Texas - Science: Biology

  • Essential Knowledge and Skills (TEKS)     Adopted: 2009

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below to go to the Gizmo Details page.

1: The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

1.A: demonstrate safe practices during laboratory and field investigations; and


Lab Safety

1.B: demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.


Energy Sources

2: The student uses scientific methods and equipment during laboratory and field investigations.

2.A: know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;


Science and Testability

2.B: know that 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;

Effect of Temperature on Gender
Seed Germination

Hypotheses and Theories
Science and Testability

2.C: know 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;


Evaluating Scientific Explanations
Hypotheses and Theories
Science and Testability

2.D: distinguish between scientific hypotheses and scientific theories;


Hypotheses and Theories

2.E: plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;

Pendulum Clock
Real-Time Histogram

2.F: collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures;


Recording Data

2.G: analyze, evaluate, make inferences, and predict trends from data; and

Effect of Environment on New Life Form
Pendulum Clock

Recording Data

2.H: 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.


Energy Sources
Science and the Media

3: The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.

3.A: 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;


Evaluating Scientific Explanations
Science and Testability

3.B: communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;


Evaluating Scientific Explanations
Hypotheses and Theories
Science and the Media

3.C: draw inferences based on data related to promotional materials for products and services;


Science and the Media

4: 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.

4.B: investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; and

Cell Structure
Paramecium Homeostasis

5: The student knows how an organism grows and the importance of cell differentiation.

5.A: 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;

Cell Division

5.B: examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium;

Cell Structure

6: The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics.

6.A: identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA;

DNA Fingerprint Analysis
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

6.C: explain the purpose and process of transcription and translation using models of DNA and RNA;

RNA and Protein Synthesis

6.F: predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance;

Hardy-Weinberg Equilibrium
Microevolution
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

6.H: describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms.

DNA Fingerprint Analysis

7: The student knows evolutionary theory is a scientific explanation for the unity and diversity of life.

7.A: analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental;

Human Evolution - Skull Analysis

7.B: analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record;

Human Evolution - Skull Analysis

7.C: analyze and evaluate how natural selection produces change in populations, not individuals;

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Microevolution
Natural Selection
Rainfall and Bird Beaks

7.D: 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;

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Rainfall and Bird Beaks

7.E: analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species;

Evolution: Mutation and Selection
Rainfall and Bird Beaks

7.F: analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination; and

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection

8: The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made.

8.B: categorize organisms using a hierarchical classification system based on similarities and differences shared among groups; and

Dichotomous Keys
Human Evolution - Skull Analysis

9: The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms.

9.A: compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids;

RNA and Protein Synthesis

Chemical Properties

9.B: compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter;

Cell Energy Cycle

9.C: identify and investigate the role of enzymes; and


Chemical Properties

11: The student knows that biological systems work to achieve and maintain balance.

11.A: describe the role of internal feedback mechanisms in the maintenance of homeostasis;

Paramecium Homeostasis

12: The student knows that interdependence and interactions occur within an environmental system.

12.A: interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms;

Food Chain

12.C: analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids;

Food Chain

12.D: recognize that long-term survival of species is dependent on changing resource bases that are limited;

Rainfall and Bird Beaks

12.E: describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles; and

Cell Energy Cycle

Content correlation last revised: 8/25/2011