of these factors provide the physical environments in which its ecosystems (e.g., deserts, grasslands, rain forests, and coral reefs) develop and in which the diverse species of the planet live. Within any one ecosystem, the biotic interactions between organisms (e.g., competition, predation, and various types of facilitation, such as pollination) further influence their growth, survival, and reproduction, both individually and in terms of their populations. | |
45 | A.7C | identify variables that affect the solubility of carbon dioxide and oxygen in water; | Compare and contrast variables that affect the solubility of carbon dioxide and oxygen in water RATIONALE: compare and contrast raises the level of rigor within the student expectation, | PS1.A: STRUCTURE AND PROPERTIES OF MATTER The varied properties (e.g.,hardness, conductivity) of the materials one encounters, both natural and manufactured, can be understood in terms of the atomic and molecular constituents present and the forces within and between them. | |||
46 | A.11B | evaluate the factors affecting aquatic population cycles. | A.7D | evaluate factors affecting aquatic population cycles such as lunar cycles, temperature variations, hours of daylight, and predator-prey relationships; and | ESS1.B: EARTH AND THE SOLAR SYSTEM "lunar cycles" LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS Individual survival and population sizes depend on such factors as predation, disease, availability of resources, and parameters of the physical environment | ||
47 | A.5D | identify the interdependence of organisms in an aquatic environment such as in a pond, river, lake, ocean, or aquifer and the biosphere. | A.7E | identify the interdependence of organisms in an aquatic environment such as in a pond, a river, a lake, an ocean, or an aquifer and the biosphere. | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an aquatic ecosystem such as in a pond, a river, a lake, an ocean or an aquifer and the biosphere RATIONALE: Analyzing and interpreting data increases the rigor. Consistent Framework language. | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS Ecosystems have carrying capacities, which are limits to the numbers of organisms and popoulations they can suppport. the biotic interactions between organisms (e.g., competition, predation, and various types of facilitation, such as pollination) further influence their growth, survival, and reproduction | |
48 | A.5 | Science concepts. The student conducts long-term studies on local aquatic environments. Local natural environments are to be preferred over artificial or virtual environments. The student is expected to: | A.8 | The student conducts short-term and long-term studies on local aquatic environments. Local natural environments are to be preferred over artificial or virtual environments. The student is expected to: | The student conducts short-term and long-term studies on local aquatic ecosystems. Local natural ecosystems are to be preferred over artificial or virtual ecosystems. RATIONALE: Consistent Framework language. | ||
49 | A.5A | evaluate data over a period of time from an established aquatic environment documenting seasonal changes and the behavior of organisms; | A.8A | evaluate data over a period of time from an established aquatic environment documenting seasonal changes and the behavior of organisms; | Analyze and interpret data over a period of time from an established aquatic ecosystem documenting seasonal changes and the behavior of organisms RATIONALE: Analyzing and interpreting data increases the rigor of the student expectation and provides specificity. | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS Organisms rely on physical factors, such as light, temperature, water, soil, and space for shelter and reproduction. SEP4: Analyzing and interpreting data" is a science and engineering practice. Scientific investigations produce data that must be analyzed in order to derive meaning. Because data usually do not speak for themselves, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Sources of error are identified and the degree of certainty calculated. | |
50 | A.5B | collect baseline quantitative data, including pH, salinity, temperature, mineral content, nitrogen compounds, and turbidity from an aquatic environment; | A.8B | collect and analyze pH, salinity, temperature, mineral content, nitrogen compounds, dissolved oxygen, and turbidity data periodically, starting with baseline measurements; and | Draw conclusions about patterns based on scientific investigations of physical factors: pH, salinity, temperature, mineral content, nitrogen compounds, dissolved oxygen, and turbidity data periodically, starting with baseline measurements; and RATIONALE: Drawing conclusions utilizes the data and increases the rigor rather than "collect and analyze". Recommendations from an Aquatic Science university professor | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS Organisms rely on physical factors, such as light, temperature, water, soil, and space for shelter and reproduction. SEP4: Analyzing and interpreting data" is a science and engineering practice. Scientific investigations produce data that must be analyzed in order to derive meaning. Because data usually do not speak for themselves, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Sources of error are identified and the degree of certainty calculated. | |
51 | A.5C | analyze interrelationships among producers, consumers, and decomposers in a local aquatic ecosystem; and | A.8C | use data from short-term or long-term studies to analyze interrelationships between producers, consumers, and decomposers in aquatic ecosystems. | Analyze and interpret data and explain the patterns rom short-term or long-term studies to analyze interrelationships between producers, consumers, and decomposers in aquatic ecosystems. RATIONALE: "analyze and interpret' and explain patters is more explicit and rigorous requirement than "use". Also requires student to investigate and use their own data which is more meaningful than using others' data and further develops student understanding of how science works to develops explanations to scientific questions. | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS organisms in an ecosystem interact with one another in complex feeding hierarchies of producers, consumers, and decomposers, which together represent a food web LS2.B: CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS Food webs are models that demonstrate how matter and energy is transferred between producers (generally plants and other organisms that engage in photosynthesis), consumers, and decomposers as the three groups interact—primarily for food—within an ecosystem | |
52 | A.6 | Science concepts. The student knows the role of cycles in an aquatic environment. The student is expected to: | A.9 | The student knows the role of cycles in an aquatic environment. The student is expected to: | |||
53 | A.6A | identify the role of carbon, nitrogen, water, and nutrient cycles in an aquatic environment, including upwellings and turnovers; and | A.9A | identify the role of carbon, nitrogen, water, and nutrient cycles in an aquatic environment, including upwellings and turnovers; | Construct an explanation about the role of carbon, nitrogen, water, and nutrient cycles in an aquatic ecosystem, including upwellings and turnovers; RATIONALE: Construct an explanation requires more rigorous thinking than identify. | LS 2.A Photosynthesis and cellular respiration (including anerobic processes) provide most of the energy for life processes. Photosynthesis and cellular respiration are components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans and geosphere through chemical, physical, geological and biological processes. ESS2.A The resulting landforms and the habitats they provide affect the biosphere, which in turn modifies these habitats and affects the atmosphere, particularly through imbalances between the carbon capture and oxygen release that occur in photosynthesis, and the carbon release and oxygen capture that occur in respiration and in the burning of fossil fuels to support human activities. | |
54 | A.6B | examine the interrelationships between aquatic systems and climate and weather, including El Niño and La Niña, currents, and hurricanes. | A.9B | examine the interrelationships between aquatic systems and climate and weather, including El Niño and La Niña, currents, and hurricanes; and | Engage in argument from evidence about the interrelationships between aquatic ecosystems and climate and weather, including El Nino and La Nina, currents and hurricanes RATIONALE: Increases the rigor of the student expectation by requiring defense of their explanations, formulating evidence based on a solid foundation of data, examining their own understanding in light of the evidence and comments offered by others, and collaborating with peers in searching for the best explanation for the phenomenon being investigated. Consistent Framework language. | ESS2.D: WEATHER AND CLIMATE Weather and climate are shaped by complex interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions can drive changes that occur over multiple time scales—from days, weeks, and months for weather to years, decades, centuries, and beyond—for climate. SEP 7: Engaging in argument from evidence, Scientists must defend their explanations, formulate evidence based on a solid foundation of data, examine their own understanding in light of the evidence and comments offered by others, and collaborate with peers in searching for the best explanation for the phenomenon being investigated. | |
55 | A.9C | explain how tidal cycles influence intertidal ecology. | |||||
56 | A.7 | Science concepts. The student knows the origin and use of water in a watershed. The student is expected to: | A.10 | The student knows the origin and potential uses of fresh water. The student is expected to: | |||
57 | A.7A | identify sources and determine the amounts of water in a watershed, including rainfall, groundwater, and surface water; | A.10A | identify sources of water in a watershed, including rainfall, groundwater, and surface water; | identify sources of water in a watershed, including rainfall, groundwater, and surface water and factors that contribute to how water flows through a water shed and develop a model to illustrate and explain the factors that contribute to how water flows through a watershed; RATIONALE: recommended by and aquatic science university professor. Combined 10A & 10B concepts and processes which would naturally be studied about water sheds. | ESS2.C: THE ROLES OF WATER IN EARTH’S SURFACE PROCESSES Gravity causes precipitation to fall from clouds and water to flow downward on the land through watersheds | |
58 | A.7B | identify factors that contribute to how water flows through a watershed; and | A.10B | identify factors that contribute to how water flows through a watershed; | compare and contrast the relative size of water reservoirs on earth (i.e. percent saline to fresh and proportion of freshwater in ice, groundwater, and surface water and RATIONALE: recommended by and aquatic science university professor. Increases the rigor of the student expectation. | ESS2.C: THE ROLES OF WATER IN EARTH’S SURFACE PROCESSES The downward flow of water, both in liquid and solid form, shapes landscapes through the erosion, transport, and deposition of sediment. SEP2: Develp and use models. Science often involves the construction and use of a wide variety of models and simulations to help develop explanations about natural phenomena. | |
59 | A.7C | identify water quantity and quality in a local watershed. | A.10C | analyze water quantity and quality in a local watershed or aquifer; and | |||
60 | A.10D | describe human uses of fresh water and how human freshwater use competes with that of other organisms. | |||||
61 | A.8 | Science concepts. The student knows that geological phenomena and fluid dynamics affect aquatic systems. The student is expected to: | A.11 | The student knows that geological phenomena and fluid dynamics affect aquatic systems. The student is expected to: | The student knows that geological phenomena and fluid dynamics affect aquatic ecosystems | ||
62 | A.8A | demonstrate basic principles of fluid dynamics, including hydrostatic pressure, density, salinity, and buoyancy; | A.11A | examine basic principles of fluid dynamics, including hydrostatic pressure, density, salinity, and buoyancy; | Construct evidence-based explanations of basic principles of fluid dynamics, including hydrostatic pressure, density, salinity, and buoyancy. RATIONALE: Construct evidence-based explanations requires more rigorous thinking, analysis and systems thinking than examine. | SEP 6 Constructing Explanations. The goal for students is to construct logically coherent relevant evidence-based explanations of phenomena that incorporate their current understanding of science, or a model that represents it, and are consistent with the available evidence. | |
63 | A.8B | identify interrelationships between ocean currents, climates, and geologic features; and | A.11B | identify interrelationships between ocean currents, climates, and geologic features such as continental margins, active and passive margins, abyssal plains, island atolls, peninsulas, barrier islands, and hydrothermal vents; | Model the interrelationships between ocean currents, climates, and geologic features such as continental margins, active and passive margins, abyssal plains, island atolls, peninsulas, barrier islands, and hydrotheral vents. RATIONALE: Modeling the interrelationships requires more rigorous thinking than does identifying them. | ||
64 | A.8C | describe and explain fluid dynamics in an upwelling and lake turnover. | A.11C | explain how fluid dynamics causes upwelling and lake turnover; and | |||
65 | A.11D | describe how erosion and deposition in river systems lead to formation of geologic features. | Develop and use a model to explain how erosion and deposition in river systems lead to the formation of geologic features. RATIONALE: "Develop and use a model" increases rigor of the student expectation. | ESS2.C: THE ROLES OF WATER IN EARTH’S SURFACE PROCESSES The downward flow of water, both in liquid and solid form, shapes landscapes through the erosion, transport, and deposition of sediment. SEP2: Develp and use models. Science often involves the construction and use of a wide variety of models and simulations to help develop explanations about natural phenomena. | |||
66 | A.9 | Science concepts. The student knows the types and components of aquatic ecosystems. The student is expected to: | A.12 | The student understands the types of aquatic ecosystems. The student is expected to: | |||
67 | A.9A | differentiate among freshwater, brackish, and saltwater ecosystems; | A.12A | differentiate among freshwater, brackish, and saltwater ecosystems; and | differentiate among freshwater, brackish, and saltwater ecosystems and specific freshwater and marine ecosystem types. RATIONALE: recommended by an aquatic science university professor. | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS Earth’s varied combinations of these factors provide the physical environments in which its ecosystems (e.g., deserts, grasslands, rain forests, and coral reefs) develop and in which the diverse species of the planet live. | |
68 | A.9B | identify the major properties and components of different marine and freshwater life zones; and | A.12B | identify the major properties and components of different marine and freshwater life zones. | compare and contrast the major properties and components of different marine and freshwater ecosystems. RATIONALE: Compare and contrast requires more rigorous thinking than identify. | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. | |
69 | A.10 | Science concepts. The student knows environmental adaptations of aquatic organisms. The student is expected to: | A.13 | The student knows environmental adaptations of aquatic organisms. The student is expected to: | LS4.C: ADAPTATION Adaptation can lead to organisms that are better suited for their environment because individuals with the traits adaptive to the environmental change pass those traits on to their offspring, whereas individuals with traits that are less adaptive produce fewer or no offspring. | ||
70 | A.10A | classify different aquatic organisms using tools such as dichotomous keys; | A.13A | compare different traits in aquatic organisms using tools such as dichotomous keys; | Compare different traits in aquatic organisms using tools such as dichotomous keys; RATIONALE: Dichotomous keys are not in the Framework, but students need to know how to use this skill and the basis on which a dicotomous key is built. Users of the Framework have found a few things that are not in the Framework but have included them in the TEKS for valid reasons such as safety. | Note: Dichotomous keys are not in the Framework, but students need to know how to use this skill and the basis on which a dicotomous key is built. Users of the Framework have found a few things that are not in the Framework but have included them in the TEKS for valid reasons such as safety. | |
71 | A.10B | compare and describe how adaptations allow an organism to exist within an aquatic environment; and | A.13B | describe how adaptations allow an organism to exist within an aquatic environment; and | Describe how natural selection provides a mechanism for a species or population to adapt to changes within an aquatic ecosystem. RATIONALE: This aligns better with the language of the Framework. | LS4.C: ADAPTATION Natural selection provides a mechanism for species to adapt to changes in their environment. | |
72 | A.10C | compare differences in adaptations of aquatic organisms to fresh water and marine environments. | A.13C | compare adaptations of freshwater and marine organisms and compare | Compare and contrast adaptations of organisms that are better suited for freshwater or marine ecosystems and contrast lifecycles (e.g. univoltine, semivoltine, bivoltine freshwater taxa with terrestrial adult stages versus long-lived deep-sea/ coldwater marine taxa) RATIONALE: Adding "contrast" increaces the level of rigor. Adding the language of "adaptations that are better suited" better explains the diversity of adaptations in the two very diverse ecosystems. Recommended sepcificity (univoltine, etc.) by Aquatic Science university professor. | LS4.C: ADAPTATION Adaptation can lead to organisms that are better suited for their environment because individuals with the traits adaptive to the environmental change pass those traits on to their offspring, whereas individuals with traits that are less adaptive produce fewer or no offspring. | |
73 | A.12 | Science concepts. The student understands how human activities impact aquatic environments. The student is expected to: | A.14 | The student understands how human activities impact aquatic environments. The student is expected to: | The student understands how human activities impact aquatic ecosystems. RATIONALE: Maintaining consistent scientific vocabulary with Framework. | ||
74 | A.12A | predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystem; | A.14A | analyze the cumulative impact of human population growth on an aquatic ecosystem; | analyze the cumulative impact on aquatic ecosystem including land, air, water and living organismsms due to habitat destruction, pollution of air and water, overexploitation of resources, introduction of invasive species, and changes in climate as a result of human population growth and non-sustainable consumption rate. RATIONALE: adds a broader perspective to impact of human population growth understanding the population growth is only one factor among many impact factors. Recommended by Aquatic Science university professor. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. LS4.D: BIODIVERSITY AND HUMANS humans affect these ecosystems in ways—including habitat destruction, pollution of air and water, overexploitation of resources, introduction of invasive species, and climate change—that prevent the sustainable use of resources and lead to ecosystem degradation, species extinction, and the loss of valuable ecosystem services. | |
75 | A.12B | analyze the cumulative impact of human population growth on an aquatic system; | A.14B | predict effects of chemical, organic, physical, and thermal changes due to humans on the living and nonliving components of an aquatic ecosystem; | Delete. This SE is included in A.14A. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS Humans affect the quality, availability, and distribution of Earth’s water through the modification of streams, lakes, and groundwater. Large areas of land, including such delicate ecosystems as wetlands, forests, and grasslands, are being transformed by human agriculture, mining, and the expansion of settlements and roads. Human activities now cause land erosion and soil movement annually that exceed all natural processes. Air and water pollution caused by human activities affect the condition of the atmosphere and of rivers and lakes, with damaging effects on other species and on human health. The activities of humans have significantly altered the biosphere, changing or destroying natural habitats and causing the extinction of many living species. LS4.D: BIODIVERSITY AND HUMANS humans affect these ecosystems in ways—including habitat destruction, pollution of air and water, overexploitation of resources, introduction of invasive species, and climate change | |
76 | A.12C | investigate the role of humans in unbalanced systems such as invasive species, fish farming, cultural eutrophication, or red tides; | A.14C | investigate the role of humans in unbalanced systems involving phenomena such as invasive species, fish farming, cultural eutrophication, or red tides; | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS LS4.D: BIODIVERSITY AND HUMANS The resources of biological communities can be used within sustainable limits, but in many cases humans affect these ecosystems in ways—including habitat destruction, pollution of air and water, overexploitation of resources, introduction of invasive species, and climate change—that prevent the sustainable use of resources and lead to ecosystem degradation, species extinction, and the loss of valuable ecosystem services. | ||
77 | A.12D | analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments; and | A.14D | analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments; | analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic ecosystems and efforts to restore aquatic ecosystems affected by human activities. RATIONALE: Combination of A.14D and A.14F so that students will clearly understand the general correlation.between human behavior and ecosystems impact. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS LS4.D: BIODIVERSITY AND HUMANS The resources of biological communities can be used within sustainable limits, but in many cases humans affect these ecosystems in ways—including habitat destruction, pollution of air and water, overexploitation of resources, introduction of invasive species, and climate change—that prevent the sustainable use of resources and lead to ecosystem degradation, species extinction, and the loss of valuable ecosystem services. | |
78 | A.12E | understand the impact of various laws and policies such as The Endangered Species Act, right of capture laws, or Clean Water Act on aquatic systems. | A.14E | describe the impact of various laws and policies such as The Endangered Species Act, right of capture laws, or Clean Water Act on aquatic systems; and | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS Regulations regarding water and air pollution have greatly reduced acid rain and stream pollution, and international treaties on the use of certain refrigerant gases have halted the growth of the annual ozone hole over Antarctica. | ||
79 | A.14F | analyze the purpose and effectiveness of human efforts to restore aquatic ecosystems affected by human activities. | DELETE. Subsummed in A.14D | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS Regulation of fishing and the development of marine preserves can help restore and maintain fish populations. | |||
1 |  | 2023-2024 Proposed Science TEKS Analysis Astronomy | Updated: 06/14/2021 | ||||
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3 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Grade Band (K-12 Framework) Green font = present in TEKS | |||
4 | AS.1 | Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: | AS.1 | 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 explain phenomena or design solutions using appropriate tools and models. The student is expected to: | The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to explain natural phenomena or design engineering solutions using appropriate tools and models. | ||
5 | AS.1A | demonstrate safe practices during laboratory and field investigations; and | AS.1A | ask questions and define problems based on observations or information from text, phenomena, models, or investigations; | ask scientific questions and define engineering problems based on observations or information from text, phenomena, models, or investigations | Science asks questions and constructs explanations. Engineering defines problems and designs solutions. | |
6 | AS.1B | demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. | AS.1B | apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems; | |||
7 | AS.1C | use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards; | TEA needs uptaded Safety guidelines and NEW CTE safety guidelines | ||||
8 | AS.1D | use appropriate tools such as gnomons; sundials; Planisphere; star charts; globe of the Earth; diffraction gratings; spectroscopes; color filters; lenses of multiple focal lengths; concave, plane, and convex mirrors; binoculars; telescopes; celestial sphere; online astronomical databases; and online access to observatories; | |||||
9 | AS.1E | collect quantitative data using the International System of Units (SI) and qualitative data as evidence; | |||||
10 | AS.1F | organize quantitative and qualitative data using graphs, charts, spreadsheets, and computer software; | |||||
11 | AS.1G | develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and | |||||
12 | AS.1H | distinguish between scientific hypotheses, theories, and laws. | distinguish between scientific observations, inferences, hypotheses, theories, and laws as well as arguments from explanations, and claims from evidence. RATONALE; Although K-8 students are supposed to have learned the difference between observation and inference as well as hypotheses, theories and laws, it is obvious that the general public still does not understand these fundamenal scientific ideas. Thus the need to re-visit them in all high school courses, but in the specific context of the course. New national expectations include arguments from explanations, and claims from evidence. | REFLECTING ON THE PRACTICES Being a critical consumer of science and the products of engineering, whether as a lay citizen or a practicing scientist or an engineer, also requires the ability to read or view reports about science in the press or on the Internet and to recognize the salient science, identify sources of error and methodological flaws, and distinguish observations from inferences, arguments from explanations, and claims from evidence. All of these are constructs learned from engaging in a critical discourse around texts. p 75 Epistemic knowledge is knowledge of the constructs and values that are intrinsic to science. Students need to understand what is meant, for example, by an observation, a hypothesis, an inference, a model, a theory, or a claim and be able to readily distinguish between them. p 79 | |||
13 | AS.2 | Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: | AS.2 | 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: | The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships to develop evidence-based arguments or evaluate engineering design. RATIONALE: Correlations are a type of relationship so, adding "correlations" to relationships is redundant. Engineers create engineering designs. | ||
14 | AS.2A | know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; | AS.2A | identify advantages and limitations of models such as their size, scale, properties, and materials; | Practice 2 | ||
15 | AS.2B | know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; | AS.2B | analyze data by identifying significant statistical features, patterns, sources of error, and limitations; | |||
16 | AS.2C | know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed; | AS.2C | use mathematical calculations to assess quantitative relationships in data; and | |||
17 | AS.2D | distinguish between scientific hypotheses and scientific theories; | AS.2D | evaluate experimental and engineering designs. | evaluate scientific explanations and engineering designs. RATIONALE; experimental is only one type of scientific research design. Observational//Descriptive is the other type. Science provides explanations to scientific questions and engineering create designs to solve engineering problesm. | ||
18 | AS.2E | plan and implement investigative procedures, including making observations, asking questions, formulating testable hypotheses, and selecting equipment and technology; | |||||
19 | AS.2F | collect data and make measurements with accuracy and precision; | |||||
20 | AS.2G | organize, analyze, evaluate, make inferences, and predict trends from data, including making new revised hypotheses when appropriate; | |||||
21 | AS.2H | communicate valid conclusions in writing, oral presentations, and through collaborative projects; and | |||||
22 | AS.2I | use astronomical technology such as telescopes, binoculars, sextants, computers, and software. | |||||
23 | AS.3 | Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: | AS.3 | Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: | The student develops evidence-based scientific explanations and communicates findings, conclusions, and proposed engineering solutions. | ||
24 | AS.3A | in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; | AS.3A | develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories; | develop scientific explanations and propose engineering solutions supported by data and models and consistent with scientific and engineering ideas, principles, and theories; | ||
25 | AS.3B | communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; | AS.3B | communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and | communicate scientific explanations and engineering solutions respectfully, individually and collaboratively in a variety of settings and formats; | ||
26 | AS.3C | draw inferences based on data related to promotional materials for products and services; | AS.3C | engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence. | engage respectfully in scientific argumentation using applied scientific and engineering explanations and empirical evidence. | ||
27 | AS.3D | evaluate the impact of research on scientific thought, society, and the environment; and | |||||
28 | AS.3E | describe the connection between astronomy and future careers. | |||||
29 | AS.4 | 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: | The student knows the contributions of diverse scientists and recognizes the importance of scientific research and innovation on society. RATIONALE; Diverse scientists do science not just white males. | ||||
30 | AS.4A | analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student; | analyze, evaluate, and critique scientific explanations and engineering solutions by using empirical evidence, logical reasoning, and experimental and observational testing. | ||||
31 | AS.4B | relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists as related to the content; and | relate the impact of past and current research on scientific and engineering thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists as related to the content | ||||
32 | AS.4C | research and explore resources such as museums, planetariums, observatories, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field in order to investigate STEM careers. | |||||
33 | AS.4 | Science concepts. The student recognizes the importance and uses of astronomy in civilization. The student is expected to: | AS.5 | Science concepts. The student understands how astronomy influenced and advanced civilizations. The student is expected to: | The student understands that universe is a system that has boundaries, components, resources, flow, and feedback and within its subsystems such as our solar system are relationships in astronomy that has influenced and advanced civilizations. RATIONALE: Systems and System Models (p 91) Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.Using language consistent with the Framework in the TEKS will better enable teachers to find national resources which will use the Framework language | ||
34 | AS.4A | research and describe the use of astronomy in ancient civilizations such as the Egyptians, Mayans, Aztecs, Europeans, and the native Americans; | AS.5A | evaluate and communicate how ancient civilizations developed models of the universe using astronomical structures, instruments, and tools, including the astrolabe, gnomons, and charts, and how those models influenced society, time keeping, and navigation; | ESS1: The planet Earth is a tiny part of a vast universe that has developed over a huge expanse of time. The history of the universe, and of the structures and objects within it, can be deciphered using observations of their present condition together with knowledge of physics and chemistry. Similarly, the patterns of motion of the objects in the solar system can be described and predicted on the basis of observations and an understanding of gravity. Comprehension of these patterns can be used to explain many Earth phenomena, such as day and night, seasons, tides, and phases of the moon. Observations of other solar system objects and of Earth itself can be used to determine Earth’s age and the history of large-scale changes in its surface. | ||
35 | AS.4B | research and describe the contributions of scientists to our changing understanding of astronomy, including Ptolemy, Copernicus, Tycho Brahe, Kepler, Galileo, Newton, Einstein, and Hubble, and the contribution of women astronomers, including Maria Mitchell and Henrietta Swan Leavitt; | AS.5B | research and evaluate the contributions of scientists, including Ptolemy, Copernicus, Tycho Brahe, Kepler, Galileo, and Newton, as astronomy progressed from a geocentric model to a heliocentric model; and | |||
36 | AS.4C | describe and explain the historical origins of the perceived patterns of constellations and the role of constellations in ancient and modern navigation; and | AS.5C | describe and explain the historical origins of the perceived patterns of constellations and the role of constellations in ancient and modern navigation. | research and communicate the historical origins of the perceived patterns of constellations and the role of constellations in ancient and modern navigation. Switched "describe and explain" to research and communicate as SEPs | ||
37 | AS.4D | explain the contributions of modern astronomy to today's society, including the identification of potential asteroid/comet impact hazards and the Sun's effects on communication, navigation, and high-tech devices. | |||||
38 | AS.5 | Science concepts. The student develops a familiarity with the sky. The student is expected to: | AS.6 | Science concepts. The student conducts and explains astronomical observations made from the point of reference of Earth. The student is expected to: | |||
39 | AS.5A | observe and record the apparent movement of the Sun and Moon during the day; | AS.6A | observe, record, and analyze the apparent movement of the Sun, Moon, and stars and predict sunrise and sunset; | ESS1.A The sun is but one of a vast number of stars in the Milky Way galaxy, which is one of a vast number of galaxies in the universe. The universe began with a period of extreme and rapid expansion known as the Big Bang, which occurred about 13.7 billion years ago. This theory is supported by the fact that it provides explanation of observations of distant galaxies receding from our own, of the measured composition of stars and nonstellar gases, and of the maps and spectra of the primordial radiation (cosmic microwave background) that still fills the universe. Nearly all observable matter in the universe is hydrogen or helium, which formed in the first minutes after the Big Bang. Elements other than these remnants of the Big Bang continue to form within the cores of stars. Nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases the energy seen as starlight. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. Stars’ radiation of visible light and other forms of energy can be measured and studied to develop explanations about the formation, age, and composition of the universe. Stars go through a sequence of developmental stages - they are formed; evolve in size, mass, and brightness; and eventually burn out. Material from earlier stars that exploded as supernovas is recycled to form younger stars and their planetary systems. The sun is a medium-sized star about halfway through its predicted life span of about 10 billion years. | ||
40 | AS.5B | observe and record the apparent movement of the Moon, planets, and stars in the nighttime sky; and | AS.6B | observe the movement of planets throughout the year and measure how their positions change relative to the constellations; | Analyze the pattern of the movement of planets throughout the year and measure how their positions change relative to the constellations; Added "analyze" as SEP and "pattern" as CCC | ||
41 | AS.5C | recognize and identify constellations such as Ursa Major, Ursa Minor, Orion, Cassiopeia, and constellations of the zodiac. | AS.6C | identify constellations such as Ursa Major, Ursa Minor, Orion, Cassiopeia, and constellations along the ecliptic and describe their importance; and | |||
42 | AS.6D | understand the difference between astronomy and astrology, the reasons for their historical conflation, and their eventual separation. | compare and contrast astronomy and astrology, as well as the reasons for their historical conflation and eventual separation Added "compare and contrast" as SEP | ||||
43 | AS.6 | Science concepts. The student knows our place in space. The student is expected to: | AS.7 | Science concepts. The student knows our relative place in the solar system. The student is expected to: | |||
44 | AS.6E | demonstrate the use of units of measurement in astronomy, including Astronomical Units and light years. | AS.7A | demonstrate the use of units of measurement in astronomy, including astronomical units and light years, minutes, and seconds; | |||
45 | AS.6A | compare and contrast the scale, size, and distance of the Sun, Earth, and Moon system through the use of data and modeling; | AS.7B | model the scale, size, and distance of the Sun, Earth, and Moon system and identify the limitations of physical models; and | |||
46 | AS.6B | compare and contrast the scale, size, and distance of objects in the solar system such as the Sun and planets through the use of data and modeling; | AS.7C | model the scale, sizes, and distances of the Sun and the planets in our solar system and identify the limitations of physical models. | |||
47 | AS.6C | examine the scale, size, and distance of the stars, Milky Way, and other galaxies through the use of data and modeling; | |||||
48 | AS.6D | relate apparent versus absolute magnitude to the distances of celestial objects; and | |||||
49 | AS.7 | Science concepts. The student knows the role of the Moon in the Sun, Earth, and Moon system. The student is expected to: | AS.8 | Science concepts. The student observes and models the interactions within the Sun, Earth, and Moon system. The student is expected to: | |||
50 | AS.7A | observe and record data about lunar phases and use that information to model the Sun, Earth, and Moon system; | ESS1.A By the end of grade 2. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. At night one can see the light coming from many stars with the naked eye, but telescopes make it possible to see many more and to observe them and the moon and planets in greater detail. By the end of grade 5. The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their size and distance from Earth. By the end of grade 8. Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. The universe began with a period of extreme and rapid expansion known as the Big Bang. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. By the end of grade 12. The star called the sun is changing and will burn out over a life span of approximately 10 billion years. The sun is just one of more than 200 billion stars in the Milky Way galaxy, and the Milky Way is just one of hundreds of billions of galaxies in the universe. The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. | ||||
51 | AS.7B | illustrate the cause of lunar phases by showing positions of the Moon relative to Earth and the Sun for each phase, including new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, and waning crescent; | AS.8A | model how the orbit and relative position of the Moon cause lunar phases and predict the timing of moonrise and moonset during each phase; | |||
52 | AS.7C | identify and differentiate the causes of lunar and solar eclipses, including differentiating between lunar phases and eclipses; and | AS.8B | model how the orbit and relative position of the Moon cause lunar and solar eclipses; and | |||
53 | AS.7D | identify the effects of the Moon on tides. | AS.8C | examine and investigate the dynamics of tides using the Sun, Earth, and Moon model. | using the Sun, Earth, and Moon model predict the effects and dynamics of tides. Rationale: Added "predict" as SEP and added "effects" back to give teachers more specificity | ||
54 | AS.8 | Science concepts. The student knows the reasons for the seasons. The student is expected to: | AS.9 | Science concepts. The student models the cause of planetary seasons. The student is expected to: | |||
55 | AS.8A | recognize that seasons are caused by the tilt of Earth's axis; | AS.9A | examine the relationship of a planet's axial tilt to its potential seasons; | Predict how a planet's axial tilt can affect its seasons Rationale: Added "predict" as SEP and a cause/effect CCC | ||
56 | AS.8B | explain how latitudinal position affects the length of day and night throughout the year; | AS.9B | predict how changing latitudinal position affects the length of day and night throughout a planet's orbital year; | |||
57 | AS.8C | recognize that the angle of incidence of sunlight determines the concentration of solar energy received on Earth at a particular location; and | AS.9C | investigate the relationship between a planet's axial tilt, angle of incidence of sunlight, and concentration of solar energy; and | make inferences about the angle of incidence of sunlight, and concentration of solar energy for a location based on the planet's axial tilt Rationale: Added "making inferences" as SEP and provided clarity about being location dependent on a spherical surface | ||
58 | AS.8D | examine the relationship of the seasons to equinoxes, solstices, the tropics, and the equator. | AS.9D | explain the significance of Earth's solstices and equinoxes. | analyze the causes and effects of a planet's solstices and equinoxes Rationale: Added "analyze" as SEP and made more general to use Earth as a model for other planets | ||
59 | AS.10 | Science concepts. The student knows how astronomical tools collect and record information about celestial objects. The student is expected to: | |||||
60 | AS.10A | investigate the use of black body radiation curves and emission, absorption, and continuous spectra in the identification and classification of celestial objects; | apply conclusions made from black body radiation curves along with emission, absorption, and continuous spectra in the identification and classification of celestial objects; Re-worded for clarity and added the analysis/drawing conclusions SEPS | ESS1.B The solar system consists of the sun and a collection of objects of varying sizes and conditions - including planets and their moons - that are held in orbit around the sun by its gravitational pull on them. This system appears to have formed from a disk of dust and gas, drawn together by gravity. Earth and the moon, sun, and planets have predictable patterns of movement. These patterns, which are explainable by gravitational forces and conservation laws, in turn explain many large-scale phenomena observed on Earth. Planetary motions around the sun can be predicted using Kepler’s three empirical laws, which can be explained based on Newton’s theory of gravity. These orbits may also change somewhat due to the gravitational effects from, or collisions with, other bodies. Gradual changes in the shape of Earth’s orbit around the sun (over hundreds of thousands of years), together with the tilt of the planet’s spin axis (or axis of rotation), have altered the intensity and distribution of sunlight falling on Earth. These phenomena cause cycles of climate change, including the relatively recent cycles of ice ages. Gravity holds Earth in orbit around the sun, and it holds the moon in orbit around Earth. The pulls of gravity from the sun and the moon cause the patterns of ocean tides. The moon’s and sun’s positions relative to Earth cause lunar and solar eclipses to occur. The moon’s monthly orbit around Earth, the relative positions of the sun, the moon, and the observer and the fact that it shines by reflected sunlight explain the observed phases of the moon. Even though Earth’s orbit is very nearly circular, the intensity of sunlight falling on a given location on the planet’s surface changes as it orbits around the sun. Earth’s spin axis is tilted relative to the plane of its orbit, and the seasons are a result of that tilt. The intensity of sunlight striking Earth’s surface is greatest at the equator. Seasonal variations in that intensity are greatest at the poles. | |||
61 | AS.10B | calculate the relative light-gathering power of different-sized telescopes to compare telescopes for different applications; | |||||
62 | AS.14C | analyze the importance of ground-based technology in astronomical studies; | AS.10C | analyze the importance and limitations of optical, infrared, and radio telescopes, gravitational wave detectors, and other ground-based technology; and | analyze the uses, importance, and limitations of optical, infrared, and radio telescopes, gravitational wave detectors, and other ground-based technology; and Added "uses" as essential educational piece for students | ||
63 | AS.14D | recognize the importance of space telescopes to the collection of astronomical data across the electromagnetic spectrum; and | AS.10D | analyze the importance and limitations of space telescopes in the collection of astronomical data across the electromagnetic spectrum. | analyze the uses, importance and limitations of space telescopes in the collection of astronomical data across the electromagnetic spectrum. Added "uses" as essential educational piece for students | ||
64 | AS.9 | Science concepts. The student knows that planets of different size, composition, and surface features orbit around the Sun. The student is expected to: | AS.11 | Science concepts. The student uses models to explain the formation, development, organization, and significance of solar system bodies. The student is expected to: | |||
65 | AS.9C | relate the role of Newton's law of universal gravitation to the motion of the planets around the Sun and to the motion of natural and artificial satellites around the planets; and | AS.11A | relate Newton's law of universal gravitation and Kepler's laws of planetary motion to the formation and motion of the planets and their satellites; | |||
66 | AS.9D | explore the origins and significance of small solar system bodies, including asteroids, comets, and Kuiper belt objects. | AS.11B | explore and communicate the origins and significance of planets, planetary rings, satellites, asteroids, comets, Oort cloud, and Kuiper belt objects; | research and communicate the origins of planets, planetary rings, satellites, asteroids, comets, Oort cloud, and Kuiper belt objects; Added "research" as SEP and removed "significance" as the context is too vague | ||
67 | AS.9B | compare the planets in terms of orbit, size, composition, rotation, atmosphere, natural satellites, and geological activity; | AS.11C | compare the planets in terms of orbit, size, composition, rotation, atmosphere, natural satellites, magnetic fields, and geological activity; and | |||
68 | AS.9A | compare and contrast the factors essential to life on Earth such as temperature, water, mass, and gases to conditions on other planets; | AS.11D | compare the factors essential to life on Earth such as temperature, water, mass, gases, and magnetic field to conditions on other planets and their satellites. | |||
69 | AS.10 | Science concepts. The student knows the role of the Sun as the star in our solar system. The student is expected to: | AS.12 | Science concepts. The student knows that our Sun serves as a model for stellar activity. The student is expected to: | |||
70 | AS.10A | identify the approximate mass, size, motion, temperature, structure, and composition of the Sun; | AS.12A | identify the approximate mass, size, motion, temperature, structure, and composition of the Sun; | |||
71 | AS.10B | distinguish between nuclear fusion and nuclear fission, and identify the source of energy within the Sun as nuclear fusion of hydrogen to helium; | AS.12B | distinguish between nuclear fusion and nuclear fission and identify the source of energy within the Sun as nuclear fusion of hydrogen to helium; | compare and contrast nuclear fusion and nuclear fission and identify the source of energy within the Sun as nuclear fusion of hydrogen to helium; Added "compare and contrast" as SEP | ||
72 | AS.10C | describe the eleven-year solar cycle and the significance of sunspots; and | AS.12C | describe the eleven-year solar cycle and the significance of sunspots; and | analyze the eleven-year solar cycle and the causes and effects of sunspots; and Verb switch to "analyze" and clarify "significance" as causes and effects as related to AS.12D | ||
73 | AS.10D | analyze solar magnetic storm activity, including coronal mass ejections, prominences, flares, and sunspots. | AS.12D | analyze the origins and effects of space weather, including the solar wind, coronal mass ejections, prominences, flares, and sunspots. | |||
74 | AS.11 | Science concepts. The student knows the characteristics and life cycle of stars. The student is expected to: | AS.13 | Science concepts. The student understands the characteristics and life cycle of stars. The student is expected to: | |||
75 | AS.11A | identify the characteristics of main sequence stars, including surface temperature, age, relative size, and composition; | AS.13A | identify the characteristics of main sequence stars, including surface temperature, age, relative size, and composition; | compare and contrast the characteristics of main sequence stars to other stars, including surface temperature, age, relative size, and composition; Moving away from wrote memorization of facts and toward how main sequence differ from other stars. "compare and contrast" added as SEP | ESS1.B By the end of grade 2. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. By the end of grade 5. The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year. Some objects in the solar system can be seen with the naked eye. Planets in the night sky change positions and are not always visible from Earth as they orbit the sun. Stars appear in patterns called constellations, which can be used for navigation and appear to move together across the sky because of Earth’s rotation. By the end of grade 8. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides, eclipses of the sun and the moon, and the motion of the planets in the sky relative to the stars. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. By the end of grade 12. Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the orientation of the planet’s axis of rotation, both occurring over tens to hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on Earth. These phenomena cause cycles of ice ages and other gradual climate changes. | |
76 | AS.11B | characterize star formation in stellar nurseries from giant molecular clouds, to protostars, to the development of main sequence stars; | AS.13B | describe and communicate star formation from nebulae to protostars to the development of main sequence stars; | |||
77 | AS.11C | evaluate the relationship between mass and fusion on the dying process and properties of stars; | AS.13C | evaluate the relationship between mass and fusion on stellar evolution; | |||
78 | AS.11D | differentiate among the end states of stars, including white dwarfs, neutron stars, and black holes; | AS.13D | compare how the mass of a main sequence star will determine its end state as a white dwarf, neutron star, or black hole; | compare how the masses of stars affect their end states as a white dwarf, neutron star, or black hole; Replaced "determined" with "affect" as CCC Removed "main sequence" as that type of star cannot become a neutron star or black hole | ||
79 | AS.11E | compare how the mass and gravity of a main sequence star will determine its end state as a white dwarf, neutron star, or black hole; | |||||
80 | AS.11F | relate the use of spectroscopy in obtaining physical data on celestial objects such as temperature, chemical composition, and relative motion; and | AS.13E | describe the use of spectroscopy in obtaining physical data on celestial objects such as temperature, chemical composition, and relative motion; | apply the use of spectroscopy in obtaining physical data on celestial objects such as temperature, chemical composition, and relative motion; Switched "describe" to "apply" as students will use data to draw conclusions | ||
81 | AS.11G | use the Hertzsprung-Russell diagram to plot and examine the life cycle of stars from birth to death. | AS.13F | use the Hertzsprung-Russell diagram to classify stars and plot and examine the life cycle of stars from birth to death; | |||
82 | AS.13G | illustrate how astronomers use geometric parallax to determine stellar distances and intrinsic luminosities; and | |||||
83 | AS.13H | describe how stellar distances are determined by comparing apparent brightness and intrinsic luminosity when using spectroscopic parallax and the Leavitt relation for variable stars. | analyze stellar distances by comparing apparent brightness and intrinsic luminosity when using spectroscopic parallax and the Leavitt relation for variable stars. Switched "apply" to "analyze" as SEP and cleaned up wording | ||||
84 | AS.12 | Science concepts. The student knows the variety and properties of galaxies. The student is expected to: | AS.14 | Science concepts. The student knows the structure of the universe and our relative place in it. The student is expected to: | |||
85 | AS.12A | describe characteristics of galaxies; | |||||
86 | AS.12B | recognize the type, structure, and components of our Milky Way galaxy and location of our solar system within it; and | AS.14A | illustrate the structure and components of our Milky Way galaxy and model the size, location, and movement of our solar system within it; | |||
87 | AS.12C | compare and contrast the different types of galaxies, including spiral, elliptical, irregular, and dwarf. | AS.14B | compare spiral, elliptical, irregular, dwarf, and active galaxies; | compare and contrast spiral, elliptical, irregular, dwarf, and active galaxies; Added "contrast" to complete CCC | ||
88 | AS.14C | develop and use models to explain how galactic evolution occurs through mergers and collisions; | |||||
89 | AS.14D | describe the Local Group and its relation to larger-scale structures in the universe; and | compare and analyze the Local Group and its relation to larger-scale structures in the universe; and Switched "describe" to "compare and analyze" as SEPs and to give teachers guidance | ||||
90 | AS.14E | evaluate the indirect evidence for the existence of dark matter. | |||||
91 | AS.13 | Science concepts. The student knows the scientific theories of cosmology. The student is expected to: | AS.15 | Science concepts. The student knows the scientific theories of cosmology. The student is expected to: | |||
92 | AS.13A | research and describe the historical development of the Big Bang Theory, including red shift, cosmic microwave background radiation, and other supporting evidence; | AS.15A | describe and evaluate the historical development of evidence supporting the Big Bang Theory; | research and evaluate the historical development of evidence supporting the Big Bang Theory; Switched "describe" to "research"...less emphasis on wrote memory | PS2.B By the end of grade 12. Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. | |
93 | AS.15B | evaluate the limits of observational astronomy methods used to formulate the distance ladder; | |||||
94 | AS.15C | evaluate the indirect evidence for the existence of dark energy; | |||||
95 | AS.13B | research and describe current theories of the evolution of the universe, including estimates for the age of the universe; and | AS.15D | describe the current scientific understanding of the evolution of the universe, including estimates for the age of the universe; and | evaluate the current scientific understanding of the evolution of the universe, including estimates for the age of the universe; and Switched "describe" to "evaluate"...less emphasis on wrote memory and deeper thinking | ||
96 | AS.13C | research and describe scientific hypotheses of the fate of the universe, including open and closed universes and the role of dark matter and dark energy. | AS.15E | describe current scientific hypotheses about the fate of the universe, including open and closed universes. | develop an argument using current scientific hypotheses about the fate of the universe, including open and closed universes. Switched "describe" to "develop an argument" | ||
97 | AS.14 | Science concepts. The student recognizes the benefits and challenges of space exploration to the study of the universe. The student is expected to: | AS.16 | Science concepts. The student understands the benefits and challenges of expanding our knowledge of the universe. The student is expected to: | |||
98 | AS.14A | identify and explain the contributions of human space flight and future plans and challenges; | AS.16A | describe and communicate the historical development of human space flight and its challenges; | analyze and communicate the historical development of human space flight and its challenges; Switched "describe" to "analyze" as SEP | ||
99 | AS.14B | recognize the advancement of knowledge in astronomy through robotic space flight; | AS.16B | describe and communicate the uses and challenges of robotic space flight; | evaluate and communicate the uses and challenges of robotic space flight; Switched "describe" to "evaluate" as SEP | ||
100 | AS.16C | evaluate the evidence of the existence of habitable zones and potentially habitable planetary bodies in extrasolar planetary systems; | evaluate the evidence and predict the existence of the existence of habitable zones and potentially habitable planetary bodies in extrasolar planetary systems; Added predict as SEP | ||||
101 | AS.16D | evaluate the impact on astronomy from light pollution, radio interference, and space debris; | create an argument regarding the impact on astronomy from light pollution, radio interference, and space debris; Added "argument" as SEP | ||||
102 | AS.14E | demonstrate an awareness of new developments and discoveries in astronomy. | AS.16E | examine and describe current developments and discoveries in astronomy; and | research and describe current developments and discoveries in astronomy; and Switched "examine" to "research"...more emphasis on discovery | ||
103 | AS.16F | explore and explain careers that involve astronomy, space exploration, and the technologies developed through them. | research and communicate about careers that involve astronomy, space exploration, and the technologies developed through them. Added "research and communicate" as SEPs | ||||
1 |  | 2023-2024 Proposed Science TEKS Analysis Biology | Loading... | ||||
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3 | BIOLOGY | ||||||
4 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | |||
5 | B.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. The student is expected to: | B.5 | Science concepts--biological structures, functions, and processes. The student knows that biological structures at multiple levels of organization perform specific functions and processes that affect life. The student is expected to: | |||
6 | B.9A | compare the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; | B.5A | relate the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids, to the structure and function of a cell; | |||
7 | B.4A | Compare and contrast prokaryotic and eukaryotic cells, including their complexity and compare and contrast scientific explanations for cellular complexity. | B.5B | compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity; | |||
8 | B.4B | Investigate and explain cellular processes, including homeostasis and transport of molecules. | B.5C | investigate homeostasis through the cellular transport of molecules; and | |||
9 | B.4C | compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza. | B.5D | compare the structures of viruses to cells and explain how viruses spread and cause disease. | |||
10 | B.5 | Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to: | B.6 | Science concepts--biological structures, functions, and processes. The student knows how an organism grows and the importance of cell differentiation. The student is expected to: | |||
11 | B.5A | describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms; | B.6A | explain the importance of the cell cycle to the growth of organisms, including an overview of the stages of the cell cycle and deoxyribonucleic acid (DNA) replication models; | |||
12 | B.5B | describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation; and | B.6B | explain the process of cell specialization through cell differentiation, including the role of environmental factors; and | explain how the process of cellular differentiation, including the role of environmental factors, leads to the production of specialized cells; Rationale: "One process does not occur through another process. The language of the KS makes it clear that differentiation is the process, which would make specialized cells the result of that process. | LS1.B: GROWTH AND DEVELOPMENT OF ORGANISMS The characteristic structures, functions, and behaviors of organisms change in predictable ways as they progress from birth to old age. For example, upon reaching adulthood, organisms can reproduce and transfer their genetic information to their offspring. Animals engage in behaviors that increase their chances for reproduction, and plants may develop specialized structures and/or depend on animal behavior to accomplish reproduction. Understanding how a single cell can give rise to a complex, multicellular organism builds on the concepts of cell division and gene expression. In multi-cellular organisms, cell division is an essential component of growth, development, and repair. Cell division occurs via a process called mitosis: when a cell divides in two, it passes identical genetic material to two daughter cells. Successive divisions produce many cells. Although the genetic material in each of the cells is identical, small differences in the immediate environments activate or inactivate different genes, which can cause the cells to develop slightly differently. This process of differentiation allows the body to form specialized cells that perform diverse functions, even though they are all descended from a single cell, the fertilized egg. Cell growth and differentiation are the mechanisms by which a fertilized egg develops into a complex organism. In sexual reproduction, a specialized type of cell division. | |
13 | B.5C | recognize that disruptions of the cell cycle lead to diseases such as cancer. | B.6C | relate disruptions of the cell cycle to how they lead to the development of diseases such as cancer. | |||
14 | B.6 | Science concepts. The student knows the mechanisms of genetics such as the role of nucleic acids and the principles of Mendelian and non-Mendelian genetics. The student is expected to: | B.7 | Science concepts--mechanisms of genetics. The student knows the role of nucleic acids in gene expression. The student is expected to: | The student knows the role of the cell's nucleic acids in gene expression. | ||
15 | B.6A | Identify components of DNA, identify how information for specifying the traits of an organism is carried in the DNA, and examine scientific explanations for the origin of DNA. | B.7A | identify components of DNA, explain how the nucleotide sequence specifies some traits of an organism, and examine scientific explanations for the origin of DNA; | Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. variants of each of many distinct genes. Each distinct gene chiefly controls the production of a specific protein, which in turn affects the traits of the individual (e.g., human skin color results from the actions of proteins that control the production of the pigment melanin). Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. Sexual reproduction provides for transmission of genetic information to offspring through egg and sperm cells. These cells, which contain only one chromosome of each parent’s chromosome pair, unite to form a new individual (offspring). Thus offspring possess one instance of each parent’s chromosome pair (forming a new chromosome pair). Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited or (more rarely) from mutations. (Boundary: The stress here is on the impact of gene transmission in reproduction, not the mechanism.) | ||
16 | B.6B | recognize that components that make up the genetic code are common to all organisms; | B.7B explain how the structure of nucleic acids is similar in all organisms and functions to determine the structure of proteins which carry out the essential functions of life. Rationale: This SE is not in the proposed middle school TEKS. •The commonality of DNA in all organisms is a fundamental concept in Biology. Removing 6B from the current Biology TEKS created a gap in genetics understanding. •The fact that the DNA components are the same in all organisms is the reason that we are able to do the following: Make insulin from cows/pigs for human use; Utilize viruses to target genetic medicines to specific cells to treat cancer; Create mRNA vaccines (pandemic!) Students will have difficulty fully understanding B.7D (genetic technology and genetic engineering) without an understanding of this concept. It also enhances understanding of B.7B - process of protein synthesis. The cognitive level of this concept is high-school level, not middle school) | LS3.A: INHERITANCE OF TRAITS In all organisms, the genetic instructions for forming species’ characteristics are carried in the chromosomes. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. DNA molecules contain four different kinds of building blocks, called nucleotides, linked together in a sequential chain. The sequence of nucleotides spells out the information in a gene. Before a cell divides, the DNA sequence of its chromosomes is replicated and each daughter cell receives a copy. DNA controls the expression of proteins by being transcribed into a “messenger” RNA, which is translated in turn by the cellular machinery into a protein. In effect, proteins build an organism’s identifiable traits. When organisms reproduce, genetic information is transferred to their offspring, with half coming from each parent in sexual reproduction. Inheritance is the key factor causing the similarity among individuals in a species population. | |||
17 | B.6C | explain the purpose and process of transcription and translation using models of DNA and RNA; | B.7B | describe the significance of gene expression and explain the process of protein synthesis using models of DNA and ribonucleic acid (RNA); | B.7C describe the significance of gene expression and explain the process of protein synthesis using models of DNA and ribonucleic acid (RNA); | ||
18 | B.6D | recognize that gene expression is a regulated process; | |||||
19 | B.6E | identify and illustrate changes in DNA and evaluate the significance of these changes; | B.7C | identify and illustrate changes in DNA and evaluate the significance of these changes; and | B.7D identify and illustrate changes in DNA and evaluate the significance of these changes; and | ||
20 | B.7D | discuss the importance of molecular technologies such as polymerase chain reaction (PCR), gel electrophoresis, and genetic engineering that are applicable in current research and engineering practices. | B.7E Explain the purpose of molecular technologies that scientists use in genetic research and genetic engineering, such as sequencing genes, modifying organisms, and treating diseases. Rationale: It is more important for students to learn the reason scientists use molecular technologies in research than how particular technologies work with no useful application. Student understanding the application of molecular technologies such as gene sequencing, modifying organisms, chromosomal analysis, disease treatment, and vaccines is more important than learning specific lab techniques/processes such as in karyotyping. Application of molecular technologies allow students to learn about newer technologies and medical breakthroughs such as GMOs (genetically modified organisms) or COVID vaccines. | ||||
21 | B.6 | Science concepts. The student knows the mechanisms of genetics such as the role of nucleic acids and the principles of Mendelian and non-Mendelian genetics. The student is expected to: | B.8 | Science concepts--mechanisms of genetics. The student knows the role of nucleic acids and the principles of inheritance and variation of traits in Mendelian and non-Mendelian genetics. The student is expected to: | |||
22 | B.6G | Recognize the significance of meiosis to sexual reproduction. | B.8A | analyze the significance of chromosome reduction, independent assortment, and crossing-over during meiosis in increasing diversity in populations of organisms that reproduce sexually; and | |||
23 | B.6F | predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses, and non-Mendelian inheritance; and | B.8B | predict possible outcomes of various genetic combinations using monohybrid and dihybrid crosses, including non-Mendelian traits of incomplete dominance, codominance, sex-linked traits, and multiple alleles. | predict possible outcomes of various genetic combinations using monohybrid crosses, including non-Mendelian traits of incomplete dominance, codominance, sex-linked traits, and multiple alleles. Workgroup C recommended removing dihybrid crosses, so unsure why it is still in the adopted TEKS Cognitively inappropriate for Biology National standards do NOT support including dihybrid crosses. Not in CCMR standards for high school graduates. | LS3.B: VARIATION OF TRAITS Variation among individuals of the same species can be explained by both genetic and environmental factors. Individuals within a species have similar but not identical genes. In sexual reproduction, variations in traits between parent and offspring arise from the particular set of chromosomes (and their respective multiple genes) inherited, with each parent contributing half of each chromosome pair. More rarely, such variations result from mutations, which are changes in the information that genes carry. Although genes control the general traits of any given organism, other parts of the DNA and external environmental factors can modify an individual’s specific development, appearance, behavior, and likelihood of producing offspring. The set of variations of genes present, together with the interactions of genes with their environment, determines the distribution of variation of traits in a population. | |
24 | B.7 | Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to: | B.9 | Science concepts--biological evolution. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple lines of evidence. The student is expected to: | |||
25 | B.7A | analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; | B.9A | analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; and | |||
26 | B.7B | examine scientific explanations of abrupt appearance and stasis in the fossil record; | B.9B | examine scientific explanations for varying rates of change such as gradualism, abrupt appearance, and stasis in the fossil record | |||
27 | B.7 | Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to: | B.10 | Science concepts--biological evolution. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple mechanisms. The student is expected to: | |||
28 | B.7C | Analyze and evaluate how natural selection produces change in populations, not individuals. | B.10A | explain how natural selection produces change in populations, and not in individuals | |||
29 | B.7D | analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success; | B.10B | analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success | |||
30 | B.7E | analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species; and | B.10C | analyze and evaluate how natural selection may lead to to speciation | |||
31 | B.7F | analyze other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination. | B.10D | analyze evolutionary mechanisms other than natural selection, including genetic drift, gene flor, mutation, and genetic recombination, and their effect on the gene pool of a population | |||
32 | B.8 | Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to: | |||||
33 | B.8A | Define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community. | |||||
34 | B.8B | Categorize organisms using a hierarchical classification system based on similarities and differences shared among groups. | |||||
35 | B.8C | Compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals. | |||||
36 | B.9 | Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to: | B.11 | Science concepts--biological structures, functions, and processes. The student knows the significance of matter cycling, energy flow, and enzymes in living organisms. The student is expected to: | |||
37 | B.9B | compare the reactants and products of photosynthesis and cellular respiration in terms of energy, energy conversions, and matter; and | B.11A | explain how matter is conserved and energy is transferred during photosynthesis and cellular respiration using models, including the chemical equations for these processes | |||
38 | B.9C | identify and investigate the role of enzymes. | B.11B | investigate and explain the role of enzymes in facilitating cellular processes. | |||
39 | B.10 | Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to: | B.12 | Science concepts--biological structures, functions, and processes. The student knows that multicellular organisms are composed of multiple systems that interact to perform complex functions. The student is expected to: | The student knows that an organism is a system with sub-systems that have different structures and functions and that multicellular organisms are composed of multiple systems that interact to perform complex functions. RATIONALE;: Students need to understand systems, subsystems and system thinking to better prepare them for their adult lives in a vairety of job requirements including workplace, college & military readiness. Also using language consistent with the Framework in the TEKS will better enable teachers to find national resources which will use the Framework language. | A system can be thought of a "whole made up of parts that work together to do a job" or "collection of components that are organized for a common purpose or accomplish an overall goal "introduced by AAAS about 1990. Systems & systems thinking is a CCC captured from historical science standards and seen in subsequent standards (Science for all Americans, Benchmarks for Science Literacy, National Science Education Standards, Framework. | |
40 | B.10A | Describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals. | B.12A | analyze the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; and | analyze the interactions that occur among body subsystems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals RATIONALE: Systems, subsystems and systems thinking is a better science and engineering preparation for adult workforce. | LS1.A: STRUCTURE AND FUNCTION By the end of grade 12. Systems of specialized cells within organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules, such as water, proteins, carbohydrates, lipids, and nucleic acids. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Outside that range (e.g., at a too high or too low external temperature, with too little food or water available), the organism cannot survive. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. | |
41 | B.10B | describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants; and | B.12B | explain how the interactions that occur among systems that perform functions of transport, reproduction, and response in plants are facilitated by their structures. | |||
42 | B.10C | Analyze the levels of organization in biological systems and relate the levels to each other and to the whole system. | |||||
43 | B.11 | Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to: | |||||
44 | B.11A | summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems; and | |||||
45 | B.11B | Describe how events and processes that occur during ecological succession can change populations and species diversity. | |||||
46 | B.12 | Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to: | B.13 | Science concepts--interdependence within environmental systems. The student knows that interactions at various levels of organization occur within an ecosystem to maintain stability. The student is expected to: | |||
47 | B.12A | interpret relationships, including predation, parasitism, commensalism, mutualism, and competition, among organisms; | B.13A | investigate and evaluate how ecological relationships, including predation, parasitism, commensalism, mutualism, and competition, influence ecosystem stability; | |||
48 | B.12B | ||||||
49 | B.12C | analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids; | B.13B | analyze how ecosystem stability is affected by disruptions to the cycling of matter and flow of energy through trophic levels using models; | Explain how the available energy changes across successive trophic levels in energy pyramids, and analyze how ecosystem stability is affected by disruptions to the cycling of matter and flow of energy through trophic levels using models; Rationale: Langauge regarding available energy changes across trophic levels from 7.13A --> Changing energy across trophic levels should not be taught until high school grade (developmentally inappropriate) | LS2.B: CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS The cycling of matter and the flow of energy within ecosystems occur through interactions among different organisms and between organisms and the physical environment. All living systems need matter and energy. Matter fuels the energy-releasing chemical reactions that provide energy for life functions and provides the material for growth and repair of tissue. Energy from light is needed for plants because the chemical reaction that produces plant matter from air and water requires an energy input to occur. Animals acquire matter from food, that is, from plants or other animals. The chemical elements that make up the molecules of organisms pass through food webs and the environment and are combined and recombined in different ways. At each level in a food web, some matter provides energy for life functions, some is stored in newly made structures, and much is discarded to the surrounding environment. Only a small fraction of the matter consumed at one level is captured by the next level up. As matter cycles and energy flows through living systems and between living systems and the physical environment, matter and energy are conserved in each change. The carbon cycle provides an example of matter cycling and energy flow in ecosystems. Photosynthesis, digestion of plant matter, respiration, and decomposition are important components of the carbon cycle, in which carbon is exchanged between the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. | |
50 | B.12D | describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles; and | B.13C | explain the significance of the carbon and nitrogen cycles to ecosystem stability and analyze the consequences of disrupting these cycles; and | |||
51 | B.12E | Describe how environmental change can impact ecostystem stability. | B.13D | explain how environmental change, including change due to human activity, affects biodiversity and analyze how changes in biodiversity impact ecosystem stability. | |||
1 |  | 2023-2024 Proposed Science TEKS Analysis Chemistry | Updated: 06/14/2021 | ||||
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2 | |||||||
3 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | |||
4 | C.4 | Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The student is expected to: | |||||
5 | C.4A | differentiate between physical and chemical changes and properties; | |||||
6 | C.4B | identify extensive properties such as mass and volume and intensive properties such as density and melting point; | |||||
7 | C.4C | compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume; and | |||||
8 | C.4D | classify matter as pure substances or mixtures through investigation of their properties. | |||||
9 | C.5 | Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to: | C.5 | The student understands the development of the Periodic Table and applies its predictive power. The student is expected to: | By the end of grade 12. Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. | ||
10 | C.5A | explain the use of chemical and physical properties in the historical development of the Periodic Table; | C.5A | explain the development of the Periodic Table over time using evidence such as chemical and physical properties; FINAL: construct explanations to communicate the development of the Periodic Table over time using evidence such as chemical and physical properties | The development of the periodic table (which occurred well before atomic substructure was understood) was a major advance, as its patterns suggested and led to the identification of additional elements with particular properties | ||
11 | C.5B | identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, using the Periodic Table; and | C.5B | predict the properties of elements in chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, based on valence electrons patterns using the Periodic Table; and | Each element has characteristic chemical properties. The periodic table, a systematic representation of known elements, is organized horizontally by increasing atomic number and vertically by families of elements with related chemical properties. The development of the periodic table (which occurred well before atomic substructure was understood) was a major advance, as its patterns suggested and led to the identification of additional elements with particular properties. Moreover, the table’s patterns are now recognized as related to the atom’s outermost electron patterns, which play an important role in explaining chemical reactivity and bond formation, and the periodic table continues to be a useful way to organize this information. | ||
12 | C.5C | interpret periodic trends, including atomic radius, electronegativity, and ionization energy, using the Periodic Table. | C.5C | analyze and interpret elemental data, including atomic radius, atomic mass, electronegativity, ionization energy, and reactivity to identify periodic trends. | the table’s patterns are now recognized as related to the atom’s outermost electron patterns, which play an important role in explaining chemical reactivity and bond formation, and the periodic table continues to be a useful way to organize this information. Atomic radius, atomic mass, electronegativity, and ionization energy are not mentioned specifically. | ||
13 | C.6 | Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to: | C.6 | Science concepts. The student understands the development of atomic theory and applies it to real-world phenomena. The student is expected to: | By the end of grade 12 Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. | ||
14 | C.6A | describe the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom; | C.6A | construct models using Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, Bohr's nuclear atom, and Heisenberg's Uncertainty Principle to show the development of modern atomic theory over time; | Construct historic atomic models to show the development of the modern atomic theory using scientific works such as Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, Bohr's nuclear atom, and Heisenberg's Uncertainty Principle Rationale: National Standards do not go into specific scientists and the historical development of the atom. Focus on how the atomic theory applies over time and connects to real-world phenomena. | Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. Specific advancements by individual scienctists not mentioned. | |
15 | C.6B | describe the structure of atoms and ions, including the masses, electrical charges, and locations of protons and neutrons in the nucleus and electrons in the electron cloud; | Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. | ||||
16 | C.6B | describe the mathematical relationships between energy, frequency, and wavelength of light using the electromagnetic spectrum; | C.6C | investigate the mathematical relationship between energy, frequency, and wavelength of light using the electromagnetic spectrum and relate it to the quantization of energy in the emission spectrum; | PS4.A: Wave Properities By the end of grade 12. The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. PS4.B Electromagnetic Radiation By the end of grade 12. All electromagnetic radiation travels through a vacuum at the same speed, called the speed of light. Atoms of each element emit and absorb characteristic frequencies of light. | ||
17 | C.6C | calculate average atomic mass of an element using isotopic composition; and | C.6D | calculate average atomic mass of an element using isotopic composition; and | The number of protons in the atomic nucleus (atomic number) is the defining characteristic of each element; different isotopes of the same element differ in the number of neutrons only. Despite the immense variation and number of substances, there are only some 100 different stable elements. | ||
18 | C.6D | express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis valence electron dot structures. | C.6E | construct models to express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis dot structures. | By the end of grade 12. Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. | ||
19 | C.7 | Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds. The student is expected to: | C.7 | Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds. The student is expected to: | |||
20 | C.7A | construct an argument to support how periodic trends such as electronegativity can predict bonding between elements; | construct an explaination to support how periodic trends such as electronegativity can predict bonding between elements; Rationale: Only one such as seems misleading on predicting bonding. Explaination is better than an argument because students need to understand the science concept of why this happens instead of arguing on this issue. | ||||
21 | C.7 | name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules; | C.7B | name and write the chemical formulas for ionic and covalent compounds using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules; | |||
22 | C.7B | write the chemical formulas of ionic compounds containing representative elements, transition metals and common polyatomic ions, covalent compounds, and acids and bases; | |||||
23 | C.7C | construct electron dot formulas to illustrate ionic and covalent bonds; | |||||
24 | C.7D | describe metallic bonding and explain metallic properties such as thermal and electrical conductivity, malleability, and ductility; and | C.7D | analyze the properties of ionic, covalent, and metallic substances in terms of intramolecular and intermolecular forces. | analyze the properties of ionic, covalent, and metallic substances in terms the nature of their interactions such as intramolecular and intermolecular forces. Rationale: Metallic Substances do not have intermolecular and intramolecular forces. Ionic substances do not have intramolecular forces. This aligns to the framework. | Electrical attractions and repulsions between charged particles (i.e., atomic nuclei and electrons) in matter explain the structure of atoms and the forces between atoms that cause them to form molecules (via chemical bonds), which range in size from two to thousands of atoms (e.g., in biological molecules such as proteins). Atoms also combine due to these forces to form extended structures, such as crystals or metals. (p. 107) | |
25 | C.7E | classify molecular structure for molecules with linear, trigonal planar, and tetrahedral electron pair geometries as explained by Valence Shell Electron Pair Repulsion (VSEPR) theory. | C.7C | classify and draw electron dot structures for molecules with linear, bent, trigonal planar, trigonal pyramidal, and tetrahedral molecular geometries as explained by Valence Shell Electron Pair Repulsion (VSEPR) theory; and | |||
26 | C.8 | Science concepts. The student can quantify the changes that occur during chemical reactions. The student is expected to: | C.8 | Science concepts. The student understands how matter is accounted for in chemical substances. The student is expected to: | |||
27 | C.9 | Science concepts. The student understands how matter is accounted for in chemical reactions. The student is expected to: | |||||
28 | C.8A | define and use the concept of a mole; | C.8A | define mole and apply the concept of molar mass to convert between moles and grams; | |||
29 | C.8B | calculate the number of atoms or molecules in a sample of material using Avogadro’s number; | C.8B | calculate the number of atoms or molecules in a sample of material using Avogadro's number; | |||
30 | C.8C | calculate percent composition of compounds; | C.8C | calculate percent composition of compounds; and | |||
31 | C.8D | differentiate between empirical and molecular formulas; | C.8D | differentiate between empirical and molecular formulas. | , but see notes and Field Guide suggestions Rationale: Like how the calculations are not required. | ||
32 | C.8E | write and balance chemical equations using the law of conservation of mass; | C.9A | interpret, write, and balance chemical equations, including synthesis, decomposition, single replacement, double replacement, and combustion reactions using the law of conservation of mass; | |||
33 | C.8F | differentiate among double replacement reactions, including acid-base reactions and precipitation reactions, and oxidation-reduction reactions such as synthesis, decomposition, single replacement, and combustion reactions; | C.9B | differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions; | PS1.B: Chemical Reactions By the end of grade 12. Knowledge of conservation of atoms with chemical properties and electrical charges can be used to describe and predict chemical reactions. Main types of reactions include transfer of electrons (redox) or hydronium ions (acids/bases). | ||
34 | C.8G | perform stoichiometric calculations, including determination of mass and gas volume relationships between reactants and products and percent yield; and | C.9C | perform stoichiometric calculations, including determination of mass relationships, gas volume relationships, and percent yield; and | |||
35 | C.8H | describe the concept of limiting reactants in a balanced chemical equation. | C.9D | describe the concept of limiting reactants in a balanced chemical equation. | |||
36 | C.9 | Science concepts. The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases. The student is expected to: | C.10 | Science concepts. The student understands the principles of the kinetic molecular theory and ideal gas behavior. The student is expected to: | PS2.C Stability and Instability in Physical Systems By the end of grade 12. When a system has a great number of component pieces, one may not be able to predict much about its precise future. For such systems (e.g., with very many colliding molecules), one can often predict average but not detailed properties and behaviors (e.g., average temperature, motion, and rates of chemical change but not the trajectories or other changes of particular molecules). Systems may evolve in unpredictable ways when the outcome depends sensitively on the starting condition and the starting condition cannot be specified precisely enough to distinguish between different possible outcomes. | ||
37 | C.9A | describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law; and | C.10B | describe and calculate the relationships among volume, pressure, number of moles, and temperature for an ideal gas; and | |||
38 | C.9B | describe the postulates of kinetic molecular theory. | C.10A | describe the postulates of the kinetic molecular theory; | PS2.B Types of Interactions By the end of grade 12. Electrical forces between electrons and the nucleus of atoms explain chemical patterns. Intermolecular forces determine atomic composition, molecular geometry and polarity, and, therefore, structure and properties of substances. The kinetic-molecular theory describes the behavior of gas in a system. | ||
39 | C.10C | define and apply Dalton's law of partial pressure. | |||||
40 | C.10 | Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to: | C.11 | Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to: | |||
41 | C.12 | Science concepts. The student understands and applies various rules regarding acids and bases. The student is expected to: | |||||
42 | C.10A | describe the unique role of water in solutions in terms of polarity; | C.11A | describe the unique role of water in solutions in terms of polarity; | |||
43 | C.10B | apply the general rules regarding solubility through investigations with aqueous solutions; | C.11D | investigate the general rules regarding solubility and predict the products of a double replacement reaction; | investigate general solubility rules Rationale: Concern about the amount time to teach general solubility rules and predictng products in double replacement reaction with fidelity to the intention of the TEKS. | ||
44 | C.10C | calculate the concentration of solutions in units of molarity; | C.11E | calculate the concentration of solutions in units of molarity; and | |||
45 | C.10D | calculate the dilutions of solutions using molarity; | C.11F | calculate the dilutions of solutions using molarity. | |||
46 | C.10E | distinguish among types of solutions such as electrolytes and nonelectrolytes; unsaturated, saturated, and supersaturated solutions; and strong and weak acids and bases; | C.11B | distinguish among types of solutions, including electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions; | |||
47 | C.10F | investigate factors that influence solid and gas solubilities and rates of dissolution such as temperature, agitation, and surface area; | C.11C | investigate how solid and gas solubilities are influenced by temperature using solubility curves and how rates of dissolution are influenced by temperature, agitation, and surface area; | |||
48 | C.10G | define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid-base reactions that form water; and | C.12B | define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions; | |||
49 | C.12D | predict products in acid-base reactions that form water; and | |||||
50 | C.12A | name and write the chemical formulas for acids and bases using IUPAC nomenclature rules; | Please see notes Rationale: To be more aligned with National Standards | ||||
51 | C.12C | differentiate between strong and weak acids and bases; | Delete this TEK. Rationale: Questioning application of this TEKS. The depth to which this is taught will vary and may not consistent. | ||||
52 | C.10H | define pH and calculate the pH of a solution using the hydrogen ion concentration. | C.12E | define pH and calculate the pH of a solution using the hydrogen ion concentration. | |||
53 | C.11 | Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to: | C.13 | Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to: | PS1.B: Chemical Reactions By the end of grade 12.Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in total binding energy (i.e., the sum of all bond energies in the set of molecules) that are matched by changes in kinetic energy. In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. Chemical processes and properties of materials underlie many important biological and geophysical phenomena. | ||
54 | C.11A | describe energy and its forms, including kinetic, potential, chemical, and thermal energies; | |||||
55 | C.13A | explain everyday examples that illustrate the four laws of thermodynamics; | Please see notes and Field Guide suggestion Rationale: Alignement of concepts seem to be more fitting with the Law of Conservation of Energy vs. as a standalone TEKS. This change would raise the rigor of the standard. | PS3.B: Conservation of Energy and Energy Transfer By the end of grade 8. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reactions release energy, others store energy. By the end of grade 12. Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. | |||
56 | C.11B | describe the law of conservation of energy and the processes of heat transfer in terms of calorimetry; | C.13B | investigate the process of heat transfer using calorimetry; | PS33A. Defination of Energy By the end of grade 12. “Chemical energy” generally is used to mean the energy that can be released or stored in chemical processes, PS3.B: Conservation of Energy and Energy Transfer By the end of grade 12. Uncontrolled systems always evolve toward more stable states—that is,toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). | ||
57 | C.11C | classify reactions as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysis; and | C.13C | classify processes as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysis; and | PS1.B: Chemical Reactions By the end of grade 12. Knowledge of conservation of atoms with chemical properties and electrical charges can be used to describe and predict chemical reactions. Main types of reactions include transfer of electrons (redox) or hydronium ions (acids/bases). Changes in pressure, concentration, or temperature affect the balance between forward and backward reaction rates (equilibrium). Ionic and covalent bonds can be predicted based on the types of attractive forces between particles. | ||
58 | C.11D | perform calculations involving heat, mass, temperature change, and specific heat. | C.13D | perform calculations involving heat, mass, temperature change, and specific heat. | See notes Rationale: Want students to engage in-hands on experiences to also focus on real-world application alongside mathematical calculations | PS3.B Conservation of Energy and Engery Transfer By the end of grade 12. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. | |
59 | C.12 | Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to: | C.14 | Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to: | Energy and Matter Progression Mass/weight distinctions and the idea of atoms and their conservation (except in nuclear processes) are taught in grades 6-8, with nuclear substructure and the related conservation laws for nuclear processes introduced in grades 9-12. | ||
60 | C.12A | describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of balanced nuclear equations; and | C.14A | describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of balanced nuclear equations; | PS1.C: Nuclear Processes By the end of grade 12. Strong and weak nuclear interactions determine nuclear stability and processes.Spontaneous radioactive decays follow a characteristic exponential decay law. | ||
61 | C.12B | compare fission and fusion reactions. | C.14B | compare fission and fusion reactions; and | PS1.C: Nuclear Processes By the end of grade 12. Nuclear processes, including fusion, fission, and radio-active decays of unstable nuclei, involve changes in nuclear binding energies. The total number of neutrons plus protons does not change in any nuclear process. Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials from the isotope ratios present. | ||
62 | C.14C | give examples of applications of nuclear phenomena such as nuclear stability, radiation therapy, diagnostic imaging, solar cells, and nuclear power. | PS3.D: Energy in Chemical Processes and Everyday Life By the end of grade 12. Solar cells are human-made devices that likewise capture the sun’s energy and produce electrical energy. PS4.C: Information Technologies and Instruments By the end of grade 12. Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. | ||||
1 | 2023-2024 Proposed Science TEKS Analysis Earth Systems | Updated: 06/14/2021 | ||||
|---|---|---|---|---|---|---|
34 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Grade Band (K-12 Framework) Green font = present in TEKS | ||
35 | ES.4 | Earth in space and time. The student knows how Earth-based and space-based astronomical observations reveal differing theories about the structure, scale, composition, origin, and history of the universe. The student is expected to: | ||||
36 | ES.4A | evaluate the evidence concerning the Big Bang model such as red shift and cosmic microwave background radiation and current theories of the evolution of the universe, including estimates for the age of the universe | ||||
37 | ES.4B | explain how the Sun and other stars transform matter into energy through nuclear fusion | ||||
38 | ES.4C | investigate the process by which a supernova can lead to the formation of successive generation stars and planets. | ||||
39 | ES.5 | Earth in space and time. The student understands the solar nebular accretionary disk model. The student is expected to: | ES.5 | Science concepts. The student understands the formation of the Earth and how objects in the solar system affect Earth's systems. The student is expected to: | Science concepts. The student understands the formation of the Earth and how objects in the solar system affect Earth's systems. The student is expected to: | |
40 | ES.5A | analyze how gravitational condensation of solar nebular gas and dust can lead to the accretion of planetesimals and protoplanets | ES.5A | analyze how gravitational condensation of solar nebular gas and dust can lead to the accretion of planetesimals and protoplanets; | analyze gravitational condensation patterns of solar nebular gas and dust in order to describe how they can lead to the accretion of planetesimals and protoplanets; Added "patterns" as CCC and "describe" based on patterns | ESS1.B The solar system consists of the sun and a collection of objects of varying sizes and conditions including planets and their moons that are held in orbit around the sun by its gravitational pull on them. This system appears to have formed from a disk of dust and gas, drawn together by gravity. |
41 | ES.5B | investigate thermal energy sources, including kinetic heat of impact accretion, gravitational compression, and radioactive decay, which are thought to allow protoplanet differentiation into layers | ||||
42 | ES.5C | contrast the characteristics of comets, asteroids, and meteoroids and their positions in the solar system, including the orbital regions of the terrestrial planets, the asteroid belt, gas giants, Kuiper Belt, and Oort Cloud | ES.5B | identify comets, asteroids, meteoroids, and planets in the solar system and describe how they affect the Earth and Earth's systems; | ESS1.B By the end of grade 8. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. ESS2.A disusses comets adding mass on page 108 | |
43 | ES.5D | explore the historical and current hypotheses for the origin of the Moon, including the collision of Earth with a Mars-sized planetesimal | ES.5C | explore the historical and current hypotheses for the origin of the Moon, including the collision of Earth with a Mars-sized planetesimal. | Evaluate the historical and current hypotheses for the origin of the Moon, including the collision of Earth with a Mars-sized planetesimal. Added "evaluate" for argumentation purposes. Framework doesn't discuss origins of moons | |
44 | ES.5E | compare terrestrial planets to gas-giant planets in the solar system, including structure, composition, size, density, orbit, surface features, tectonic activity, temperature, and suitability for life | ||||
45 | ES.5F | compare extra-solar planets with planets in our solar system and describe how such planets are detected | ||||
46 | ES.6 | Earth in space and time. The student knows the evidence for how Earth's atmospheres, hydrosphere, and geosphere formed and changed through time. The student is expected to: | ES.6 | Science concepts. The student knows the evidence for the formation and composition of Earth's atmosphere, hydrosphere, biosphere, and geosphere. The student is expected to: | Science concepts. The student knows the evidence for the formation and composition of Earth's atmosphere, hydrosphere, biosphere, and geosphere. The student is expected to: | |
47 | ES.6A | describe how impact accretion, gravitational compression, radioactive decay, and cooling differentiated proto-Earth into layers; | construct an explanation for how impact accretion, gravitational compression, radioactive decay, and cooling differentiated proto-Earth into layers Added "construct an explanation" to increase the rigor and add an SEP. | ESS2.A By the end of grade 12. Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. A deep knowledge of how feedbacks work within and among Earth’s systems is still lacking, thus limiting scientists’ ability to predict some changes and their impacts. Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. The top part of the mantle, along with the crust, forms structures known as tectonic plates (link to ESS2.B). Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and the gravitational movement of denser materials toward the interior. The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. | ||
48 | ES.6A | analyze the changes of Earth's atmosphere that could have occurred through time from the original hydrogen-helium atmosphere, the carbon dioxide-water vapor-methane atmosphere, and the current nitrogen-oxygen atmosphere | ES.6C | evaluate the evidence for changes to the chemical composition of Earth's atmosphere prior to the introduction of oxygen; | Framework focuses on the atmosphere after the introduction of oxygen | |
49 | ES.6B | evaluate the role of volcanic outgassing and impact of water-bearing comets in developing Earth's atmosphere and hydrosphere | ES.6B | evaluate the roles of volcanic outgassing and water-bearing comets in developing Earth's atmosphere and hydrosphere; | evaluate how volcanic outgassing and water-bearing comets caused changes in developing Earth's atmosphere and hydrosphere; Added "cause" (from Cause and Effect) and "changes". | ESS2.D By the end of grade 12. The foundation for Earth’s global climate system is the electromagnetic radiation from the sun as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems and this energy’s reradiation into space. Climate change can occur when certain parts of Earth’s systems are altered. Geological evidence indicates that past climate changes were either sudden changes caused by alterations in the atmosphere; longer term changes (e.g., ice ages) due to variations in solar output, Earth’s orbit, or the orientation of its axis; or even more gradual atmospheric changes due to plants and other organisms that captured carbon dioxide and released oxygen. The time scales of these changes varied from a few to millions of years. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. |
50 | ES.13F | discuss scientific hypotheses for the origin of life by abiotic chemical processes in an aqueous environment through complex geochemical cycles given the complexity of living systems. | ES.6D | evaluate scientific hypotheses for the origin of life through abiotic chemical processes; | Framework makes no mention of the specifics of origin of life...only the universe | |
51 | ES.6C | investigate how the formation of atmospheric oxygen and the ozone layer impacted the formation of the geosphere and biosphere | ES.6E | describe how the production of oxygen by photosynthesis affected the development of the atmosphere, hydrosphere, geosphere, and biosphere. | construct an explanation for how the production of oxygen by photosynthesis affected the development of the atmosphere, hydrosphere, geosphere, and biosphere. Removed "describe" and added "construct an explanation" | LS2A By the end of grade 12. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. ESS2.D By the end of grade 12. The foundation for Earth’s global climate system is the electromagnetic radiation from the sun as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems and this energy’s reradiation into space. Climate change can occur when certain parts of Earth’s systems are altered. Geological evidence indicates that past climate changes were either sudden changes caused by alterations in the atmosphere; longer term changes (e.g., ice ages) due to variations in solar output, Earth’s orbit, or the orientation of its axis; or even more gradual atmospheric changes due to plants and other organisms that captured carbon dioxide and released oxygen. The time scales of these changes varied from a few to millions of years. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. |
52 | ES.6D | evaluate the evidence that Earth's cooling led to tectonic activity, resulting in continents and ocean basins. | ||||
53 | ES.7 | Earth in space and time. The student knows that scientific dating methods of fossils and rock sequences are used to construct a chronology of Earth's history expressed in the geologic time scale. The student is expected to: | ES.7 | Science concepts. The student knows that rocks and fossils provide evidence for geologic chronology, biological evolution, and environmental changes. The student is expected to: | Science concepts. The student knows that rocks and fossils provide evidence for geologic chronology, biological evolution, and environmental changes. The student is expected to: | |
54 | ES.7A | evaluate relative dating methods using original horizontality, rock superposition, lateral continuity, cross-cutting relationships, unconformities, index fossils, and biozones based on fossil succession to determine chronological order | ES.7B | apply relative dating methods, principles of stratigraphy, and index fossils to determine the chronological order of rock layers; | apply relative dating methods, model the principles of stratigraphy, and use index fossils to determine the chronological order of rock layers; Added "model" and "use" as clarifying verbs for each type of evidence. | ESS1.C By the end of grade 12. Radioactive decay lifetimes and isotopic content in rocks provide a way of dating rock formations and thereby fixing the scale of geological time. Continental rocks, which can be older than 4 billion years, are generally much older than rocks on the ocean floor, which are less than 200 million years old. Tectonic processes continually generate new ocean seafloor at ridges and destroy old seafloor at trenches. Although active geological processes, such as plate tectonics (link to ESS2.B) and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. |
55 | ES.7B | calculate the ages of igneous rocks from Earth and the Moon and meteorites using radiometric dating methods | ES.7A | describe the development of multiple radiometric dating methods and analyze their precision, reliability, and limitations in calculating the ages of igneous rocks from Earth, the Moon, and meteorites; | apply multiple radiometric dating methods and analyze their precision, reliability, and limitations in calculating the ages of igneous rocks from Earth, the Moon, and meteorites; Removed "describe the development" and added "apply". | |
56 | ES.7C | understand how multiple dating methods are used to construct the geologic time scale, which represents Earth's approximate 4.6-billion-year history. | ES.7C | construct a model of the geological time scale using relative and absolute dating methods to represent Earth's approximate 4.6-billion-year history; | ||
57 | ES.8 | Earth in space and time. The student knows that fossils provide evidence for geological and biological evolution. Students are expected to: | ES.7 | Science concepts. The student knows that rocks and fossils provide evidence for geologic chronology, biological evolution, and environmental changes. The student is expected to: | Science concepts. The student knows that rocks and fossils provide evidence for geologic chronology, biological evolution, and environmental changes. The student is expected to: | |
58 | ES.8A | analyze and evaluate a variety of fossil types such as transitional fossils, proposed transitional fossils, fossil lineages, and significant fossil deposits with regard to their appearance, completeness, and alignment with scientific explanations in light of this fossil data | ES.7E | describe how evidence of biozones and faunal succession in rock layers reveal information about the environment at the time those rocks were deposited and the dynamic nature of the Earth; | examine how evidence of biozones and faunal succession in rock layers reveal information about the environment at the time those rocks were deposited and the dynamic nature of the Earth "Examine" substituted for "Describe" in order to clarify and increase the rigor. | ESS1.C By the end of grade 12. Radioactive decay lifetimes and isotopic content in rocks provide a way of dating rock formations and thereby fixing the scale of geological time. Continental rocks, which can be older than 4 billion years, are generally much older than rocks on the ocean floor, which are less than 200 million years old. Tectonic processes continually generate new ocean seafloor at ridges and destroy old seafloor at trenches. Although active geological processes, such as plate tectonics (link to ESS2.B) and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. LS2.C By the end of grade 12. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. |
59 | ES.8B | explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record | ES.7D | explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record | analyze patterns caused by processes of sedimentation, fossilization, and speciation within the fossil record to construct explanations of inconsistencies Substituted "analyze" for "explain" and added "patterns" and "processes" as well as "construct explanations". Substituted "completeness" for "inconsistencies". These changes add CCCs and SEPs as well as clarify the standard. | |
60 | ES.8C | evaluate the significance of the terminal Permian and Cretaceous mass extinction events, including adaptive radiations of organisms after the events. | ES.7F | analyze data from rock and fossil succession to evaluate the evidence for and significance of mass extinctions, major climatic changes, and tectonic events. | ||
61 | ES.9 | Solid Earth. The student knows Earth's interior is differentiated chemically, physically, and thermally. The student is expected to: | ES.8 | Science concepts. The student knows how the Earth's interior dynamics and energy flow drive geological processes on Earth's surface. The student is expected to: | Science concepts. The student knows how the Earth's interior dynamics and energy flow drive geological processes on Earth's surface. The student is expected to: | |
62 | ES.9A | evaluate heat transfer through Earth's subsystems by radiation, convection, and conduction and include its role in plate tectonics, volcanism, ocean circulation, weather, and climate | ES.8A | evaluate heat transfer through Earth's systems by convection and conduction and include its role in plate tectonics and volcanism; | evaluate the effects of heat transfer through Earth's systems by convection and conduction and include its role in plate tectonics and volcanism Added "the effects" for clarity and CCC. | ESS2.A By the end of grade 12. Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. A deep knowledge of how feedbacks work within and among Earth’s systems is still lacking, thus limiting scientists’ ability to predict some changes and their impacts. Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. The top part of the mantle, along with the crust, forms structures known as tectonic plates (link to ESS2.B). Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and the gravitational movement of denser materials toward the interior. The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. ESS2.B By the end of grade 12. The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. |
63 | ES.9B | examine the chemical, physical, and thermal structure of Earth's crust, mantle, and core, including the lithosphere and asthenosphere | ES.8B | develop a model of the physical, mechanical, and chemical composition of Earth’s layers using evidence from Earth’s magnetic field, the composition of meteorites, and seismic waves. | model physical and chemical composition along with mechanical properties of Earth's layers using evidence from Earth's magnetic field, the composition of meteorites, and seismic waves Changed the verb to "Model", added "properties' and rearranged the terms for clarity. | |
64 | ES.9C | explain how scientists use geophysical methods such as seismic wave analysis, gravity, and magnetism to interpret Earth's structure | ||||
65 | ES.9D | describe the formation and structure of Earth's magnetic field, including its interaction with charged solar particles to form the Van Allen belts and auroras. | ||||
66 | ES.10 | Solid Earth. The student knows that plate tectonics is the global mechanism for major geologic processes and that heat transfer, governed by the principles of thermodynamics, is the driving force. The student is expected to: | ES.8 | Science concepts. The student knows how the Earth's interior dynamics and energy flow drive geological processes on Earth's surface. The student is expected to: | Science concepts. The student knows how the Earth's interior dynamics and energy flow drive geological processes on Earth's surface. The student is expected to: | |
67 | ES.10A | investigate how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics | ES.8C | investigate how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics; | Analyze conceptual interpretations of data and innovative geophysical technologies which support the current theory of plate tectonics Changed the verb to "analyze" and removed "new" to add rigor and clarity. | ESS2.A By the end of grade 12. Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. A deep knowledge of how feedbacks work within and among Earth’s systems is still lacking, thus limiting scientists’ ability to predict some changes and their impacts. Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. The top part of the mantle, along with the crust, forms structures known as tectonic plates (link to ESS2.B). Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and the gravitational movement of denser materials toward the interior. The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. ESS2.B By the end of grade 12. The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. |
68 | ES.10B | describe how heat and rock composition affect density within Earth's interior and how density influences the development and motion of Earth's tectonic plates | ES.8D | describe how heat and rock composition affect density within Earth's interior and how density influences the development and motion of Earth's tectonic plates; | construct an explanation of how density is affected by heat and rock composition within Earth's interior and influences the development and motion of Earth's tectonic plates Rearranged the sentence to remove one "density" to clarify the actions listed in the standard. | |
69 | ES.10C | explain how plate tectonics accounts for geologic processes and features, including sea floor spreading, ocean ridges and rift valleys, subduction zones, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents | ES.8E | explain how plate tectonics accounts for geologic processes and features, including sea floor spreading, ocean ridges and rift valleys, subduction zones, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents; | use the model of plate tectonics to explain geologic processes and features, including sea floor spreading, ocean ridges and rift valleys, subduction zones, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents Changed the verb to "use" and added "model" for actionable verb as well as supply a CCC. | |
70 | ES.8F | calculate the motion history of tectonic plates using equations relating rate, time, and distance to predict future motions, locations, and resulting geologic features; | calculate the historical motion of tectonic plates using equations for rate, time, and distance to predict future movement, locations, and resulting geologic features Changed the term "motion history" to "historical motion" and replaced "relating" to "for" to streamline the standard. | |||
71 | ES.10D | distinguish the location, type, and relative motion of convergent, divergent, and transform plate boundaries using evidence from the distribution of earthquakes and volcanoes | ES.8G | distinguish the location, type, and relative motion of convergent, divergent, and transform plate boundaries using evidence from the distribution of earthquakes and volcanoes; | apply evidence from the distribution of earthquakes and volcanoes to classify plate boundaries as convergent, divergent, and transform based on their location, type, and relative motion Changed verb to "apply" and reworked the sentence for clarity. | |
72 | ES.10E | evaluate the role of plate tectonics with respect to long-term global changes in Earth's subsystems such as continental buildup, glaciation, sea level fluctuations, mass extinctions, and climate change. | ES.8H | evaluate the role of plate tectonics with respect to long-term global changes in Earth's subsystems such as continental buildup, glaciation, sea level fluctuations, mass extinctions, and climate change. | evaluate data and construct an argument regarding the role of plate tectonics with respect to long-term global changes in Earth's subsystems such as continental buildup, glaciation, sea level fluctuations, mass extinctions, and climate change Paired "data" with "evaluate" and added "construct an argument as a SEP. | ESS2.D By the end of grade 12. The foundation for Earth’s global climate system is the electromagnetic radiation from the sun as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems and this energy’s reradiation into space. Climate change can occur when certain parts of Earth’s systems are altered. Geological evidence indicates that past climate changes were either sudden changes caused by alterations in the atmosphere; longer term changes (e.g., ice ages) due to variations in solar output, Earth’s orbit, or the orientation of its axis; or even more gradual atmospheric changes due to plants and other organisms that captured carbon dioxide and released oxygen. The time scales of these changes varied from a few to millions of years. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate |
73 | ES.11 | Solid Earth. The student knows that the geosphere continuously changes over a range of time scales involving dynamic and complex interactions among Earth's subsystems. The student is expected to: | ES.9 | Science concepts. The student knows that the lithosphere continuously changes as a result of dynamic and complex interactions among Earth's subsystems. The student is expected to: | Science concepts. The student knows that the lithosphere continuously changes as a result of dynamic and complex interactions among Earth's systems. The student is expected to: | |
74 | ES.11A | compare the roles of erosion and deposition through the actions of water, wind, ice, gravity, and igneous activity by lava in constantly reshaping Earth's surface | ES.9C | model the processes of mass wasting, erosion, and deposition by water, wind, ice, glaciation, gravity, and volcanism in constantly reshaping Earth's surface; | model the processes of mass wasting, erosion, and deposition by water, wind, ice, glaciation, gravity, and volcanism in cyclically reshaping Earth's surface Added "cyclically" for CCC. | ESS1.C By the end of grade 12. Radioactive decay lifetimes and isotopic content in rocks provide a way of dating rock formations and thereby fixing the scale of geological time. Continental rocks, which can be older than 4 billion years, are generally much older than rocks on the ocean floor, which are less than 200 million years old. Tectonic processes continually generate new ocean seafloor at ridges and destroy old seafloor at trenches. Although active geological processes, such as plate tectonics (link to ESS2.B) and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. ESS2.C By the end of grade 12. The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the viscosities and melting points of rocks. |
75 | ES.11B | explain how plate tectonics accounts for geologic surface processes and features, including folds, faults, sedimentary basin formation, mountain building, and continental accretion | ES.9B | investigate and model how both surface and ground water change the lithosphere through chemical and physical weathering and how they serve as valuable natural resources; | evaluate the roles of surface and ground water as valuable natural resources and model how they change the lithosphere through chemical and physical weathering Removed 'investiagte" and added "evaluate" as well as replaced "change" with "model" for SEPs and CCCs. Rearanged the sentence for clarity. | ESS2.A By the end of grade 12. Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. A deep knowledge of how feedbacks work within and among Earth’s systems is still lacking, thus limiting scientists’ ability to predict some changes and their impacts. Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. The top part of the mantle, along with the crust, forms structures known as tectonic plates (link to ESS2.B). Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and the gravitational movement of denser materials toward the interior. The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. ESS2.B By the end of grade 12. The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. |
76 | ES.11C | analyze changes in continental plate configurations such as Pangaea and their impact on the biosphere, atmosphere, and hydrosphere through time | ES.9D | evaluate how weather and human activity affect the location, quality, and supply of available freshwater resources. | ESS3.B By the end of grade 12. Natural hazards and other geological events have shaped the course of human history by destroying buildings and cities, eroding land, changing the course of rivers, and reducing the amount of arable land. These events have significantly altered the sizes of human populations and have driven human migrations. Natural hazards can be local, regional, or global in origin, and their risks increase as populations grow. Human activities can contribute to the frequency and intensity of some natural hazards. | |
77 | ES.11D | interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies | ES.9A | interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies; | analyze and interpret satellite imagery, aerial photography, topographic maps, and geologic maps to construct explanations of Earth surface features. Added "analyze" and rearranged the sentence to clarify. | |
78 | ES.11E | evaluate the impact of changes in Earth's subsystems on humans such as earthquakes, tsunamis, volcanic eruptions, hurricanes, flooding, and storm surges and the impact of humans on Earth's subsystems such as population growth, fossil fuel burning, and use of fresh water. | ||||
79 | ES.12 | Solid Earth. The student knows that Earth contains energy, water, mineral, and rock resources and that use of these resources impacts Earth's subsystems. The student is expected to: | ||||
80 | ES.12A | evaluate how the use of energy, water, mineral, and rock resources affects Earth's subsystems | ||||
81 | ES.12B | describe the formation of fossil fuels, including petroleum and coal | ||||
82 | ES.12C | discriminate between renewable and nonrenewable resources based upon rate of formation and use | ||||
83 | ES.12D | analyze the economics of resources from discovery to disposal, including technological advances, resource type, concentration and location, waste disposal and recycling, and environmental costs | ||||
84 | ES.12E | explore careers that involve the exploration, extraction, production, use, and disposal of Earth's resources. | ||||
85 | ES.13 | Fluid Earth. The student knows that the fluid Earth is composed of the hydrosphere, cryosphere, and atmosphere subsystems that interact on various time scales with the biosphere and geosphere. The student is expected to: | ES.10 | Science concepts. The student knows how the physical and chemical properties of the ocean affect its structure and flow of energy. The student is expected to: | Science concepts. The student knows how the physical and chemical properties of the ocean affect its structure and flow of energy. The student is expected to: | |
86 | ES.10A | describe how the composition and structure of the oceans leads to thermohaline circulation and its periodicity; | predict how the composition and structure of the oceans leads to thermohaline circulation and its periodicity; Changed verb to "predict" as an SEP. No mention of specific ocean structure/cycles in Framework | |||
87 | ES.10B | model and explain how changes to the composition, structure, and circulation of deep oceans affect thermohaline circulation using data on energy flow, ocean basin structure, and changes in polar ice caps and glaciers; | analyze data from energy flow, ocean basin structure, and changes in polar ice caps and glaciers to predict how changes in the deep oceans affect the thermohaline circulation. Changed verbs to "analyze" and "predict", as well as streamlied the sentence for SEPs and clarity. No mention of specific ocean structure/cycles in Framework | |||
88 | ES.13A | quantify the components and fluxes within the hydrosphere such as changes in polar ice caps and glaciers, salt water incursions, and groundwater levels in response to precipitation events or excessive pumping | ||||
89 | ES.13B | analyze how global ocean circulation is the result of wind, tides, the Coriolis effect, water density differences, and the shape of the ocean basins | ES.10C | analyze how global surface ocean circulation is the result of wind, tides, the Coriolis effect, water density differences, and the shape of the ocean basins; | construct an explanation of how global surface ocean circulation is the result of wind, tides, the Coriolis effect, water density differences, and the shape of the ocean basins Changed "analyze" to "construct an explanation" as an SEP. | ESS2.C By the end of grade 12. The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the viscosities and melting points of rocks. |
90 | ES.13C | analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature trends over the past 150 years | ||||
91 | ES.13D | discuss mechanisms and causes such as selective absorbers, major volcanic eruptions, solar luminance, giant meteorite impacts, and human activities that result in significant changes in Earth's climate | ||||
92 | ES.13E | investigate the causes and history of eustatic sea-level changes that result in transgressive and regressive sedimentary sequences | ||||
93 | ES.13F | discuss scientific hypotheses for the origin of life by abiotic chemical processes in an aqueous environment through complex geochemical cycles given the complexity of living systems. | ||||
94 | ES.14 | Fluid Earth. The student knows that Earth's global ocean stores solar energy and is a major driving force for weather and climate through complex atmospheric interactions. The student is expected to: | ES.11 | Science concepts. The student knows that dynamic and complex interactions among Earth's systems produce climate and weather. The student is expected to: | Science concepts. The student knows that dynamic and complex interactions among Earth's systems produce climate and weather. The student is expected to: | |
95 | ES.14A | analyze the uneven distribution of solar energy on Earth's surface, including differences in atmospheric transparency, surface albedo, Earth's tilt, duration of insolation, and differences in atmospheric and surface absorption of energy | ES.11A | analyze how energy transfer through Milankovitch cycles, albedo, and differences in atmospheric and surface absorption are mechanisms of climate; | analyze and predict how Milankovitch cycles, differences in atmospheric and surface absorption, and albedo affect solar energy distribution lead to climate variation Added "predict" as SEP. Reworded for clarity with emphasis on how the climate varies as the other factors cycle | ESS1.B By the end of grade 12. Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the orientation of the planet’s axis of rotation, both occurring over tens to hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on Earth. These phenomena cause cycles of ice ages and other gradual climate changes. |
96 | ES.11B | describe how Earth’s atmosphere is chemically and thermally stratified and how solar radiation interacts with the layers to cause the ozone layer, the jet stream, Hadley & Ferrel cells, and other atmospheric phenomena; | examine data from the the ozone layer, the jet stream, Hadley & Ferrel cells, and other atmospheric phenomena to construct an explanation of the stratification of Earth’s atmosphere and how solar radiation interacts with the layers. Solar radiation interactions are mentioned in Framework but details of atmospheric structure and circulation patterns are NOT | |||
97 | ES.14B | investigate how the atmosphere is heated from Earth's surface due to absorption of solar energy, which is re-radiated as thermal energy and trapped by selective absorbers | ES.11C | model how greenhouse gases trap thermal energy near Earth's surface; | ESS2.D By the end of grade 12. The foundation for Earth’s global climate system is the electromagnetic radiation from the sun as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems and this energy’s reradiation into space. Climate change can occur when certain parts of Earth’s systems are altered. Geological evidence indicates that past climate changes were either sudden changes caused by alterations in the atmosphere; longer term changes (e.g., ice ages) due to variations in solar output, Earth’s orbit, or the orientation of its axis; or even more gradual atmospheric changes due to plants and other organisms that captured carbon dioxide and released oxygen. The time scales of these changes varied from a few to millions of years. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. ESS3.D By the end of grade 12. Global climate models are often used to understand theprocess of climate change because these changes are complex and can occur slowly over Earth’s history. Though the magnitudes of humans’ impacts are greater than they have ever been, so too are humans’ abilities to model, predict, and manage current and future impacts. Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities, as well as to changes in human activities. Thus science and engineering will be essential both to understanding the possible impacts of global climate change and to informing decisions about how to slow its rate and consequences—for humanity as well as for the rest of the planet. | |
98 | ES.11D | evaluate how the combination of multiple feedback loops alter global climate; | evaluate how the combination of multiple feedback loops within the atmosphere, hydrosphere, geosphere and biosphere alter global climate Added "atmosphere, hydrosphere, geosphere and biosphere" for clarity. | |||
99 | ES.11E | investigate and analyze evidence for climate changes over Earth's history using paleoclimate data, historical records, and measured greenhouse gas levels; | analyze paleoclimate data, historical records, and measured greenhouse gas levels as evidence to support argumentation regarding climate changes over Earth's history Removed "investigate" and rearranged the sentence for clarity as well as added "argumentation" as a SEP. | |||
100 | ES.14C | explain how thermal energy transfer between the ocean and atmosphere drives surface currents, thermohaline currents, and evaporation that influence climate. | ES.11F | explain how the transfer of thermal energy among the hydrosphere, lithosphere, and atmosphere influences weather; | use patterns of thermal energy transfer within the hydrosphere, lithosphere, and atmosphere to construct explanations for changes in weather Replaced "explain" with "use" and added "patterns" and "explanations" as SEPs and CCCs. | |
101 | ES.15A | describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns | ES.11G | describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns. | predict surface-ocean conditions, including El Niño-Southern Oscillation, and explain their effect on global weather and climate patterns Replaced "describe" with "predict" and "affect" with "explain their effect". | |
102 | ES.15 | Fluid Earth. The student knows that interactions among Earth's five subsystems influence climate and resource availability, which affect Earth's habitability. The student is expected to: | ES.12 | Science concepts. The student understands how Earth's systems affect and are affected by human activities, including resource use and management. The student is expected to: | ||
103 | ES.11E | evaluate the impact of changes in Earth's subsystems on humans such as earthquakes, tsunamis, volcanic eruptions, hurricanes, flooding, and storm surges and the impact of humans on Earth's subsystems such as population growth, fossil fuel burning, and use of fresh water. | ES.12A | evaluate the impact on humans of natural changes in Earth's systems such as earthquakes, tsunamis, and volcanic eruptions; | evaluate the effects of earthquakes, tsunamis, and volcanic eruptions on humans and design solutions to reduce the impacts Rearranged the sentence for clarity and added "design solutions" as a SEP. | ESS3.B By the end of grade 12. Natural hazards and other geological events have shaped the course of human history by destroying buildings and cities, eroding land, changing the course of rivers, and reducing the amount of arable land. These events have significantly altered the sizes of human populations and have driven human migrations. Natural hazards can be local, regional, or global in origin, and their risks increase as populations grow. Human activities can contribute to the frequency and intensity of some natural hazards. |
104 | ES.15A | describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns | ||||
105 | ES.15B | investigate evidence such as ice cores, glacial striations, and fossils for climate variability and its use in developing computer models to explain present and predict future climates | ||||
106 | ES.15C | quantify the dynamics of surface and groundwater movement such as recharge, discharge, evapotranspiration, storage, residence time, and sustainability | ||||
107 | ES.12B | analyze the impact on humans of naturally occurring extreme weather events such as flooding, hurricanes, tornadoes, and thunderstorms; | analyze the impact of flooding, hurricanes, tornadoes, and thunderstorms on humans and design solutions to reduce the impacts Rearranged the sentence for clarity and added "design solutions" as a SEP. | ESS3.B By the end of grade 12. Natural hazards and other geological events have shaped the course of human history by destroying buildings and cities, eroding land, changing the course of rivers, and reducing the amount of arable land. These events have significantly altered the sizes of human populations and have driven human migrations. Natural hazards can be local, regional, or global in origin, and their risks increase as populations grow. Human activities can contribute to the frequency and intensity of some natural hazards | ||
108 | ES.12C | analyze the natural and anthropogenic factors that affect the severity and frequency of extreme weather events and the hazards associated with these events; | analyze the natural factors that affect the severity and frequency of extreme weather events and the hazards associated with these events "Anthropogenic Factors" removed becuase humans do not cause extreme weather or weather changes - these are caused by shifts in climate which have roots in human activities as well as natural cycles. | |||
109 | ES.15D | explain the global carbon cycle, including how carbon exists in different forms within the five subsystems and how these forms affect life | ES.12F | explain the cycling of carbon through different forms among Earth's systems and how biological processes have caused major changes to the carbon cycle in those systems over Earth's history. | construct an explanation from evidence for the historical cycling of carbon through different forms among Earth's systems and how biological processes have caused major changes to the carbon cycle in those systems Modified the verb to "construct an explanation" and streamlied the sentence for clarity. | LS2B By the end of grade 12. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web, and there is a limit to the number of organisms that an ecosystem can sustain. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil and are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved; some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. Competition among species is ultimately competition for the matter and energy needed for life. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged between the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. |
110 | ES.15E | analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, hurricane intensity, and biodiversity. | ES.12D | analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, and biodiversity; | ESS3.C By the end of grade 12. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Scientists and engineers can make major contributions—for example, by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. When the source of an environmental problem is understood and international agreement can be reached, human activities can be regulated to mitigate global impacts (e.g., acid rain and the ozone hole near Antarctica). | |
111 | ES.12E | predict how human use of Texas's naturally occurring resources such as fossil fuels, minerals, soil, solar energy, and wind energy directly and indirectly changes the cycling of matter and energy through Earth's systems; | ESS3.C By the end of grade 12. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Scientists and engineers can make major contributions—for example, by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. When the source of an environmental problem is understood and international agreement can be reached, human activities can be regulated to mitigate global impacts (e.g., acid rain and the ozone hole near Antarctica). | |||
112 | ES.13 | Science concepts. The student explores global policies and careers related to the life cycles of Earth's resources. The student is expected to: | ||||
113 | ES.12D | analyze the economics of resources from discovery to disposal, including technological advances, resource type, concentration and location, waste disposal and recycling, and environmental costs | ES.13A | analyze the policies related to resources from discovery to disposal, including economics, health, technological advances, resource type, concentration and location, waste disposal and recycling, mitigation efforts, and environmental impacts; | analyze and develop arguments regarding the policies related to resources from discovery to disposal, including economics, health, technological advances, resource type, concentration and location, waste disposal and recycling, mitigation efforts, and environmental impacts; Added "develop arguements" as the content lends itself well to policy debate. | Framework discusses how SEPS lead to better policy advocacy and awareness on page 79. ESS3.C By the end of grade 12. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Scientists and engineers can make major contributions—for example, by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. When the source of an environmental problem is understood and international agreement can be reached, human activities can be regulated to mitigate global impacts (e.g., acid rain and the ozone hole near Antarctica). |
114 | ES.12E | explore careers that involve the exploration, extraction, production, use, and disposal of Earth's resources. | ES.13B | explore global and Texas-based careers that involve the exploration, extraction, production, use, disposal, regulation, and protection of Earth's resources. | research global and Texas-based careers that involve the exploration, extraction, production, use, disposal, regulation, and protection of Earth's resources. "Explore" replaced with "research" for more concrete task building. | |
1 |  | 2023-2024 Proposed Science TEKS Analysis Environmental Systems | Updated: 06/14/2021 | ||||
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2 | |||||||
3 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Grade Band (K-12 Framework) Green font = present in TEKS | |||
4 | E.1 | Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices | E.1 | 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 explain phenomena or design solutions using appropriate tools and models. The student is expected to: | 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 explain phenomena or identies problems and designs solutions using appropriate tools and models RATIONALE: Consistent with Framework language. | Science and Engineering are clearly differentiated in the Framework. This differentiation must be consistent throughout the TEKS in each grade level and course and each KS or SE. Science "asks questions" and" constructs explanations" whereas Engineering "defines problems" and "designs solutions" | |
5 | E.2 | Scientific processes. The student uses scientific methods to solve investigative questions. | |||||
6 | E.2E | follow or plan and implements investigative procedures, including making observations, asking questions, formulating testable hypotheses, and selecting equipment and technology | E.1A | ask questions and define problems based on observations or information from text, phenomena, models, or investigations; | ask scientific questions and define engineering problems based on observations or information from text, phenomena, models, or investigations; | ||
7 | E.1B | apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems; | apply scientific practices to ask questions, plan and conduct descriptive, comparative, and experimental investigations to construct explanations and use engineering practices to design solutions to engineering problems; RATIONALE: Consistent with Framework language. | Science "asks questions" and "constructs explanations" | |||
8 | E.1A | demonstrate safe practices during laboratory and field investigations, including the appropriate first aid responses to accidents that could occur in the field such as insect stings, animal bites, overheating, sprains, and breaks | E.1C | use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards; | TEA needs to revise/update current safety standards and to create CTE safety standards | ||
9 | E.1B | demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. | |||||
10 | E.2A | know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; | |||||
11 | E.2G | demonstrate the use of course apparatuses, equipment, techniques, and procedures, including meter sticks, rulers, pipettes, graduated cylinders, triple beam balances, timing devices, pH meters or probes, thermometers, calculators, computers, Internet access, turbidity testing devices, hand magnifiers, work and disposable gloves, compasses, first aid kits, binoculars, filed guides, water quality test kits or probes, soil test kits or probes, 100ft appraiser’s tapes, tarps, shovels, trowels, screens buckets, and rock and mineral samples | E.1D | use appropriate tools such as meter sticks, metric rulers, pipettes, graduated cylinders, standard laboratory glassware, balances, timing devices, pH meters or probes, various data collecting probes, thermometers, calculators, computers, internet access, turbidity testing devices, hand magnifiers, work and disposable gloves, compasses, first aid kits, binoculars, field guides, water quality test kits or probes, soil test kits or probes, 30 meter tape measures, tarps, shovels, trowels, screens, buckets, rock and mineral samples equipment, air quality testing devices, cameras, flow meters, Global Positioning System (GPS) units, Geographic Information System (GIS) software, computer models, densiometers, spectrophotometers, stereomicroscopes, compound microscopes, clinometers, field journals, various prepared slides, hand lenses, hot plates, Petri dishes, sampling nets, waders, leveling grade rods (Jason sticks), protractors, inclination and height distance calculators, samples of biological specimens or structures, core sampling equipment, and kick nets; | |||
12 | E.2H | use a wide variety of additional course apparatuses, equipment, techniques, materials, and procedures as appropriate such as air quality testing devices, cameras, flow meters, Global Positioning System (GPS) units, Geographic Information System (GIS) software, computer models, densiometers, clinometers, and field journals | |||||
13 | E.2F | collect data individually or collaboratively, make measurements with precision and accuracy, record values using appropriate units, and calculate statistically relevant quantities to describe data, including mean, median, and range | E.1E | collect quantitative data using the International System of Units (SI) and qualitative data as evidence; | |||
14 | E.2K | communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology‐based reports | E.1F | organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers, or cellphone applications; | |||
15 | E.2I | organize, analyze, evaluate, build models, make inferences, and predict trends from data | |||||
16 | E.1G | develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and | develop and use models to represent phenomena, systems, processes, to answer scientific questions or design solutions to engineering problems; RATIONALE: Consistent with Framework language. | Science "asks questions" and" constructs explanations" whereas Engineering "defines problems" and "designs solutions" | |||
17 | E.2B | know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories | E.1H | distinguish between scientific hypotheses, theories, and laws. | distinguish between observations, inferences, scientific hypotheses, theories, and laws as well as and arguments from explanations and claims from evidence. RATONALE; Although K-8 students are supposed to have learned the difference between observation and inference as well as hypotheses, theories and laws and arguments from explanaations and claims from evidence, it is obvious that the general public still does not understand these fundamenal scientific ideas. Thus the need to re-visit them in all high school courses, but in the specific context of the course. Framework: Framework Being a critical consumer of science and the products of engineering requires ... to be able to distinguish observations from inferences, arguments from explanations, and claims from evidence | Framework: REFLECTING ON THE PRACTICES Being a critical consumer of science and the products of engineering, whether as a lay citizen or a practicing scientist or an engineer, also requires the ability to read or view reports about science in the press or on the Internet and to recognize the salient science, identify sources of error and methodological flaws, and distinguish observations from inferences, arguments from explanations, and claims from evidence. All of these are constructs learned from engaging in a critical discourse around texts. p 75 Epistemic knowledge is knowledge of the constructs and values that are intrinsic to science. Students need to understand what is meant, for example, by an observation, a hypothesis, an inference, a model, a theory, or a claim and be able to readily distinguish between them. p 79 RATONALE; Although K-8 students are supposed to have learned the difference between observation and inference as well as hypotheses, theories and laws, it is obvious that the general public still does not understand these fundamental scientific ideas. Thus the need to re-visit them in all high school courses, but in the specific context of the course. Framework: Being a critical consumer of science and the products of engineering requires ... to be able to distinguish observations from inferences, arguments from explanations, and claims from evidence | |
18 | E.2C | know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well‐established and highly reliable explanations, but may be subject to change as new areas of science and new technologies are developed | The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships to develop evidence-based arguments or evaluate engineering designs. | ||||
19 | E.2D | distinguish between scientific hypotheses and scientific theories | |||||
20 | E.2A | identify advantages and limitations of models such as their size, scale, properties, and materials; | |||||
21 | E.2A | identify advantages and limitations of models such as their size, scale, properties, and materials; | |||||
22 | E.2B | analyze data by identifying significant statistical features, patterns, sources of error, and limitations; | |||||
23 | E.2J | perform calculations using dimensional analysis, significant digits, and scientific notation | E.2C | use mathematical calculations to assess quantitative relationships in data; and | |||
24 | E.2D | evaluate experimental and engineering designs. | |||||
25 | E.3 | Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom | E.3 | Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: | |||
26 | E.3A | develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories; | |||||
27 | E.3B | communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and | |||||
28 | E.3C | engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence. | |||||
29 | E.3A | in all fields for science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student | |||||
30 | E.3B | communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles and marketing materials | |||||
31 | E.3C | draw inferences based on data related to promotional materials for products and services | |||||
32 | E.3D | evaluate the impact of research on scientific thought, society, and the environment | |||||
33 | E.3E | describe the connection between environmental science and future careers | |||||
34 | E.3F | research and describe the history of environmental science and contributions of scientists | |||||
35 | E.4 | Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. The student is expected to: | E.5 | Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. The student is expected to: | The student knows the Earth's systems include geosphere, hydrosphere, atmosphere and biosphere, systems have boundaries, components, resources, flow, and feedback and within their subsystems are relationships of biotic and abiotic components of habitats, ecosystems, and biomes. RATIONALE: Broadens student understanding of systems, sub-systems and systems thinking for both science and engineering that begins in K-5 with "parts and whole" understanding per Framework. Better prepares students for post-graduation expectations of worforce or military employers and higher education. ALSO, using language consistent with the Framework in the TEKS will better enable teachers to find national resources which will use the Framework language. | The Earth's systems include geosphere, hydrosphere, atmosphere and biosphere. LS2 Ecosystems are complex, interactive systems that include both biological communities (biotic) and physical (abiotic) components of the environment | |
36 | E.4A | identify native plants and animals using a dichotomous key; | |||||
37 | E.4B | assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes; | E.5A | identify native plants and animals within a local ecosystem and compare their roles to those of plants and animals in other biomes, including aquatic, grassland, forest, desert, and tundra; | Investigate a local ecosystem to compare the roles of native plants and animals to those of plants and animals in other biomes, including, grassland, forest, desert, and tundra RATIONALE: increasing the rigor with the use of investigate rather than simply identify. | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS Earth’s varied combinations of these factors provide the physical environments in which its ecosystems (e.g., deserts, grasslands, rain forests, and coral reefs) develop and in which the diverse species of the planet live. | |
38 | E.4C | diagram abiotic cycles, including the rock, hydrologic, carbon, and nitrogen cycles; | E.5B | explain the cycling of water, phosphorus, carbon, silicon, and nitrogen through ecosystems, including sinks and human interactions that alter these cycles, using tools such as models; | Develop a model and use to explain the cycling of water, phosphorus, carbon, silicon, and nitrogen through ecosystems, including sinks and human interactions that alter these cycles. RATIONALE: Increasing the rigor with development of a model. | LS2.B: CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS The cycling of matter and the flow of energy within ecosystems occur through interactions among different organisms and between organisms and the physical environment. | |
39 | E.4D | make observations and compile data about fluctuations in abiotic cycles and evaluate the effects of abiotic factors on local ecosystems and local biomes; | E.5C | evaluate the effects of fluctuations in abiotic factors on local ecosystems and local biomes; | engage in argument from evidence the effects of fluctuations in abiotic factors on local subsystems. RATIONALE: Engaging in argument from evidence aligns with the Framework and increases the level of rigor, deepens understanding of systems and subsystems such as an ecosystem. A local ecosystem will be in the local biome so the term local biome is redundant. | LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE Species in an environment develop behavioral and physiological patterns that facilitate their survival under the prevailing conditions, but these patterns may be maladapted when conditions change | |
40 | E.4E | measure the concentration of solute, solvent, and solubility of dissolved substances such as dissolved oxygen, chlorides, and nitrates and describe their impact on an ecosystem; | E.5D | measure the concentration of dissolved substances such as dissolved oxygen, chlorides, and nitrates and describe their impacts on an ecosystem; | Investigate the relationship between the concentration of dissolved substances, such as oxygen, chlorides, and nitrates and their impacts on the species types and abundance in a local subsystem; RATIONALE: Increasing the rigor with investigationing the relationship and also provides clarity about local subsystems. | LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE Species in an environment develop physiological patterns that facilitate their survival under the prevailing conditions | |
41 | E.4F | predict how the introduction or removal of an invasive species may alter the food chain and affect existing populations in an ecosystem; | E.5E | use models to predict how the introduction of an invasive species may alter the food chain and affect existing populations in an ecosystem; | use models to predict how the introduction of an invasive species may alter the food chain and affect existing populations in a local subsystem; RATIONALE: Consistant with research that supports beginning instruction with the known and move to the unknown and understanding of the interconnectedness of sub-systems within amy system as well as systems thinking. | LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE But many changes are induced by human activity, such as resource extraction, adverse land use patterns, pollution, introduction of nonnative species, and global climate change. | |
42 | E.4G | predict how species extinction may alter the food chain and affect existing populations in an ecosystem; and | E.5F | use models to predict how species extinction may alter the food chain and affect existing populations in an ecosystem; and | use models to predict how species extinction may alter the food chain and affect existing populations in a local subsystem; and RATIONALE: Consistant with research that supports beginning instruction with the known and move to the unknown. | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS Seeking matter and energy resources to sustain life, organisms in an ecosystem interact with one another in complex feeding hierarchies of producers, consumers, and decomposers, which together represent a food web. LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE Disruptions in the physical and biological components of an ecosystem—which can lead to shifts in the types and numbers of the ecosystem’s organisms, to the maintenance or the extinction of species, to the migration of species into or out of the region, or to the formation of new species (speciation)—occur for a variety of natural reasons. | |
43 | E.4H | research and explain the causes of species diversity and predict changes that may occur in an ecosystem if species and genetic diversity is increased or reduced. | E.5G | predict changes that may occur in an ecosystem if genetic diversity is increased or decreased. | predict changes that may occur in a local subsystem if genetic diversity is increased or decreased. RATIONALE: Reinforces languguage used within the Framework. | LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE Ecosystems with a wide variety of species—that is, greater biodiversity—tend to be more resilient to change than those with few species. LS4.B: NATURAL SELECTION Natural selection occurs only if there is variation in the genetic information within a population that is expressed in traits that lead to differences in survival and reproductive ability among individuals under specific environmental conditions. If the trait differences do not affect reproductive success, then natural selection will not favor one trait over others. | |
44 | E.5 | Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to: | E.6 | Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to: | |||
45 | E.5A | summarize methods of land use and management and describe its effects on land fertility; | E.6A | compare and contrast land use and management methods and how they affect land attributes such as fertility, productivity, economic value, and ecological stability; | ESS3.A: NATURAL RESOURCES As the global human population increases and people’s demands for better living conditions increase, resources considered readily available in the past, such as land for agriculture or drinkable water, are becoming scarcer and more valued. All forms of resource extraction and land use have associated economic, social, environmental, and geopolitical costs and risks, as well as benefits. New technologies and regulations can change the balance of these factors—for example, scientific modeling of the long-term environmental impacts of resource use can help identify potential problems and suggest desirable changes in the patterns of use. | ||
46 | E.5B | identify source, use, quality, management, and conservation of water; | E.6B | relate how water sources, management, and conservation affect water uses and quality; | construct explanations with relevant evidence about how water sources, management, and conservation affect water uses and quality. RATIONALE: construct explanations with relevant evidence increases the level of rigor and aligns with the SEPs in the Framework. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS For example, communities are doing many things to help protect Earth’s resources and environments. They are treating sewage, reducing the amount of materials they use, and reusing and recycling materials. Regulations regarding water and air pollution have greatly reduced acid rain and stream pollution | |
47 | E.5C | document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability; | E.6C | document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability; | construct explanations with relevant evidence to identify the use and conservation of both renewable and non-renewable resources as they pertain to sustainability RATIONALE: Construct explanations with relevant evidence is more rigorous than document and aligns with the SEPs within the Framework. | ESS3.A: NATURAL RESOURCES Some of these resources are renewable over human lifetimes, and some are nonrenewable (mineral resources and fossil fuels) or irreplaceable if lost (extinct species). All forms of resource extraction and land use have associated economic, social, environmental, and geopolitical costs and risks, as well as benefits. New technologies and regulations can change the balance of these factors—for example, scientific modeling of the long-term environmental impacts of resource use can help identify potential problems and suggest desirable changes in the patterns of use. | |
48 | E.5D | identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy; | E.6D | identify how changes in limiting resources such as water, food, and energy affect local ecosystems; | develop an argument with relevant evidence of how changes in limiting resources such as water, food, and energy affect local ecosystems; RATIONALE: develop an argument with relevant evidence is more rigorous than identify. | SEP 7: Engage in Argument from Evidence. Scientists must defend their explanations, formulate evidence based on a solid foundation of data, examine their own understanding in light of the evidence and comments offered by others, and collaborate with peers in searching for the best explanation for the phenomenon being investigated. | |
49 | E.5E | analyze and evaluate the economic significance and interdependence of resources within the environmental system; and | E.6E | analyze and evaluate the economic significance and interdependence of resources within the local environmental system; and | ESS3.A: NATURAL RESOURCES Resource availability affects geopolitical relationships and can limit development. As the global human population increases and people’s demands for better living conditions increase, resources considered readily available in the past, such as land for agriculture or drinkable water, are becoming scarcer and more valued. All forms of resource extraction and land use have associated economic, social, environmental, and geopolitical costs and risks, as well as benefits. New technologies and regulations can change the balance of these factors | ||
50 | E.5F | evaluate the impact of waste management methods such as reduction, reuse, recycling, and composting on resource availability. | E.6F | evaluate the impact of waste management methods such as reduction, reuse, recycling, upcycling, and composting on resource availability in the local environment. | engage in argument from evidence about the impact of waste management methods such as reduction, reuse, recycling, upcycling, and composting on resource availability in the local environment. RATIONALE: engaging in argument from evidence increases the level of rigor and aligns with the SEPs within the Framework. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS For example, communities are doing many things to help protect Earth’s resources and environments. They are treating sewage, reducing the amount of materials they use, and reusing and recycling materials. | |
51 | E.6 | Science concepts. The student knows the sources and flow of energy through an environmental system. The student is expected to: | E.7 | Science concepts. The student knows the sources and flow of energy through an environmental system. The student is expected to: | |||
52 | E.6A | define and identify the components of the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere and the interactions among them; | E.7A | describe the interactions between the components of the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere; | develop and use models to describe the interactions between the components of the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere; RATIONALE: developing and using models increases the rigor of student thinking and aligns with the SEPs within the Framework. | ESS2.A: EARTH MATERIALS AND SYSTEMS Earth’s systems are dynamic; they interact over a wide range of temporal and spatial scales and continually react to changing influences, including human activities. Components of Earth’s systems may appear stable, change slowly over long periods of time, or change abruptly, with significant consequences for living organisms. Changes in part of one system can cause further changes to that system or to other systems, often in surprising and complex ways. | |
53 | E.6B | describe and compare renewable and non-renewable energy derived from natural and alternative sources such as oil, natural gas, coal, nuclear, solar, geothermal, hydroelectric, and wind; | E.7B | relate biogeochemical cycles to the flow of energy in ecosystems, including energy sinks such as oil, natural gas, and coal deposits; | compare and contrast biogeochemical cycles with the flow of energy in ecosystems, including energy sinks such as oil, natural gas, and coal deposits. RATIONALE: Compare and contrast increases the rigor of the student expectation. | ESS2.E: BIOGEOLOGY The evolution and proliferation of living things have changed the makeup of Earth’s geosphere, hydrosphere, and atmosphere over geological time. Plants, algae, and microorganisms produced most of the oxygen (i.e., the O2) in the atmosphere through photosynthesis, and they enabled the formation of fossil fuels and types of sedimentary rocks. Microbes also changed the chemistry of Earth’s surface, and they continue to play a critical role in nutrient cycling (e.g., of nitrogen) in most ecosystems. The abundance of carbon in the atmosphere is reduced through the ocean floor accumulation of marine sediments and the accumulation of plant biomass; atmospheric carbon is increased through such processes as deforestation and the burning of fossil fuels. | |
54 | E.6C | explain the flow of energy in an ecosystem, including conduction, convection, and radiation; | E.7C | explain the flow of heat energy in an ecosystem, including conduction, convection, and radiation; and | develop and use a model to explain the flow of heat in an ecosystem, including conduction, convection, and radiation RATIONALE: Developing and using models involves more rigorous thinking than does explaining. Framework, p 121 | PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER Heat transfer occurs when two objects or systems are at different temperatures. Energy moves out of higher temperature objects and into lower temperature ones, cooling the former and heating the latter. This transfer happens in three different ways—by conduction within solids, by the flow of liquid or gas (convection), and by radiation, which can travel across space. Framework, p 121 The idea that there are different forms of energy, such as thermal energy, mechanical energy, and chemical energy, is misleading, as it implies that the nature of the energy in each of these manifestations is distinct when in fact they all are ultimately, at the atomic scale, some mixture of kinetic energy, stored energy, and radiation. It is likewise misleading to call sound or light a form of energy; they are phenomena that, among their other properties, transfer energy from place to place and between objects. | |
55 | E.6D | investigate and explain the effects of energy transformations in terms of the laws of thermodynamics within an ecosystem; and | E.7D | identify and describe how energy is used, transformed, and conserved as it flows through ecosystems. | develop and use a model to identify and describe how energy is used, transferred, and conserved as it flows through ecosystems. RATIONALE: developing and using models increases the level of rigor. Energy is transferred, not transformed, as per Framework p 121. | PS3 LS2.B: CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS The cycling of matter and the flow of energy within ecosystems occur through interactions among different organisms and between organisms and the physical environment. The chemical elements that make up the molecules of organisms pass through food webs and the environment and are combined and recombined in different ways. At each level in a food web, some matter provides energy for life functions, some is stored in newly made structures, and much is discarded to the surrounding environment. Only a small fraction of the matter consumed at one level is captured by the next level up. As matter cycles and energy flows through living systems and between living systems and the physical environment, matter and energy are conserved in each change. Framework, p 121 The idea that there are different forms of energy, such as thermal energy, mechanical energy, and chemical energy, is misleading, as it implies that the nature of the energy in each of these manifestations is distinct when in fact they all are ultimately, at the atomic scale, some mixture of kinetic energy, stored energy, and radiation. It is likewise misleading to call sound or light a form of energy; they are phenomena that, among their other properties, transfer energy from place to place and between objects. | |
56 | E.6E | investigate and identify energy interactions in an ecosystem. | |||||
57 | E.7 | Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems. The student is expected to: | E.8 | Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems. The student is expected to: | |||
58 | E.7A | relate carrying capacity to population dynamics; | E.8A | compare exponential and logistical population growth using graphical representations; | |||
59 | E.8B | identify factors that may alter carrying capacity such as disease; natural disaster; available food, water, and livable space; habitat fragmentation; and periodic changes in weather; | engage in argument from evidence about factors that may alter carrying capacity such as disease; predation,natural disaster; available food, water, and livable space; habitat fragmentation; and parameters of the physical environment such as periodic changes in weather. RATIONALE: Engaging in argument from evidence increases the rigor of the student expectation. | LS2.A: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS Ecosystems have carrying capacities that limit the number of organisms (within populations) they can support. Individual survival and population sizes depend on such factors as predation, disease, availability of resources, and parameters of the physical environment. | |||
60 | E.7B | calculate birth rates and exponential growth of populations; | E.8C | calculate changes in population size in ecosystems; and | |||
61 | E.7C | analyze and predict the effects of non-renewable resource depletion; and | |||||
62 | E.7D | analyze and make predictions about the impact on populations of geographic locales due to diseases, birth and death rates, urbanization, and natural events such as migration and seasonal changes. | E.8D | analyze and make predictions about the impact on populations of geographic locales due to diseases, birth and death rates, urbanization, and natural events such as migration and seasonal changes. | LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE Disruptions in the physical and biological components of an ecosystem—which can lead to shifts in the types and numbers of the ecosystem’s organisms, to the maintenance or the extinction of species, to the migration of species into or out of the region, or to the formation of new species (speciation)—occur for a variety of natural reasons. Changes may derive from the fall of canopy trees in a forest, for example, or from cataclysmic events, such as volcanic eruptions. But many changes are induced by human activity, such as resource extraction, adverse land use patterns, pollution, introduction of nonnative species, and global climate change | ||
63 | E.8 | Science concepts. The student knows that environments change naturally. The student is expected to: | E.9 | Science concepts. The student knows that environments change naturally. The student is expected to: | The student knows that a complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions whereas extreme flucuations in conditions can result a new ecosystem. LS2 | LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE Disruptions in the physical and biological components of an ecosystem—which can lead to shifts in the types and numbers of the ecosystem’s organisms, to the maintenance or the extinction of species, to the migration of species into or out of the region, or to the formation of new species (speciation)—occur for a variety of natural reasons. Changes may derive from the fall of canopy trees in a forest, for example, or from cataclysmic events, such as volcanic eruptions. | |
64 | E.8A | analyze and describe the effects on areas impacted by natural events such as tectonic movement, volcanic events, fires, tornadoes, hurricanes, flooding, tsunamis, and population growth; | E.9A | analyze and describe how natural events such as tectonic movement, volcanic events, fires, tornadoes, hurricanes, flooding, and tsunamis affect natural populations; | LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE Disruptions in the physical and biological components of an ecosystem—which can lead to shifts in the types and numbers of the ecosystem’s organisms, to the maintenance or the extinction of species, to the migration of species into or out of the region, or to the formation of new species (speciation)—occur for a variety of natural reasons. Changes may derive from the fall of canopy trees in a forest, for example, or from cataclysmic events, such as volcanic eruptions. | ||
65 | E.8B | explain how regional changes in the environment may have a global effect; | E.9B | explain how regional changes in the environment may have global effects; | |||
66 | E.8C | examine how natural processes such as succession and feedback loops restore habitats and ecosystems; | E.9C | examine how natural processes such as succession and feedback loops can restore habitats and ecosystems; | LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE Species in an environment develop behavioral and physiological patterns that facilitate their survival under the prevailing conditions | ||
67 | E.8D | describe how temperature inversions impact weather conditions, including El Niño and La Niña oscillations; and | E.9D | describe how temperature inversions have short-term and long-term effects, including El Niño and La Niña oscillations, ice cap and glacial melting, and changes in ocean surface temperatures; and | Compare and contrast the short-term impacts such as changing surface temperatures on El Niño and La Niña oscillations and long-term impacts on ice caps, glaciers, ocean currents by natural global climate change, RATIONALE: Compare and contrast increases the rigor. 9D and 9E were combined due to similar learning objectives. | ESS2.D: WEATHER AND CLIMATE When ocean currents change their flow patterns, such as during El Niño Southern Oscillation conditions, some global regions become warmer or wetter and others become colder or drier. | |
68 | E.8E | analyze the impact of temperature inversions on global warming, ice cap and glacial melting, and changes in ocean currents and surface temperatures. | E.9E | analyze the impact of natural global climate change on ice caps, glaciers, ocean currents, and surface temperatures. | NEW Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem such as moderate hunting or a seasonal flood or extreme changes, such as long term extreme drought or sea level rise. RATIONALE: Brings in CCC Stabililty and Change: Much of science deals with constructing explanations of how things change and how they remain stable. Includes SEPs Engaging in Argument from Evidence: Evaluate the claims, evidence and reasoning behing currently accepted expxlanations or solutions to determine the merits of arguments. This new E.9E culminates E.9. | ESS2.D: WEATHER AND CLIMATE When ocean currents change their flow patterns, such as during El Niño Southern Oscillation conditions, some global regions become warmer or wetter and others become colder or drier. Cumulative increases in the atmospheric concentration of carbon dioxide and other greenhouse gases, whether arising from natural sources or human industrial activity (see ESS3.D), increase the capacity of Earth to retain energy. Changes in surface or atmospheric reflectivity change the amount of energy from the sun that enters the planetary system. Icy surfaces, clouds, aerosols, and larger particles in the atmosphere, such as from volcanic ash, reflect sunlight and thereby decrease the amount of solar energy that can enter the weather/ climate system. Conversely, dark surfaces (e.g., roads, most buildings) absorb sunlight and thus increase the energy entering the system. | |
69 | E.9 | Science concepts. The student knows the impact of human activities on the environment. The student is expected to: | E.10 | Science concepts. The student knows how humans impact environmental systems through emissions and pollutants. The student is expected to: | |||
70 | E.9A | identify causes of air, soil, and water pollution, including point and nonpoint sources; | E.10A | identify sources of emissions in air, soil, and water, including point and nonpoint sources; | construct an explanation of the sources and impacts of emissions in air, soil, and water, including point and non-point sources. RATIONALE: construct an explanation requires more rigorous thinking than identify. Adding impacts connects to the CCC of cause and effect. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS Humans affect the quality, availability, and distribution of Earth’s water through the modification of streams, lakes, and groundwater. Large areas of land, including such delicate ecosystems as wetlands, forests, and grasslands, are being transformed by human agriculture, mining, and the expansion of settlements and roads. Human activities now cause land erosion and soil movement annually that exceed all natural processes. Air and water pollution caused by human activities affect the condition of the atmosphere and of rivers and lakes, with damaging effects on other species and on human health. SEP6 Constructing Explanations. The goal for students is to construct logically coherent explanations of phenomena that incorporate their current understanding of science, or a model that represents it, and are consistent with the available evidence. | |
71 | E.10B | distinguish how an emission becomes a pollutant based on its concentration, toxicity, reactivity, and location within the environment; | engage in argument from evidence to explain how an emission becomes a pollutant based on its concentration, toxicity, reactivity, and location within the environment; RATIONALE: engaging in argument from evidence increases the rigor of the student expectation. | SEP 7: Engaging in Argument from Evidence. Scientists must defend their explanations, formulate evidence based on a solid foundation of data, examine their own understanding in light of the evidence and comments offered by others, and collaborate with peers in searching for the best explanation for the phenomenon being investigated. | |||
72 | E.9B | investigate the types of air, soil, and water pollution such as chlorofluorocarbons, carbon dioxide, pH, pesticide runoff, thermal variations, metallic ions, heavy metals, and nuclear waste; | E.10C | investigate the effects of pollutants such as chlorofluorocarbons, greenhouse gases, pesticide runoff, nuclear waste, aerosols, metallic ions, and heavy metals, as well as thermal, light, and noise pollution; | analyze and interpret data about the damaging effects of pollutants such as chlorofluorocarbons, greenhouse gases, pesticides, nuclear waste, aerosols, metallic ions, and heavy metals, as well as thermal, light, and noise pollution on all organisms including humans, pets, animals, plants, microorganisms and their environments; RATIONALE: analyzing and interpreting data increases the rigor of the student expectation and makes it evidence-based. Broadening the | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS Air and water pollution caused by human activities affect the condition of the atmosphere and of rivers and lakes, with damaging effects on other species and on human health. | |
73 | E.9C | examine the concentrations of air, soil, and water pollutants using appropriate units; | E.10D | evaluate indicators of air, soil, and water quality against regulatory standards to determine the health of an ecosystem; and | evaluate indicators of air, soil, and water quality against regulatory standards to determine the health or changes in an ecosystem and identify pollutants that currently do not have regulatory standards that link to problems such as chemical resistance or metabolic disrupters in animals, plants and microorganisms; RATIONALE: The impact of changes in agricultural practices such as GMOs (Genetically Modified Organisms), such as corn which is resistant to RoundUp resulting in genetic changes in the soil microbe population and 'weeds" that also become resistant or metabolic disrupters in animals, plants and microorganisms. Veternarians report an increase in pet cancers where yards are treated with such chemicals. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS Regulations regarding water and air pollution have greatly reduced acid rain and stream pollution, and international treaties on the use of certain refrigerant gases have halted the growth of the annual ozone hole over Antarctica. | |
74 | E.9D | describe the effect of pollution on global warming, glacial and ice cap melting, greenhouse effect, ozone layer, and aquatic viability; | E.10E | distinguish between the causes and effects of global warming and ozone depletion, including the causes, the chemicals involved, the atmospheric layer, the environmental effects, the human health effects, and the relevant wavelengths on the electromagnetic spectrum (IR and UV). | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS international treaties on the use of certain refrigerant gases have halted the growth of the annual ozone hole over Antarctica. In addition, the development of alternative energy sources can reduce the environmental impacts otherwise caused by the use of fossil fuels. ESS2.D: WEATHER AND CLIMATE The “greenhouse effect” keeps Earth’s surface warmer than it would be otherwise. To maintain any average temperature over time, energy inputs from the sun and from radioactive decay in Earth’s interior must be balanced by energy loss due to radiation from the upper atmosphere. PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER Radiation can be emitted or absorbed by matter. When matter absorbs light or infrared radiation, the energy of that radiation is transformed to thermal motion of particles in the matter, or, for shorter wavelengths (ultraviolet, X-ray), the radiation’s energy is absorbed within the atoms or molecules and may possibly ionize them by knocking out an electron. | ||
75 | E.11 | Science concepts. The student understands how individual and collective actions impact environmental systems. The student is expected to: | The student understands how individual and collective actions impact ecosystems. RATIONALE: Using language consistent with the Framework. | ||||
76 | E.9E | evaluate the effect of human activities, including habitat restoration projects, species preservation efforts, nature conservancy groups, hunting, fishing, ecotourism, all terrain vehicles, and small personal watercraft, on the environment; | E.11A | evaluate the negative effects of human activities on the environment, including overhunting, overfishing, ecotourism, all-terrain vehicles, and personal watercraft; | analyze and interpret data to evaluate the negative effects of human activities on the environment, including overhunting, overfishing, accidental introduction of non-native species, ecotourism, all-terrain vehicles, and personal watercraft; RATIONALE: use of data analysis for evaluation of the positive effects increases the rigor of student thinking and uses language consistent with the SEPs within the Framework. | LS4.D: BIODIVERSITY AND HUMANS humans affect these ecosystems in ways—including habitat destruction, pollution of air and water, overexploitation of resources, introduction of invasive species, and climate change—that prevent the sustainable use of resources and lead to ecosystem degradation, species extinction, and the loss of valuable ecosystem services. | |
77 | E.11B | evaluate the positive effects of human activities on the environment, including habitat restoration projects, species preservation efforts, nature conservancy groups, game and wildlife management, and ecotourism; and | analyze and interpret data to evaluate the positive effects of human activities on the environment, including sewage treatment, reduce/reuse/recycle materials,alternative energy sources, federal regulations and international treaties, habitat restoration projects, species preservation efforts, nature conservancy groups, game and wildlife management, and ecotourism; and RATIONALE: use of data analysis for evaluation of the range of positive effects increases the rigor of student thinking and uses language consistent with the SEPs within the Framework. Broadened the range of positive efffects. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS communities are doing many things to help protect Earth’s resources and environments. They are treating sewage, reducing the amount of materials they use, and reusing and recycling materials. Regulations regarding water and air pollution have greatly reduced acid rain and stream pollution, and international treaties on the use of certain refrigerant gases have halted the growth of the annual ozone hole over Antarctica. Regulation of fishing and the development of marine preserves can help restore and maintain fish populations. In addition, the development of alternative energy sources can reduce the environmental impacts otherwise caused by the use of fossil fuels. | |||
78 | E.9J | research the advantages and disadvantages of "going green" such as organic gardening and farming, natural methods of pest control, hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars; | E.11C | research the advantages and disadvantages of "going green" such as organic gardening and farming, natural methods of pest control, hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars. | compare and contrast the advantages and disadvantages of "going green" such as organic gardening and farming, natural methods of pest control, hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars. RATIONALE: compare and contrast increases the level of rigor and incorporates the CCC of cause and effect. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS In addition, the development of alternative energy sources can reduce the environmental mpacts otherwise caused by the use of fossil fuels. | |
79 | E.12 | Science concepts. The student understands how ethics and economic priorities influence environmental decisions. The student is expected to: | |||||
80 | E.9F | evaluate cost-benefit trade-offs of commercial activities such as municipal development, farming, deforestation, over-harvesting, and mining; | E.12A | evaluate cost-benefit trade-offs of commercial activities such as municipal development, food production, deforestation, over-harvesting, mining, and use of renewable and non-renewable energy sources; | analyze and interpret data to evaluate cost-benefit trade-offs of commercial activities such as municipal development, food production, deforestation, over-harvesting, mining, and use of renewable and non-renewable energy sources; RATIONALE: uses data analysis to inform the evaluation; uses language consistent with the SEPs within the Framework. | LS4.D: BIODIVERSITY AND HUMANS Humans also benefit from “ecosystem services,” such as climate stabilization, decomposition of wastes, and pollination that are provided by healthy (i.e., diverse and resilient) ecosystems. The resources of biological communities can be used within sustainable limits, but in many cases humans affect these ecosystems in ways—including habitat destruction, pollution of air and water, overexploitation of resources, introduction of invasive species, and climate change—that prevent the sustainable use of resources and lead to ecosystem degradation, species extinction, and the loss of valuable ecosystem services. | |
81 | E.12B | evaluate the economic impacts of individual actions on the environment such as overbuilding, habitat destruction, poaching, and improper waste disposal; | analyze and interpret data to evaluate the economic impacts of individual actions on the environment such as overbuilding, habitat destruction, poaching, and improper waste disposal; RATIONALE: bases the evaluation on data; uses language consistent with the SEPs within the Framework. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS Land use patterns for agriculture and ocean use patterns for fishing are affected not only by changes in population and needs but also by changes in climate or local conditions (such as desertification due to overuse or depletion of fish populations by overextraction). | |||
82 | E.9G | analyze how ethical beliefs can be used to influence scientific practices such as methods for increasing food production; | E.12C | analyze how ethical beliefs influence environmental scientific and engineering practices such as methods for food production, water distribution, energy production, and the extraction of minerals; | engage in argument from evidence about how ethical beliefs influence environmental scientific and engineering practices such as methods for food production, water distribution, energy production, and the extraction of minerals; RATIONALE: Uses langugage consistent with the SEPs within the Framework. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS For example, communities are doing many things to help protect Earth’s resources and environments. They are treating sewage, reducing the amount of materials they use, and reusing and recycling materials. Regulations regarding water and air pollution have greatly reduced acid rain and stream pollution, and international treaties on the use of certain refrigerant gases have halted the growth of the annual ozone hole over Antarctica. Regulation of fishing and the development of marine preserves can help restore and maintain fish populations. In addition, the development of alternative energy sources can reduce the environmental impacts otherwise caused by the use of fossil fuels. | |
83 | E.9H | analyze and evaluate different views on the existence of global warming; | |||||
84 | E.9I | discuss the impact of research and technology on social ethics and legal practices in situations such as the design of new buildings, recycling, or emission standards; | E.12D | discuss the impact of research and technology on social ethics and legal practices in situations such as the design of new buildings, recycling, or emission standards; and | construct an explanation with relevant evience about the impact of research and technology on social ethics and legal practices in situations such as the design of new buildings, recycling, or emission standards; and RATIONALE: construct an explanation required more rigorous thinking than discuss and aligns with the language of the Framework | ||
85 | E.12E | argue from evidence whether or not a healthy economy and a healthy environment are mutually exclusive. | engage in argument from relevant evidence whether or not a healthy economy and a healthy environment are mutually exclusive. RATIONALE: Consistent with the language of the Framework. | ||||
86 | E.13 | Science concepts. The student knows how legislation mediates human impacts on the environment. The student is expected to: | |||||
87 | E.9K | analyze past and present local, state, and national legislation, including Texas automobile emissions regulations, the National Park Service Act, the Clean Air Act, the Clean Water Act, the Soil and Water Resources Conservation Act, and the Endangered Species Act; and | E.13A | describe past and present state and national legislation, including Texas automobile emissions regulations, the National Park Service Act, the Clean Air Act, the Clean Water Act, the Soil and Water Resources Conservation Act, and the Endangered Species Act; and | analyze and interpret data to describe the impact of past and present state and national legislation, including Texas automobile emissions regulations, the National Park Service Act, the Clean Air Act, the Clean Water Act, the Soil and Water Resources Conservation Act, and the Endangered Species Act; and RATIONALE: increases the level of student thinking through the analysis of data and uses language consistent with the Framework. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS Regulations regarding water and air pollution have greatly reduced acid rain and stream pollution, and international treaties on the use of certain refrigerant gases have halted the growth of the annual ozone hole over Antarctica. Regulation of fishing and the development of marine preserves can help restore and maintain fish populations. In addition, the development of alternative energy sources can reduce the environmental impacts otherwise caused by the use of fossil fuels. | |
88 | E.9L | analyze past and present international treaties and protocols such as the environmental Antarctic Treaty System, Montreal Protocol, and Kyoto Protocol. | E.13B | evaluate the goals and effectiveness of past and present international agreements such as the environmental Antarctic Treaty System, the Montreal Protocol, the Kyoto Protocol, and the Paris Climate Accord. | construct explanations with relevant evdence about the goals and effectiveness of past and present international agreements such as the environmental Antarctic Treaty System, the Montreal Protocol, the Kyoto Protocol, and the Paris Climate Accord. RATIONALE: Uses language consistent with the SEPs within the Framework. | ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS Regulations regarding water and air pollution have greatly reduced acid rain and stream pollution, and international treaties on the use of certain refrigerant gases have halted the growth of the annual ozone hole over Antarctica. Regulation of fishing and the development of marine preserves can help restore and maintain fish populations. In addition, the development of alternative energy sources can reduce the environmental impacts otherwise caused by the use of fossil fuels. | |
1 | | 2023-2024 Proposed Science TEKS Analysis Integrated Physics & Chemistry | Updated: 06/14/2021 | ||||
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3 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | |||
33 | I.4 | Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: | I.5 | Science concepts. The student knows the relationship between force and motion in everyday life. The student is expected to: | PS2.A: FORCES AND MOTION By the end of grade 12. Newton’s second law accurately predicts changes in the motion of macroscopic objects, but it requires revision for subatomic scales or for speeds close to the speed of light. (Boundary: No details of quantum physics or relativity are included at this grade level.) Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. | ||
34 | I.4A | describe and calculate an object's motion in terms of position, displacement, speed, and acceleration; | I.5A | investigate, analyze, calculate, and model motion in terms of position, velocity, acceleration, and time using tables, graphs, and mathematical relationships; | Investigate the motion of an object by measuring its time, position, velocity, and acceleration and then construct models, including distance v. time graphs, velocity v. time graphs, and mathematical relationships | PS2.B: TYPES OF INTERACTIONS By the end of grade 12. Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Forces at a distance are explained by fields permeating space that can transfer energy through space. Magnets or changing electric fields cause magnetic fields; electric charges or changing magnetic fields cause electric fields. Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. The strong and weak nuclear interactions are important inside atomic nuclei—for example, they determine the patterns of which nuclear isotopes are stable and what kind of decays occur for unstable ones. | |
35 | I.4B | measure and graph distance and speed as a function of time; | |||||
36 | I.4C | investigate how an object's motion changes only when a net force is applied, including activities and equipment such as toy cars, vehicle restraints, sports activities, and classroom objects; | |||||
37 | I.4D | describe and calculate the relationship between force, mass, and acceleration using equipment such as dynamic carts, moving toys, vehicles, and falling objects; | I.5B | Investigate and analyze data to determine the relationship between mass and acceleration in terms of the net force on an object in one dimension using force diagrams, tables, and graphs; | Collect data of the masses of objects, the forces applied to the objects, and the rate of the objects' acceleration in the direction of the force to develop the mathematical relationship among an object's mass, the applied force, and its acceleration | ||
38 | I.4E | explain the concept of conservation of momentum using action and reaction forces; | I.5C | apply the concepts of momentum and impulse to design, evaluate, and refine a device to minimize the net force on objects during collisions such as those that occur during vehicular accidents, sports activities, or the dropping of personal electronic devices; | |||
39 | I.4F | describe the gravitational attraction between objects of different masses at different distances; and | I.5E | describe how the magnitude of gravitational force between two objects depends on their masses and the distance between their centers and predict how the magnitude of the electric force between two objects depends on their charges and the distance between their centers using Coulomb's law; | |||
40 | I.4G | examine electrical force as a universal force between any two charged objects. | |||||
41 | I.5D | describe the nature of the four fundamental forces: gravitation; electromagnetic; the strong and weak nuclear forces, including fission and fusion; and mass-energy equivalency; and | |||||
42 | I.5 | Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: | I.6 | Science concepts. The student knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: | PS2.C: STABILITY AND INSTABILITY IN PHYSICAL SYSTEMS By the end of grade 12. Systems often change in predictable ways; understanding the forces that drive the transformations and cycles within a system, as well as the forces imposed on the system from the outside, helps predict its behavior under a variety of conditions. When a system has a great number of component pieces, one may not be able to predict much about its precise future. For such systems (e.g., with very many colliding molecules), one can often predict average but not detailed properties and behaviors (e.g., average temperature, motion, and rates of chemical change but not the trajectories or other changes of particular molecules). Systems may evolve in unpredictable ways when the outcome depends sensitively on the starting condition and the starting condition cannot be specified precisely enough to distinguish between different possible outcomes. PS3.A: DEFINITIONS OF ENERGY By the end of grade 12. Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. “Mechanical energy” generally refers to some combination of motion and stored energy in an operating machine. “Chemical energy” generally is used to mean the energy that can be released or stored in chemical processes, and “electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. Historically, different units and names were used for the energy present in these different phenomena, and it took some time before the relationships between them were recognized. These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as either motions of particles or energy stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER By the end of grade 12. Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, com-pression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. The availability of energy limits what can occur in any system. Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). Any object or system that can degrade with no added energy is unstable. Eventually it will do so, but if the energy releases throughout the transition are small, the process duration can be very long (e.g., long-lived radioactive isotopes). PS3.C RELATIONSHIP BETWEEN ENERGY AND FORCES By the end of grade 12. Force fields (gravitational, electric, and magnetic) contain energy and can transmit energy across space from one object to another. When two objects interacting through a force field change relative position, the energy stored in the force field is changed. Each force between the two inter-acting objects acts in the direction such that motion in that direction would reduce the energy in the force field between the objects. However, prior motion and other forces also affect the actual direction of motion. PS4.A: WAVE PROPERTIES By the end of grade 12. The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. The reflection, refraction, and transmission of waves at an interface between two media can be modeled on the basis of these properties. Combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. Resonance is a phenomenon in which waves add up in phase in a structure, growing in amplitude due to energy input near the natural vibration frequency. Structures have particular frequencies at which they resonate. This phenomenon (e.g., waves in a stretched string, vibrating air in a pipe) is used in speech and in the design of all musical instruments PS4.B: ELECTROMAGNETIC RADIATION By the end of grade 12. Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electro-magnetic radiation, and the particle model explains other features. Quantum theory relates the two models. (Boundary: Quantum theory is not explained further at this grade level.) Because a wave is not much disturbed by objects that are small compared with its wavelength, visible light cannot be used to see such objects as individual atoms. All electromagnetic radiation travels through a vacuum at the same speed, called the speed of light. Its speed in any other given medium depends on its wavelength and the properties of that medium. When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells. Photovoltaic materials emit electrons when they absorb light of a high-enough frequency. Atoms of each element emit and absorb characteristic frequencies of light, and nuclear transitions have distinctive gamma ray wavelengths. These characteristics allow identification of the presence of an element, even in microscopic quantities. | ||
43 | I.5A | recognize and demonstrate that objects and substances in motion have kinetic energy such as vibration of atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pins; | |||||
44 | I.5B | recognize and demonstrate common forms of potential energy, including gravitational, elastic, and chemical, such as a ball on an inclined plane, springs, and batteries; | |||||
45 | I.5C | demonstrate that moving electric charges produce magnetic forces and moving magnets produce electric forces; | I.6B | design, evaluate, and refine a device that generates electrical energy through the interaction of electric charges and magnetic fields; | |||
46 | I.5D | investigate the law of conservation of energy; | I.6C | plan and conduct an investigation to provide evidence that energy is conserved within a closed system; | |||
47 | I.5E | investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as in weather, living, and mechanical systems; | I.6D | investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as weather, living, and mechanical systems; | |||
48 | I.5F | evaluate the transfer of electrical energy in series and parallel circuits and conductive materials; | I.6A | design and construct series and parallel circuits that model real-world circuits such as in-home wiring, automobile wiring, and simple electrical devices to evaluate the transfer of electrical energy; | |||
49 | I.5G | explore the characteristics and behaviors of energy transferred by waves, including acoustic, seismic, light, and waves on water, as they reflect, refract, diffract, interfere with one another, and are absorbed by materials; | I.6E | plan and conduct an investigation to evaluate the transfer of energy or information through different materials by different types of waves such as wireless signals, ultraviolet radiation, and microwaves; | |||
50 | I.6F | construct and communicate an evidence-based explanation for how wave interference, reflection, and refraction are used in technology such as medicine, communication, and scientific research; and | PS4.C: INFORMATION TECHNOLOGIES AND INSTRUMENTATION By the end of grade 12. Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. Knowledge of quantum physics enabled the development of semiconductors, computer chips, and lasers, all of which are now essential components of modern imaging, communications, and information technologies. (Boundary: Details of quantum physics are not formally taught at this grade level.) | ||||
51 | I.5H | analyze energy transformations of renewable and nonrenewable resources; and | I.6G | evaluate evidence from multiple sources to critique the advantages and disadvantages of various renewable and nonrenewable energy sources and their impact on society and the environment. | |||
52 | I.5I | critique the advantages and disadvantages of various energy sources and their impact on society and the environment. | |||||
53 | I.6 | Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: | I.7 | Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: | By the end of grade 12. Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. | ||
54 | I.6A | examine differences in physical properties of solids, liquids, and gases as explained by the arrangement and motion of atoms or molecules; | |||||
55 | I.6B | relate chemical properties of substances to the arrangement of their atoms; | I.7A | model basic atomic structure and relate an element's atomic structure to its bonding, reactivity, and placement on the Periodic Table; | Consider the language of the TEKS to emphasize patterns and align with TEKS I.7B | The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. | |
56 | I.6C | analyze physical and chemical properties of elements and compounds such as color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity | I.7C | explain how physical and chemical properties of substances are related to their usage in everyday life such as in sunscreen, cookware, industrial applications, and fuels; | The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. Chemical processes and properties of materials underlie many important biological and geophysical phenomena. PS1.C: | ||
57 | I.6D | relate the placement of an element on the Periodic Table to its physical and chemical behavior, including bonding and classification; | I.7B | use patterns within the Periodic Table to predict the relative physical and chemical properties of elements; | The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. | ||
58 | I.6E | relate the structure of water to its function as a solvent; and | |||||
59 | I.6F | investigate the properties of water solutions and factors affecting solid solubility, including nature of solute, temperature, and concentration. | I.7F | plan and conduct an investigation to provide evidence that the rate of reaction or dissolving is affected by multiple factors such as particle size, stirring, temperature, and concentration. | Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in total binding energy (i.e., the sum of all bond energies in the set of molecules) that are matched by changes in kinetic energy. In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. | ||
60 | I.7D | explain how electrons can transition from a high energy level to a low energy state, emitting photons at different frequencies for different energy transitions; | Delete this TEK. Rationale: Not appropriate for IPC. More appropriate for Chemistry or Physics | The repeating patterns of this table reflect patterns of outer electron states. Atoms of each element emit and absorb characteristic frequencies of light, and nuclear transitions have distinctive gamma ray wavelengths. These characteristics allow identification of the presence of an element, even in microscopic quantities. | |||
61 | I.7E | explain how atomic energy levels and emission spectra present evidence for the wave particle duality; and | Delete this TEK. Rationale: Not appropriate for IPC. More appropriate for Chemistry or Physics | Atoms of each element emit and absorb characteristic frequencies of light, and nuclear transitions have distinctive gamma ray wavelengths. These characteristics allow identification of the presence of an element, even in microscopic quantities. | |||
62 | I.7 | Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: | I.8 | Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: | The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. | ||
63 | I.7A | investigate changes of state as it relates to the arrangement of particles of matter and energy transfer; | |||||
64 | I.7B | recognize that chemical changes can occur when substances react to form different substances and that these interactions are largely determined by the valence electrons; | I.8A | investigate how changes in properties are indicative of chemical reactions such as hydrochloric acid with a metal, oxidation of metal, combustion, and neutralizing an acid with a base; | Investigate how new substances are formed with different properties through chemcial reactions that occur all around us such as in health care, cooking, cosmetics, burnging fossil fuels, pollution, smog, and automobiles. Rationale: Added chemical reactions that students will experience or recognise in everday examples. | Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in total binding energy (i.e., the sum of all bond energies in the set of molecules) that are matched by changes in kinetic energy. | |
65 | I.7C | demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products; | I.8B | develop and use models to balance chemical equations and support the claim that atoms, and therefore mass, are conserved during a chemical reaction; | Justify the Law of Conservation of Mass using models to balance chemical equations representing conservation of matter and mass during chemical reactions. Rationale: Keep the flavor of the rewrite but put the emphsis on the Law. The Law of Conservation of Mass is not a claim thus the rewrite created a misconception | The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. | |
66 | I.7E | describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production; and | I.8C | research and communicate the uses, advantages, and disadvantages of nuclear reactions in current technologies; and | research and communicate the uses, advantages, and disadvantages of nuclear reactions including nuclear fission, fusion, and radtioactive decay in current technologies; and Rationale: Add in specifics for research | ||
67 | I.7D | classify energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks as exothermic or endothermic reactions; | classify energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks as exothermic or endothermic reactions; Rationale: Need to Add this standard back in to the Standards to show how energy interacts with matter in chemical reactions. | ||||
68 | I.7F | research and describe the environmental and economic impact of the end-products of chemical reactions such as those that may result in acid rain, degradation of water and air quality, and ozone depletion. | I.8D | construct and communicate an evidence-based explanation of the environmental impact of the end-products of chemical reactions such as those that may result in degradation of water, soil, air quality, and global climate change. | |||
1 | | 2023-2024 Proposed Science TEKS Analysis Physics | Updated: 06/14/2021 | ||||
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2 | |||||||
3 | 2018-2019 TEKS | 2023-2024 TEKS Red font = not present in Framework | Suggested Version Blue font = Rationale Bold Font = Edits | Framework Correlation(s) Green font = present in TEKS | |||
4 | P.4 | Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to: | P.5 | Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to: | |||
5 | P.4A | generate and interpret graphs and charts describing different types of motion, including investigations using real-time technology such as motion detectors or photogates; | P.5A | analyze different types of motion by generating and interpreting position versus time, velocity versus time, and acceleration versus time using hand graphing and real-time technology such as motion detectors, photogates, or digital applications; | PS2.A: FORCES AND MOTION By the end of grade 12. Newton’s second law accurately predicts changes in the motion of macroscopic objects, but it requires revision for subatomic scales or for speeds close to the speed of light. (Boundary: No details of quantum physics or relativity are included at this grade level.) Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. | ||
6 | P.5B | define scalar and vector quantities related to one- and two-dimensional motion and combine vectors using both graphical vector addition and the Pythagorean theorem; | |||||
7 | P.4B | describe and analyze motion in one dimension using equations and graphical vector addition with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, frames of reference, and acceleration; | P.5C | describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed velocity, frames of reference, and acceleration; | |||
8 | P.4C | analyze and describe accelerated motion in two dimensions, including using equations, graphical vector addition, and projectile and circular examples; and | P.5D | describe and analyze acceleration in uniform circular and horizontal projectile motion in two dimensions using equations; | |||
9 | P.4D | calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects using methods, including free-body force diagrams. | P.5E | explain and apply the concepts of equilibrium and inertia as represented by Newton's first law of motion using relevant real-world examples such as rockets, satellites, and automobile safety devices; | |||
10 | P.5F | calculate the effect of forces on objects, including tension, friction, normal, gravity, centripetal, and applied forces, using free body diagrams and the relationship between force and acceleration as represented by Newton's second law of motion; | |||||
11 | P.5G | illustrate and analyze the simultaneous forces between two objects as represented in Newton's third law of motion using free body diagrams and in an experimental design scenario; and | |||||
12 | P.5 | Science concepts. The student knows the nature of forces in the physical world. The student is expected to: | P.6 | Science concepts. The student knows the nature of forces in the physical world. The student is expected to: | |||
13 | P.5A | describe the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces; | PS2.B: TYPES OF INTERACTIONS By the end of grade 12. Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Forces at a distance are explained by fields permeating space that can transfer energy through space. Magnets or changing electric fields cause magnetic fields; electric charges or changing magnetic fields cause electric fields. Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. The strong and weak nuclear interactions are important inside atomic nuclei—for example, they determine the patterns of which nuclear isotopes are stable and what kind of decays occur for unstable ones. | ||||
14 | P.5B | describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers; | P.5H | describe and calculate, using scientific notation, how the magnitude of force between two objects depends on their masses and the distance between their centers, and predict the effects on objects in linear and orbiting systems using Newton's law of universal gravitation. | |||
15 | P.5C | describe and calculate how the magnitude of the electric force between two objects depends on their charges and the distance between their centers; | P.6A | use scientific notation and predict how the magnitude of the electric force between two objects depends on their charges and the distance between their centers using Coulomb's law; | |||
16 | P.5D | identify and describe examples of electric and magnetic forces and fields in everyday life such as generators, motors, and transformers; | P.6B | identify and describe examples of electric and magnetic forces and fields in everyday life such as generators, motors, and transformers; | |||
17 | P.5E | characterize materials as conductors or insulators based on their electric properties; and | P.6C | investigate and describe conservation of charge during the processes of induction, conduction, and polarization using different materials such as electroscopes, balloons, rods, fur, silk, and Van de Graaf generators; | |||
18 | P.6D | analyze, design, and construct series and parallel circuits using schematics and materials such as switches, wires, resistors, lightbulbs, batteries, voltmeters, and ammeters; and | |||||
19 | P.5F | investigate and calculate current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations. | P.6E | calculate current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel circuits using Ohm's law. | |||
20 | P.6 | Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: | P.7 | Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: | |||
21 | P.6A | investigate and calculate quantities using the work-energy theorem in various situations; | P.7A | calculate and explain work and power in one dimension and identify when work is and is not being done by or on a system; | PS2.C: STABILITY AND INSTABILITY IN PHYSICAL SYSTEMS By the end of grade 12.Systems often change in predictable ways; understanding the forces that drive the transformations and cycles within a system, as well as the forces imposed on the system from the outside, helps predict its behavior under a variety of conditions. When a system has a great number of component pieces, one may not be able to predict much about its precise future. For such systems (e.g., with very many colliding molecules), one can often predict average but not detailed properties and behaviors (e.g., average temperature, motion, and rates of chemical change but not the trajectories or other changes of particular molecules). Systems may evolve in unpredictable ways when the outcome depends sensitively on the starting condition and the starting condition cannot be specified precisely enough to distinguish between different possible outcomes. PS3.A: DEFINITIONS OF ENERGY By the end of grade 12. Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. “Mechanical energy” generally refers to some combination of motion and stored energy in an operating machine. “Chemical energy” generally is used to mean the energy that can be released or stored in chemical processes, and “electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. Historically, different units and names were used for the energy present in these different phenomena, and it took some time before the relationships between them were recognized. These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as either motions of particles or energy stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER By the end of grade 12.Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, com-pression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. The availability of energy limits what can occur in any system. Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). Any object or system that can degrade with no added energy is unstable. Eventually it will do so, but if the energy releases throughout the transition are small, the process duration can be very long (e.g., long-lived radioactive isotopes). PS3.C RELATIONSHIP BETWEEN ENERGY AND FORCES By the end of grade 12. Force fields (gravitational, electric, and magnetic) contain energy and can transmit energy across space from one object to another. When two objects interacting through a force field change relative position, the energy stored in the force field is changed. Each force between the two inter-acting objects acts in the direction such that motion in that direction would reduce the energy in the force field between the objects. However, prior motion and other forces also affect the actual direction of motion. | ||
22 | P.6B | investigate examples of kinetic and potential energy and their transformations; | P.7B | investigate and calculate mechanical, kinetic, and potential energy of a system; | |||
23 | P.6C | calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system; | P.7D | calculate and describe the impulse and momentum of objects in physical systems such as automobile safety features, athletics, and rockets; and | |||
24 | P.6D | demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension; and | P.7C | apply the concept of conservation of energy using the work-energy theorem, energy diagrams, and energy transformation equations, including transformations between kinetic, potential, and thermal energy; | |||
25 | P.7E | analyze the conservation of momentum qualitatively in inelastic and elastic collisions in one dimension using models, diagrams, and simulations. | |||||
26 | P.6E | explain everyday examples that illustrate the four laws of thermodynamics and the processes of thermal energy transfer. | |||||
27 | P.7 | Science concepts. The student knows the characteristics and behavior of waves. The student is expected to: | P.8 | Science concepts. The student knows the characteristics and behavior of waves. The student is expected to: | |||
28 | P.7A | examine and describe oscillatory motion and wave propagation in various types of media; | P.8A | examine and describe simple harmonic motion such as springs and pendulums and wave energy propagation in various types of media such as surface waves on a body of water and ropes; | PS4.A: WAVE PROPERTIES By the end of grade 12. The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. The reflection, refraction, and transmission of waves at an interface between two media can be modeled on the basis of these properties. Combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. Resonance is a phenomenon in which waves add up in phase in a structure, growing in amplitude due to energy input near the natural vibration frequency. Structures have particular frequencies at which they resonate. This phenomenon (e.g., waves in a stretched string, vibrating air in a pipe) is used in speech and in the design of all musical instruments PS4.B: ELECTROMAGNETIC RADIATION By the end of grade 12. Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. Quantum theory relates the two models. (Boundary: Quantum theory is not explained further at this grade level.) Because a wave is not much disturbed by objects that are small compared with its wavelength, visible light cannot be used to see such objects as individual atoms. All electromagnetic radiation travels through a vacuum at the same speed, called the speed of light. Its speed in any other given medium depends on its wavelength and the properties of that medium. When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells. Photovoltaic materials emit electrons when they absorb light of a high-enough frequency. Atoms of each element emit and absorb characteristic frequencies of light, and nuclear transitions have distinctive gamma ray wavelengths. These characteristics allow identification of the presence of an element, even in microscopic quantities. | ||
29 | P.7B | investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength; | P.8C | investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationships between wave speed, frequency, and wavelength; | |||
30 | P.7C | compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves; | P.8B | compare the characteristics of transverse and longitudinal waves, including electromagnetic and sound waves; | |||
31 | P.8E | compare the different applications of the electromagnetic spectrum, including radio telescopes, microwaves, and x-rays; | |||||
32 | P.8F | investigate the emission spectra produced by various atoms and explain the relationship to the electromagnetic spectrum; and | |||||
33 | P.7D | investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect; and | P.8D | investigate behaviors of waves, including reflection, refraction, diffraction, interference, standing wave, the Doppler effect and polarization and superposition; and | |||
34 | P.7E | describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens. | P.8G | describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens. | |||
35 | P.8 | Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenomena. The student is expected to: | P.9 | Science concepts. The student knows examples of quantum phenomena and their applications. The student is expected to: | |||
36 | P.8A | describe the photoelectric effect and the dual nature of light; | P.9A | describe the photoelectric effect and emission spectra produced by various atoms and how both are explained by the photon model for light; | PS4.C: INFORMATION TECHNOLOGIES AND INSTRUMENTATION By the end of grade 12. Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. Knowledge of quantum physics enabled the development of semiconductors, computer chips, and lasers, all of which are now essential components of modern imaging, communications, and information technologies. (Boundary: Details of quantum physics are not formally taught at this grade level.) | ||
37 | P.8B | compare and explain the emission spectra produced by various atoms; | |||||
38 | P.8C | calculate and describe the applications of mass-energy equivalence; and | |||||
39 | P.8D | give examples of applications of atomic and nuclear phenomena using the standard model such as nuclear stability, fission and fusion, radiation therapy, diagnostic imaging, semiconductors, superconductors, solar cells, and nuclear power and examples of applications of quantum phenomena. | |||||
40 | P.9B | investigate Malus's Law and describe examples of applications of wave polarization, including 3-D movie glasses and LCD computer screens; | |||||
41 | P.9C | compare and explain how superposition of quantum states is related to the wave-particle duality nature of light; and | |||||
42 | P.9D | give examples of applications of quantum phenomena, including the Heisenberg uncertainty principle, quantum computing, and cybersecurity. | |||||