Science TEKS Review Work Group D Draft Recommendations

Science TEKS Review Work Group D Draft Recommendations

Draft Recommendations Texas Essential Knowledge and Skills (TEKS) Science, Other High School Courses

The document reflects draft recommendations to the science Texas Essential Knowledge and Skills (TEKS) that have been recommended by the State Board of Education’s TEKS review work group for Aquatic Science, Astronomy, Earth Systems Science, Environmental Systems, and a new high school science course, Specialized Topics in Science. Proposed additions are shown in green font with underline (additions). Proposed deletions are shown in red font with strikethroughs (deletions). Text proposed to be moved from its current student expectation is shown in purple italicized font with strikethrough (moved text) and is shown in the proposed new location in purple italicized font with underlines (new text location). The TEKS for the proposed new Specialized Topics in Science course are shown in black underline (new course). Numbering for the knowledge and skills statements in the document will be finalized when the proposal is prepared to file with the Texas Register. Comments in the right-hand column provide explanations for the proposed changes.

CCRS: refers to the College and Career Readiness Standards

Framework: refers to A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

SCIENCE, OTHER HIGH SCHOOL COURSES

Aquatic Science ........................................................................................................ pages 1–8

Astronomy ............................................................................................................... pages 9–22

Earth Systems Science .............................................................................................. pages 23–34

Environmental Systems ............................................................................................ pages 35–45

Specialized Topics in Science .................................................................................... pages 46–50


Science, Aquatic Science Work Group D, January 2021

§112.32. Aquatic Science, Beginning with School Year 2010-2011TEKS with edits Work Group Comments/Rationale

(c) Knowledge and skills. (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 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 separate Scientific and Engineering Practices Work Group developed recommendations for revisions to the current process skills for K-12, which have been incorporated into the Work Group C recommendations chart.

(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations; demonstrate safe practices during laboratory and field investigations, including chemical, electrical, and fire safety, and safe handling of live and preserved organisms; and

(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems; demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

(C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

(D) 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, hydrometers, and dichotomous keys.

Work Group D added appropriate scientific tools for this course.

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(E) collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

(F) organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers or cellphone applications

Work Group D added appropriate organizers for this course.

(G) develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

(H) distinguish among scientific hypotheses, theories, and laws. (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: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to:

(A) identify advantages and limitations of models such as their size, scale, properties, and materials; know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;

(B) analyze data by identifying significant statistical features, patterns, sources of error, and limitations; 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;

(C) use mathematical calculations to assess quantitative relationships in data; and 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;

(D) evaluate experimental and engineering designs. distinguish between scientific hypotheses and scientific theories;

(E) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting, handling, and maintaining appropriate equipment and technology;

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(F) 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;

(G) demonstrate the use of course apparatuses, equipment, techniques, and procedures; (H) organize, analyze, evaluate, build models, make inferences, and predict trends from data; (I) perform calculations using dimensional analysis, significant digits, and scientific notation; and (J) 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.

(3) Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: 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) develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories; 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;

(B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;

(C) engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence. draw inferences based on data related to promotional materials for products and services;

(D) evaluate the impact of research and technology on scientific thought, society, and the environment; (E) describe the connection between aquatic science and future careers; and (F) research and describe the history of aquatic science and contributions of scientists.

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(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:

(A) 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;

(B) 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

(C) research and explore connections between grade-level appropriate science concepts and science, technology, engineering, and mathematics (STEM) careers.

(5) Science concepts. The student understands how the properties of water build the foundation of aquatic ecosystems. The student is expected to:

Rationale: New knowledge and skills statement and associated student expectations were added to emphasize the importance of water’s unique properties. Knowledge and skill statement and associated student expectations were added to the beginning of the content standards because they are foundational for all understanding that flows from them.

(A) describe how the shape and polarity of the water molecule make it a "universal solvent" in aquatic systems;

(B) identify how aquatic ecosystems are affected by water's properties of adhesion, cohesion, surface tension, heat capacity, and thermal conductivity; and

(C) explain how the density of water is critical for organisms in cold environments. (6) (4) Science concepts. Students know that aquatic environments are the product of interactions

among Earth systems interactions. The student is expected to: Rationale: Language change to improve clarity of the KS.

(A) identify key features and characteristics of atmospheric, geological, hydrological, and biological systems as they relate to aquatic environments;

(B) describe the interrelatedness of atmospheric, geological, hydrological, and biological systems in aquatic ecosystems including positive and negative feedback loops; and apply systems thinking to the examination of aquatic environments, including positive and negative feedback cycles; and

Rationale: New standard crafted to clarify and incorporate systems thinking into the curriculum, and the verb was changed to improve the balance of higher order thinking overall.

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(C) collect and evaluate global environmental data using technology such as maps, visualizations, satellite data, Global Positioning System (GPS), Geographic Information System (GIS), weather balloons, and buoys, etc. to model interactions that affect aquatic ecosystems.

Rationale: The word “global” was deleted to provide greater latitude for data selection. Language was added to focus expectation on modeling to improve connections to science and engineering practices.

(7) (11) Science concepts. The student knows about the interdependence and interactions that occur in aquatic environments. The student is expected to:

Rationale: Knowledge and skills statement and associated student expectations were moved here from 11 because they are more closely related in content to knowledge and skills statement 6.

(A) identify how energy flows and matter cycles through both fresh water and salt water aquatic systems, including food webs, chains, and pyramids; and

(B) (C) identify biological, chemical, geological, and physical components of an aquatic life zone as they relate to the organisms in it;

Rationale: Student expectation 10.C moved to knowledge and skills statement 7 because it better aligns with the content in knowledge and skills statement 7.

(C) identify variables that affect the solubility of carbon dioxide and oxygen in water;

Rationale: New student expectation was added to include relevant content previously not addressed in the standards.

(D) (B) evaluate the factors affecting aquatic population cycles such as lunar cycles, temperature variations, hours of daylight, predator-prey relationships; and

Rationale: Language was changed to make more open to topics that impact aquatic population cycles and to clarify for newer teachers

(E) (D) identify the interdependence of organisms in an aquatic environment such as in a pond, river, lake, ocean, or aquifer and the biosphere.

Rationale: Student expectation moved from existing knowledge and skills statement 5 for improved instructional alignment to interdependence in new knowledge and skills statement 7.

(8) (5) Science concepts. 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:

Rationale: The words “Short term” were added to extend opportunities for small scale environmental changes that occur such as nitrates in a fish tank.

(A) evaluate data over a period of time from an established aquatic environment documenting seasonal changes and the behavior of organisms;

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(B) collect and analyze baseline quantitative data, including pH, salinity, temperature, mineral content, nitrogen compounds, dissolved oxygen, and turbidity data periodically starting with baseline measurements; and from an aquatic environment;

Rationale: Language was changed to include baseline data for comparison as well as to better align with the new wording the knowledge and skills statement.

(C) use data from short- or long-term studies to analyze interrelationships among producers, consumers, and decomposers in a local aquatic ecosystems. ecosystem

Rationale: Language was added to tie back to the knowledge and skills statement, and the word “local” was deleted to make instructional opportunities more viable throughout Texas.

(D) identify the interdependence of organisms in an aquatic environment such as in a pond, river, lake, ocean, or aquifer and the biosphere.

Rationale: Student expectation 8.D moved to knowledge and skills statement 7 for improved instructional alignment.

(9) (6) Science concepts. The student knows the role of cycles in an aquatic environment. The student is expected to:

(A) identify the role of carbon, nitrogen, water, and nutrient cycles in an aquatic environment, including upwellings and turnovers; and

(B) examine the interrelationships between aquatic systems and climate and weather, including El Niño and La Niña, currents, and hurricanes; and.

(C) explain how tidal cycles influence intertidal ecology.

Rationale: New student expectation created to include information pertaining to tides.

(10) (7) Science concepts. The student knows the origin and potential uses of freshwater in a watershed. The student is expected to:

Rationale: Knowledge and skills statement changed to reflect broader understanding of fresh water sources and usage in the student expectations.

(A) identify sources and determine the amounts of water in a watershed, including rainfall, groundwater, and surface water;

Rationale: Language deleted to improve clarity of the expectation and to eliminate redundancy.

(B) identify factors that contribute to how water flows through a watershed; and

(C) analyze water quantity and quality in a local watershed or aquifer; and Rationale: Language added to emphasize aquifers as a significant source of fresh water and examine it as a resource.

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(D)

describe human uses of freshwater and how human freshwater use competes with that of other organisms.

Rationale: New student expectation created to link the “use” from the knowledge and skills statement into a relevant student expectation. While this new student expectation does address human interactions, the workgroup felt it was best to keep here because it addresses “uses” of water as stated in the knowledge and skills statement. The new standard also emphasizes humans as an organism that competes with other organisms in the environment as well.

(11) (8) Science concepts. The student knows that geological phenomena and fluid dynamics affect aquatic systems. The student is expected to:

(A) examine demonstrate basic principles of fluid dynamics, including hydrostatic pressure, density, salinity, and buoyancy;

Rationale: Verb was changed to “examine” to provide greater flexibility in approaches in teaching the standard for the inclusion of lab equipment, or examining of data, or potential labs to provide instruction.

(B) identify interrelationships between ocean currents, climates, and geologic features such as continental margins, active and passive margins, abyssal planes, island atolls, peninsulas, barrier islands, and hydrothermal vents;

Rationale: Language was added to make explicit which features to be included as geological features in instruction.

(C) describe and explain how fluid dynamics causes in an upwelling and lake turnover; and

Rationale: Language was changed to help make instruction more explicit.

(D) describe how erosion and deposition in river systems lead to formation of geologic features.

Rationale: New student expectation created to address specific geological features pertaining to river systems as it was not implicit in any of the student expectations as written.

(12) (9) Science concepts: The student understands the types of aquatic ecosystems. The student knows the types and components of aquatic ecosystems. The student is expected to:

Rationale: Previous knowledge and skills statement was divided into two separate knowledge and skills statements to clarify and simplify for instruction.

(A) differentiate among freshwater, brackish, and saltwater ecosystems; and

(B) identify the major properties and components of different marine and freshwater life zones.; and Rationale: The word “and” was deleted in keeping with document style for the last standard in a knowledge and skills statement.

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(C) identify biological, chemical, geological, and physical components of an aquatic life zone as they relate to the organisms in it.

Rationale: Student expectation 10.C moved here to knowledge and skills statement 12 for improved instructional alignment

(13) (10)

Science concepts. The student knows environmental adaptations of aquatic organisms. The student is expected to:

(A) compare different traits in classify different aquatic organisms using tools such as dichotomous keys;

Rationale: Wording changed to align more closely with the knowledge and skills statement and to build up to student expectation (B).

(B) compare and describe how adaptations allow an organism to exist within an aquatic environment; and

(C) compare differences in adaptations of freshwater aquatic organisms to fresh water and marine organisms environments.

Rationale: Language was changed to clarify the student expectation.

(14) (12)

Science concepts. The student understands how human activities impact aquatic environments. The student is expected to:

(A) (B) analyze the cumulative impact of human population growth on an aquatic system; and Rationale: Original positions of student expectations A and B were reversed to facilitate instructional alignment.

(B) (A) predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystem.;

(C) investigate the role of humans in unbalanced systems such as invasive species, fish farming, cultural eutrophication, or red tides;

(D) analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments; an

(E) describe 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; and.

Rationale: Group changed the verb to make content in the standard more assessable.

(F) analyze the purpose and effectiveness of human efforts to restore aquatic ecosystems affected by human activities.

Rationale: New student expectation F created to help incorporate engineering practices with respect to content of the knowledge and skills statement and human activity, and to demonstrate the reciprocity of the environment to show positive effects of human activity to help remediate environmental damage in aquatic ecosystems.

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Science, Astronomy Work Group D, January 2021

§112.33. Astronomy, Beginning with School Year 2010-2011 (One Credit). TEKS with edits Work Group Comments/Rationale

(c) Knowledge and skills.

(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 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 separate Scientific and Engineering Practices Work Group developed recommendations for revisions to the current process skills for K-12, which have been incorporated into the Work Group D recommendations chart.

(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations; demonstrate safe practices during laboratory and field investigations; and



(D) 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;



(F) organize quantitative and qualitative data using graphs, charts, spreadsheets, and computer software;



(H) distinguish among scientific hypotheses, theories, and laws.

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(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: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to:



(C) use mathematical calculations to assess quantitative relationships in data; and 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;


(E) plan and implement investigative procedures, including making observations, asking questions, formulating testable hypotheses, and selecting equipment and technology;

(F) collect data and make measurements with accuracy and precision; (G) organize, analyze, evaluate, make inferences, and predict trends from data, including making new

revised hypotheses when appropriate;

(H) communicate valid conclusions in writing, oral presentations, and through collaborative projects; and

(I) use astronomical technology such as telescopes, binoculars, sextants, computers, and software.

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(D) evaluate the impact of research on scientific thought, society, and the environment; and (E) describe the connection between astronomy and future careers. (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:



(C) research and explore resources such as museums, 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.

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(5) (4) Science concepts. The student understands how recognizes the importance and uses of astronomy influenced and advanced in civilizations. The student is expected to:

CCRS - IX.C.1. Describe the structure and motions of the solar system and its components & 2. Possess a scientific understanding of the formation of the solar system. CCRS - IV.C.1 - Understand the historical development of major theories in science Framework – Earth and Space Science (ESS) 1.b Rationale: verb changed to make the SE measurable and specific; broadened to include both uses and influences of astronomy

(A) 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 research and describe the use of astronomy in ancient civilizations such as the Egyptians, Mayans, Aztecs, Europeans, and the native Americans;

Rationale: removed names of specific civilizations to allow inclusion of globally representative societies; specified what was meant by “use of astronomy;” increased the rigor of the verbs.

(B) research and evaluate describe the contributions of scientists as astronomy progressed from a geocentric model to a heliocentric model to our changing understanding of astronomy, including Ptolemy, Copernicus, Tycho Brahe, Kepler, Galileo, and Newton, Einstein, and Hubble, and the contribution of women astronomers, including Maria Mitchell and Henrietta Swan Leavitt;

CCRS - IV.C.2. Rationale: Increased the rigor by changing the verb; better aligned the SE to the KS; defined the time period, adjusted the list of scientists, and edited to have students follow the path of knowledge & thought that led to our current understanding of astronomy.

(C) describe and explain the historical origins of the perceived patterns of constellations and the role of constellations in ancient and modern navigation; and

(D) 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.

Rationale: concepts moved to proposed 11.B. (asteroids) and 12.D. (the Sun’s effects)

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(6) (5) Science concepts. The student conducts and explains astronomical observations made from the point of reference of Earth develops a familiarity with the sky. The student is expected to:

Framework: Physical Sciences (PS) 2.C – stability/instability in systems; ESS1.A Rationale: Reworded to be more precise & measurable and increased the rigor

(A) observe, and record, and analyze the apparent movement of the Sun, moon, and stars to predict sunrise, sunset, moonrise, and moonset and Moon during the day;

CCRS - I.A.4. Rationale: combined (A) & (B) and increased the rigor by having students use their data to predict motion;

(B) observe and record the apparent movement of the Moon, planets throughout the year and measure their positions changing relative to the constellations, and stars in the nighttime sky; and

CCRS - IX.D. Rationale: new SE for the remaining portion of 5.B. (planets and stars); focuses on a common misconception about the relative movement of planets

(C) recognize and identify constellations such as Ursa Major, Ursa Minor, Orion, Cassiopeia, and constellations along the ecliptic and describe their importance of the zodiac.

Rationale: rewritten to avoid the term “zodiac” and direct reference to astrology and use the scientific term; increased the rigor and depth of the SE; connects to importance of astronomy to civilizations (proposed 5.A.).

(7) (6) Science concepts. The student knows our relative place in the Milky Way space. The student is expected to:

Framework: ESS1.A Rationale: narrowed to the solar system to focus this KS; adding the term “relative” addresses the misconceptions around size, distance, and motion; relative place in the universe is covered in proposed KS 14.

(B) (A) model compare and contrast the scale, size, and distance of the Sun, Earth, and moon Moon system and identify the limitations of physical models through the use of data and modeling;

CCRS - VI.C. estimate actual sizes of objects based on scale drawings Rationale: verbs changed to increase rigor and clarity, to connect to the Framework (scale & proportion, systems & system models) and SEP 2.A.; discussion of limitations addresses student misconceptions of scale

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(C) (B) model compare and contrast the scale, sizes, and distances of objects in the solar system such as the Sun and the planets in our solar system and identify the limitations of physical models through the use of data and modeling; and

Rationale: reworded to parallel (B); increased rigor; Framework & SEP connections; discussion of limitations addresses student misconceptions of scale; B-D increases the size & complexity of the systems at different scales

(D) (C) model examine the scale, size, and location and distance, of our solar system within the stars, Milky Way., and other galaxies through the use of data and modeling;

Rationale: reworded to parallel (B); increased rigor; Framework & SEP connections; discussion of limitations addresses student misconceptions of scale; B-D increases the size & complexity of the systems at different scales

(D) relate apparent versus absolute magnitude to the distances of celestial objects; and Rationale: content was moved to proposed 13.H.; distances and absolute magnitude are less relevant within the Milky Way

(A) (E) demonstrate the use of units of measurement in astronomy, including Astronomical Units and light years;.

Rationale: moved to be first in this KS because it describes the way this section is measured; allows all units to be discussed at once or in the context they apply

(8) (7) Science concepts. The student observes and models knows the interactions within role of the Moon in the Sun, Earth, and Moon system. The student is expected to:

CCRS - IX.B.1. understand interactions among the sun-Earth-moon Framework: ESS1.B Rationale: brings this KS closer to the Framework; removed the term “role” because it does not make sense in this context; increased the rigor and made it more easily measurable; more inclusive

(A) observe and record data about lunar phases and use that information to model the Sun, Earth, and Moon system;

Rationale: (A) became part of the KS

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(A) (B) model how the orbit and relative position of the moon cause lunar phases and predict the timing of moonrise and moonset during each phase 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;

Framework: ESS1.B CCRS - V.E.1. use models to make predictions Rationale: increased the rigor beyond the middle school standard; incorporated SEP 3.A. & 1.G.; added prediction of moonrise and moonset to address misconception that the moon is always and only visible at night

(B) (C) model how the orbit and relative position of the moon cause identify and differentiate the causes of lunar and solar eclipses, including differentiating between lunar phases and eclipses; and

CCRS - V.E.1. use models to make predictions Rationale: increased the rigor by changing the verb to “model,” and make parallel to A; directly addresses misconceptions about eclipses

(C) (D) examine and investigate the dynamics of tides using the Sun, Earth, moon model. identify the effects of the Moon on tides.

Framework: ESS1.B Rationale: increased rigor beyond MS-level; addresses the effects of both moon & sun on tides

(9) (8) Science concepts. The student models the cause of planetary knows the reasons for the seasons. The student is expected to:

Framework: ESS1.B CCRS - V.E.1. models & prediction Rationale: made the KS more inclusive of other planets & more rigorous; incorporates other planets

(A) examine the relationship of a planet’s axial tilt to its potential seasons; recognize that seasons are caused by the tilt of Earth's axis;

Rationale: Changed verb to increase rigor and make measurable; broadened to include other potential planetary tilts

(B) predict explain how changing latitudinal position affects the length day and night throughout a planet’s orbital the year;

Rationale: increased rigor and made measurable; broadened to include other planets

(C) investigate the relationship between a planet’s axial tilt, angle of incidence of sunlight, and concentration of solar energy recognize that the angle of incidence of sunlight determines the concentration of solar energy received on Earth at a particular location; and

Rationale: increased rigor; made measurable; broadened to include other potential planetary tilts

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(D) explain the significance of Earth’s solstices and equinoxes examine the relationship of the seasons to equinoxes, solstices, the tropics, and the equator.

Rationale: simplified and clarified the intention and increased the rigor; removed “tropics” and “equator” because those concepts are embedded within the concepts of the solstices & equinoxes

(10) Science concepts. The student knows how astronomical tools collect and record information about celestial objects. The student is expected to:

Framework: PS4.C CCRS - I.D.3. use a wide variety of apparatuses Rationale: New KS created; content moved forward in the course and is now obviously a larger portion of the curriculum than was previously reflected in the TEKS; better coordinates with Framework; incorporates SEPs 2.D. & 4.C.

(A) investigate the use of black body radiation curves and emission, absorption, and continuous spectra in the identification and classification of celestial objects;

Framework: PS4.A, PS4.B, PS4.C Rationale: describes the underlying physics of how we learn about stars and galaxies

(B) calculate the relative light-gathering power of different-sized telescopes to compare telescopes for different applications;

Rationale: brings in grade-level math and has students apply the math; adds depth to the KS

(C) analyze the importance and limitations of optical, infrared, and radio telescopes, gravitational wave detectors, and other ground-based technology in astronomical studies;

Rationale: moved and edited from 14.C. to group related content; increased the depth by including limitations; specified types of technology

(D) analyze recognize the importance and limitations of space telescopes in to the collection of astronomical data across the electromagnetic spectrum; and

Rationale: moved and edited from 14.D. to group related content; increased the rigor by changing the verb; increased the depth by including limitations

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(11) (9) Science concepts. The student uses models to explain the formation, development, organization, and significance of solar system bodies knows that planets of different size, composition, and surface features orbit around the Sun. The student is expected to:

Framework: ESS1.B CCRS - IX.C.2.a. Rationale: increased the rigor and depth beyond the elementary school standard (3.8.D.) by broadening to include formation, development, and organization and changing the verb to “model”

(D) (A) compare and contrast the factors essential to life on Earth, such as temperature, water, mass, and gases, and magnetic field to conditions on other planets and satellites;

Rationale: removed “contrast” because it is redundant; added “magnetic field” because it is essential to life and “satellites” because current science is exploring the possibility of life on satellites (ex. moons of Jupiter)

(C) (B) compare the planets in terms of orbit, size, composition, rotation, atmosphere, natural satellites, magnetic fields, and geological activity;

Framework: PS3.A Rationale: added magnetic fields to increase the depth and relate the SE to factors essential to life (D).

(A) (C) relate the role of Newton's law of universal gravitation and Kepler’s laws of planetary motion to the formation and motion of the planets around the Sun and to the motion of natural and artificial their satellites around the planets; and

Framework: ESS.1.B CCRS - IX.C.2.a. Rationale: refined the wording to be more explicit and expanded the SE to describe the formation of the solar system; increased in depth beyond the middle school standard (proposed 6.11.B);

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(B) (D) explore and communicate the origins and significance of planets, planetary rings, satellites, small solar system bodies, including asteroids, comets, Oort cloud, and Kuiper belt objects;.

CCRS - IX.B.2. understand the development of current scientific theories for the origin of Earth & moon CCRS - IX.C.1. Describe the structure and motions of the solar system and its components. 2. Possess a scientific understanding of the formation of the solar system. CCRS - IV.C.1. Understand the historical development of major theories in science Rationale: expanded to include all solar system bodies; reorganized for better flow

(12) (10)

Science concepts. The student knows that our sun serves as a model for stellar activity the role of the Sun as the star in our solar system. The student is expected to:

Framework: PS3.A, PS3.D, ESS1.A CCRS - IX.C.1. describe the major components of the solar system Rationale: revised to better fit the content of the SEs and flow of the course and connect to later KSs & SEs

(A) identify the approximate mass, size, motion, temperature, structure, and composition of the Sun; (B) distinguish between nuclear fusion and nuclear fission, and identify the source of energy within the

Sun as nuclear fusion of hydrogen to helium; Framework: PS1.C relationship between energy and forces CCRS - VII.K.1.e. compare and contrast the nuclear processes of fission and fusion

(C) describe the eleven-year solar cycle, and the significance of sunspots; and (D) analyze the origins and effects of space weather, including the solar wind, solar magnetic storm

activity, including coronal mass ejections, prominences, flares, and sunspots. Framework: ESS2.D Weather and Climate Rationale: revised to provide clarity and specificity; incorporated the concepts from 4.D. about the Sun’s effect on human activities

(13) (11)

Science concepts. The student understands knows the characteristics and life cycle of stars. The student is expected to:

Framework: ESS1.A Rationale: verb changed to be measurable

(A) identify the characteristics of main sequence stars, including surface temperature, age, relative size, and composition;

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(B) describe and communicate characterize star formation in stellar nurseries from nebulae giant molecular clouds, to protostars, to the development of main sequence stars;

CCRS - D.1.b. life cycle of stars Rationale: unclear as written; revised to use measurable verbs & scientific terms

(C) evaluate the relationship between mass and fusion on stellar evolution the dying process and properties of stars;

CCRS - D.1.b. life cycle of stars Rationale: expanded to include the entire life cycle of stars

(D) differentiate among the end states of stars, including white dwarfs, neutron stars, and black holes; Rationale: duplicative, already part of (E) (D) (E) 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; Rationale: mass determines gravity, deleted the redundancy

(E) (F) relate the use of spectroscopy in obtaining physical data on celestial objects such as temperature, chemical composition, and relative motion; and

Framework: PS4.A, PS4.B, PS4.C

(F) (G) use the Hertzsprung-Russell diagram to classify stars and plot and examine the life cycle of stars from birth to death;.

CCRS - D.1.b. life cycle of stars (H-R diagram) Rationale: edited to increase rigor from middle school; includes classification be sure that the simplest use of the HR diagram isn't the only use taught

(G) illustrate how astronomers use geometric parallax to determine stellar distances and intrinsic luminosities; and

Rationale: new SE provides the necessary foundation to understanding distances and brightness

(H) describe how stellar distances are determined by comparing apparent brightness and intrinsic luminosity when using spectroscopic parallax and the Leavitt relation for variable stars.

Rationale: moved the concept from 6.D., removed magnitude (the math involved in logarithmic relationships is too high), and more clearly defined the content using synonyms of the original

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(14) (12)

Science concepts. The student knows the structure of the Universe and our relative place in it the variety and properties of galaxies. The student is expected to:

CCRS - D.1.a. Describe current scientific theories and evidence for the origin of the universe (the Big Bang) and formation of galaxies (Red Shift observations) Framework: ESS1.A Rationale: edited to fit the organization and theme of the course (our place in…); expanded to include more than just galaxies; reflects current research and conceptual model of the universe

(A) describe characteristics of galaxies; Rationale: very low rigor; is already part of proposed (B)

(A) (B) illustrate recognize the type, structure, and components of our Milky Way galaxy and the location and movement of our solar system within it; and

Framework: ESS2.B Rationale: verb rigor increased; reflects current research and conceptual model of the universe

(B) (C) compare and contrast the different types of galaxies, including spiral, elliptical, irregular, and dwarf, and active galaxies;.

Framework: ESS1.A (galaxy & its stars) CCRS - IX.D.2.a. Rationale: removed “contrast” as redundant; edited to remove the “including” because all common types are now listed

(C) develop and use models to explain how galactic evolution occurs through mergers and collisions; CCRS - IX.D.1.a. Formation of galaxies Rationale: new SE written; this course was previously missing the concept of the formation & evolution of galaxies, which is a huge topic in current astronomy.

(D) describe the Local Group and its relation to larger-scale structures in the universe; and Framework: ESS1.A, ESS2.B Rationale: new SE written; this course was previously missing the concept of astronomical structure beyond the Milky Way

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(E) evaluate the indirect evidence for the existence of dark matter. Rationale: new SE written; moved dark matter from 13.C. to this KS because the rotational motion of galaxies provides evidence for the existence of dark matter

(15) (13)

Science concepts. The student knows the scientific theories of cosmology. The student is expected to:

CCRS - IX.D.1. Understand the scientific theories for the formation of the universe. Framework: ESS1.a

(A) research and describe and evaluate the historical development of evidence supporting the Big Bang Theory, including red shift, cosmic microwave background radiation, and other supporting evidence;

Rationale: increased rigor beyond the middle school TEKS; clearer description of the concept

(B) evaluate the limits of observational astronomy methods used to formulate the distance ladder; Framework: PS4.C - Information Technologies and Instrumentation Rationale: new observational astronomy SE that ties together evidence mentioned in other SEs and increases the distance ladder

(C) evaluate the indirect evidence for the existence of dark energy; Rationale: new SE written; dark energy was moved from 13.C. because it is important to understand why we think that dark energy exists

(D) (B) research and describe the current scientific understanding theories of the evolution of the universe, including estimates for the age of the universe; and

CCRS - IX.D.1.b. Rationale: verb edited because the student must research in order to describe, redundant; not all scientific understandings are scientific theories and not all current theories are scientific; allows for increased depth in the concept by discussing multiple possibilities

(E) (C) research and describe the current scientific hypotheses about of the fate of the universe, including open and closed universes and the role of dark matter and dark energy.

Rationale: verb edited because the student must research in order to describe; dark matter and dark energy were moved into their own SEs to allow for greater depth to the concepts; because astronomy is rapidly evolving, “the current” was added to allow for future hypotheses to be discussed

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(16) (14)

Science concepts. The student understands recognizes the benefits and challenges of expanding our knowledge of the Universe space exploration to the study of the universe. The student is expected to:

Framework: PS4.C information technologies and instrumentation. Rationale: verb changed to be measurable; expanded, removing the limits implied by the term “space exploration” to include technology such as telescopes and probes, models, and conceptual understandings.

(A) describe and communicate the historical development identify and explain the contributions of human space flight and its future plans and challenges;

Rationale: unclear as written, rephrased; verbs changed to be more rigorous and measurable

(B) describe and communicate the uses and challenges of recognize the advancement of knowledge in astronomy through robotic space flight;

Rationale: unclear as written, rephrased; increased the rigor; allows for a discussion of the use of space flight for applications outside of astronomy

(C) evaluate the evidence of the existence of habitable zones and potentially habitable planetary bodies in extrasolar planetary systems;

Rationale: new content, current and constantly changing research in astronomy

(C) analyze the importance of ground-based technology in astronomical studies; Rationale: Moved to be proposed 10.C.

(D) recognize the importance of space telescopes to the collection of astronomical data across the electromagnetic spectrum; and

Rationale: Moved to be proposed 10.D.

(D) evaluate the impact on astronomy from light pollution, radio interference, and space debris; Framework: ESS3.B, ESS3.C, PS4.C Rationale: new SE written; these are ongoing problems not currently represented in the TEKS

(E) examine current demonstrate an awareness of new developments and discoveries in astronomy;. Rationale: increased rigor, rephrased to indicate that the field is rapidly evolving

(F) explore careers that involve astronomy, space exploration, and the technologies developed through them.

Rationale: new SE written; paralleled other science courses; includes applications outside of astronomy of technologies developed for or within astronomy

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Science, Earth Systems Science Work Group D, February 2021

§112.36. Earth Systems Science, Adopted 2021 Earth and Space Science, Beginning with School Year 2010-2011

TEKS with edits Work Group Comments/Rationale (c) Knowledge and skills. (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 processes. The student conducts laboratory and field investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. The student is expected to:


(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations; demonstrate safe practices during laboratory and field investigations;

(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems; demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials; and

(C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards; use the school's technology and information systems in a wise and ethical manner.

(D) use appropriate tools such as a drawing compass, magnetic compass, bar magnets, topographical and geological maps, satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), hand lenses, fossil and rock sample kits;

A list of public domain software for mapping & data management will be maintained in the TEKS Guide

(E) collect quantitative data using the International System of Units (SI) and qualitative data as evidence; (F) organize quantitative and qualitative data using scatter plots, line graphs, bar graphs, charts, data tables,

digital tools, diagrams, scientific drawings, and student-prepared models;


(H) distinguish among scientific hypotheses, theories, and laws.

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(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: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to:





(E) demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;

(F) use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;

(G) organize, analyze, evaluate, make inferences, and predict trends from data; (H) use mathematical procedures such as algebra, statistics, scientific notation, and significant figures to analyze

data using the International System (SI) units; and

(I) communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.

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(D) evaluate the impact of research on scientific thought, society, and public policy; (E) explore careers and collaboration among scientists in Earth and space sciences; and (F) learn and understand the contributions of scientists to the historical development of Earth and space

sciences.



(B) relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, ethics, and contributions of diverse scientists as related to the content; and

(C) 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.

Rationale: planetariums and observatories were added because they are uniquely relevant to this course

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(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:

Notes: This course was originally designed as a capstone/4th science course for students who had already taken biology, chemistry, and physics. The work group changed the prerequisites so that this course is available to a wider range of students who have an interest. To do so, and in following recommendations from the content advisors and work group A, the amount of content was reduced so that the remaining concepts could be taught in more depth. Also, in accordance with recommendations, the overlap in content between Astronomy & ESS was reduced, increasing the depth at which the remaining content could be taught, and the remaining duplication was considered essential to provide context and cohesion to each course. After being revised, the TEKS were aligned to the currently adopted CCRS. The CCRS were not used in the revision process. Rationale: As recommended by the Content Advisors and Work Group A, most of the space science was removed to avoid excess duplication of proposed Astronomy TEKS and to allow for a greater focus on Earth Systems Sciences; the space content that remains is directly associated with Earth & Earth’s systems

(A) 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;

(B) explain how the Sun and other stars transform matter into energy through nuclear fusion; and (C) investigate the process by which a supernova can lead to the formation of successive generation stars

and planets.

(5) Earth in space and time. The student understands the formation of the Earth and how objects in the solar system affect Earth’s systems solar nebular accretionary disk model. The student is expected to:

CCRS - IX.D.1.a CCRS - IX.B.2.a Rationale: condensed this KS to focus on Earth and its immediate neighborhood

(A) analyze how gravitational condensation of solar nebular gas and dust can lead to the accretion of planetesimals and protoplanets;

(B) investigate thermal energy sources, including kinetic heat of impact accretion, gravitational compression, and radioactive decay, which are thought to allow protoplanet differentiation into layers;

Rationale: Concepts in this SE were moved to KS 7, related to how Earth and its systems formed

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(BC) identify comets, asteroids, meteoroids, and planets in the solar system and describe how they affect the Earth and Earth’s systems; 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;

Rationale: comets, asteroids, and meteoroids can directly affect Earth; the orbits of the planets and distances from the sun are related to the habitable zone and gravitational interactions among solar system objects; explains some extinction events; as written, this SE limits the concept to what is applicable to Earth’s systems

(C) (D) explore the historical and current hypotheses for the origin of the Moon, including the collision of Earth with a Mars-sized planetesimal;

(E) 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; and

Rationale: to streamline the content so that it could all be taught in appropriate depth in one school year, astronomy removed unless it directly relates to Earth’s Systems

(F) compare extra-solar planets with planets in our solar system and describe how such planets are detected. Rationale: not relevant to Earth’s Systems (6) Earth in space and time. The student knows the evidence for the formation and composition of

how Earth's atmospheres, hydrosphere, biosphere, and geosphere formed and changed through time. The student is expected to:

Framework: ESS2.A Rationale: deleted the strands to make the course contiguous and not in discrete compartments or sections; emphasizes the interrelatedness of Earth’s systems

(A) describe how impact accretion, gravitational compression, radioactive decay, and cooling differentiated proto-Earth into layers;

CCRS - X.A.2 Rationale: combined concepts from 6.B. and 7.D. to describe the creation of the geosphere

(C) (A) evaluate the evidence for analyze the changes to the chemical composition of Earth's atmosphere prior to the introduction of oxygen 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;

CCRS - X.A.3 Rationale: edited to put boundaries on the time scale for this SE and to differentiate it from proposed 6.D. & E.

(B) evaluate the roles of volcanic outgassing and impact of water-bearing comets in developing Earth's atmosphere and hydrosphere;

CCRS - X.A.4

Rationale: edited for clarity and flow (E) (C) describe investigate how the production formation of atmospheric oxygen by photosynthesis affected

and the ozone layer impacted the formation of development of the atmosphere, hydrosphere, geosphere, and biosphere.

Rationale: changed the verb to “describe” because there are no classroom-level investigations to do for this SE; specified how the oxygen was produced; and included the effects on all Earth’s systems

(D) evaluate the evidence that Earth's cooling led to tectonic activity, resulting in continents and ocean basins.

Rationale: plate tectonics covered in proposed KS 8; incorporated the cooling into proposed 6.A.

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(D)(13.F) evaluate discuss scientific hypotheses for the origin of life through by abiotic chemical processes in an aqueous environment through complex geochemical cycles given the complexity of living systems.; and

CCRS - X.A.6 Rationale: Content moved from 13.F. and edited for clarity and simplicity; verb changed to increase rigor and allow for judgement on which claims are more likely to be correct; “evaluate” leaves open the ability to discuss other potentially non-scientific theories on the origin of life

(7) Earth in space and time. The student knows that scientific dating methods of rocks and fossils provide evidence for geologic chronology, biological evolution, and environmental changes sequences are used to construct a chronology of Earth's history expressed in the geologic time scale. The student is expected to:

Rationale: merged KS 7 & 8 to incorporate both rocks and fossils in developing absolute and relative geologic time scales and describing biological evolution and environmental changes over time

(BA) apply evaluate relative dating methods, principles of stratigraphy, and using original horizontality, rock superposition, lateral continuity, cross-cutting relationships, unconformities, index fossils, and biozones based on fossil succession to determine the chronological order of rock layers; and

Rationale: unclear as written and unnecessarily wordy; as proposed, introduces geological logic; builds on proposed 7.A. and leads to (C)-(F)

(AB) 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; calculate the ages of igneous rocks from Earth and the Moon and meteorites using radiometric dating methods; and

Framework: ESS1.C Rationale: increased rigor and focuses on an understanding of how and why specific dating methods are used

(C) construct a model of the geological time scale using relative and absolute dating methods to represent Earth’s approximate 4.6-billion-year history; understand how multiple dating methods are used to construct the geologic time scale, which represents Earth's approximate 4.6-billion-year history.

Rationale: changed the verb to be assessable/ measurable and incorporate the SEPs; specified which dating methods to use, which follow from (A)&(B)

(8) Earth in space and time. The student knows that fossils provide evidence for geological and biological evolution. Students are expected to:

Rationale: merged KS 7 & 8 to incorporate both rocks and fossils in developing absolute and relative geologic time scales and describing biological evolution and environmental changes over time

(E) (A) 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; and 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;

Framework: LS4.B & ESS2.B Rationale: original was unclear and wordy; rewritten to focus on evidence of environmental changes and systemic effects

(BD) explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record; and

Framework: LS4.A

(CF) analyze data from rock and fossil succession to evaluate the evidence for and significance of mass extinctions, major climatic changes, and tectonic events. evaluate the significance of the terminal Permian and Cretaceous mass extinction events, including adaptive radiations of organisms after the events.

Framework: LS2.C Rationale: rewritten to include the systemic nature of major events in Earth’s history

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(8)(9) Solid Earth. The student knows how the Earth's interior dynamics and energy flow drive geological processes on Earth's surface is differentiated chemically, physically, and thermally. The student is expected to:

Rationale: Combined KS 9 & 10 to be about energy flow (heat), the motions caused, & how that relates to Earth’s systems

(A) 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;

Framework: ESS2.B Rationale: removed radiation, ocean circulation, weather, and climate to focus on the interior dynamics of Earth

(B) 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; examine the chemical, physical, and thermal structure of Earth's crust, mantle, and core, including the lithosphere and asthenosphere;

Rationale: combined (B)-(D) to reduce time to teach and consolidate related content; specific examples of evidence to be included in the TEKS Guide

(C) explain how scientists use geophysical methods such as seismic wave analysis, gravity, and magnetism to interpret Earth's structure; and

Rationale: combined (B)-(D) to reduce time to teach and consolidate related content

(D) 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.

Rationale: combined (B)-(D) to reduce time to teach and consolidate related content

(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:

Rationale: Combined KS 9 & 10 to be about energy flow (heat), the motions caused, & how that relates to Earth’s systems

(C)(A) investigate how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics;

(D)(B) 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;

(E)(C) 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;

(F)(D) calculate the motion history of tectonic plates using equations relating rate, time, and distance to predict future motions, locations, and resulting geologic features;

(G)(E) distinguish the location, type, and relative motion of convergent, divergent, and transform plate boundaries using evidence from the distribution of earthquakes and volcanoes; and

(H)(F) 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.

(9)(11) Solid Earth. The student knows that the geosphere lithosphere continuously changes as a result of over a range of time scales involving dynamic and complex interactions among Earth's subsystems. The student is expected to:

Framework: ESS2.C Rationale: clarified the portion of the geosphere that is changing and simplified and clarified the language

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(C)(A) model the processes of mass wasting, compare the roles of erosion, and deposition by through the actions of water, wind, ice, glaciation, gravity, and volcanism igneous activity by lava in constantly reshaping Earth's surface; and

Rationale: edited to include glaciation as separate from the expansion of ice; specified all volcanism instead of just lava; and increased the rigor by changing the verb to “model”

(B) 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; explain how plate tectonics accounts for geologic surface processes and features, including folds, faults, sedimentary basin formation, mountain building, and continental accretion;

Framework: ESS2.A Rationale: concepts incorporated into proposed KS 8, fits with plate tectonics; new SE on weathering to cover content not explicitly included previously and to align with the KS

(D)(C)

evaluate how weather and human activity affect the location, quality, and supply of available freshwater resources. analyze changes in continental plate configurations such as Pangaea and their impact on the biosphere, atmosphere, and hydrosphere through time;

Framework: ESS3.C Rationale: concepts in original SE moved into effects of plate tectonics (10.D); new SE written on impact of humans, modified from (E).

(A)(D) interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies; and

Rationale: moved the tools and methods used to study this topic to be the first SE in this KS

(E) 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.

Framework: ESS3.B Rationale: effects on humans moved to effects on the biosphere in proposed KS 13

(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:

Rationale: merged KS 15 & KS 12 to have one KS (proposed 13) that focused on resources

(A) evaluate how the use of energy, water, mineral, and rock resources affects Earth's subsystems; Rationale: content now covered in proposed 12.E.

(B) describe the formation of fossil fuels, including petroleum and coal;

Rationale: This content is covered in 4th grade science; removed to streamline; fossil fuels are discussed in proposed 12.E.

(C) discriminate between renewable and nonrenewable resources based upon rate of formation and use; Rationale: This content is covered in 4th grade science; content is subsumed in proposed 12.E; removed to streamline.

(10)(13) Fluid Earth. The student knows how the physical and chemical properties of the ocean affect its structure and flow of energy. 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:

Framework: ESS2.C, ESS2.D, & LS2.B Rationale: the content of the “fluid Earth” section is divided into two parts and reframed within the context of the system interactions involved - 13-15 reworked into 2 KSs: 10. Ocean structure & energy flow, 11. Weather & climate

(A) describe how the composition and structure of the oceans leads to thermohaline circulation and its periodicity;

Framework: PS1.A Rationale: new SE; necessary content was not previously part of the course; provides foundational understanding for later analysis

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(B) model and communicate 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;

CCRS - VIII.A.4.a and b & IX.A.1.c Rationale: new SE modeled after 13.A.; increased the clarity and specificity of the original SE and increased the rigor from “quantify” to “model.”

(A) 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;

Rationale: unclear as written; concepts were incorporated into proposed 10.B.

(C)(B) 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;

CCRS - IX.A.2.e & IX.A.1. Rationale: all of these things affect the surface, not all of them affect the deep ocean; deep ocean is covered in proposed 10.B.

(B) 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;

Rationale: Concepts were moved to proposed KS 11 with climate & weather

(C) 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;


(D) 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;


(E) investigate the causes and history of eustatic sea-level changes that result in transgressive and regressive sedimentary sequences; and

Rationale: Unclear as written; concepts were incorporated in proposed 7.D. & E.

(D) analyze the economics of resources from discovery to disposal, including technological advances, resource type, concentration and location, waste disposal and recycling, and environmental costs; and

Rationale: Moved to proposed 13.B.

(E) explore careers that involve the exploration, extraction, production, use, and disposal of Earth's resources.

Rationale: Moved to proposed 13.B.

(F) 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.

Rationale: Moved to proposed 6.D.

(11)(14) Fluid Earth. The student knows that dynamic and complex interactions among Earth's systems produce climate and weather 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:

Framework: ESS2.E & ESS3.C Rationale: original KS was unclear; rewritten to broaden the focus and build on Earth’s systems and the effects of their interactions

(B) 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 and Ferrel cells, and other atmospheric phenomena;

CCRS - IX.A.2.e Rationale: new SE written to be specific about the atmosphere; sets up the concepts necessary for proposed 11.C.

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(A) analyze how energy transfer through Milankovitch cycles, 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 are mechanisms of climate;

CCRS - IX.F.2.a & IX.F.2.b Rationale: condensed the components of Milankovitch cycles into that term, and specified that these processes create climate

(C) (B) model how greenhouse gases trap thermal energy near Earth's surface; 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; and

Rationale: specified which components of the atmosphere trap thermal energy. Changed the verb to “model” because students would not necessarily be performing a lab investigation in this SE. Language in the TEKS guide specifies the mechanism: The Earth's surface absorbs visible and ultraviolet (shorter wavelength) light, becoming warmer. The Earth's surface radiates this as infrared (longer wavelength), which is largely absorbed by greenhouse gases. The gases both re-radiate this energy at longer wavelengths, some of which escapes into space or is returned to Earth, as well as retaining some as thermal energy.

(D) evaluate how the combination of multiple feedback loops alter global climate; Rationale: There are multiple positive and negative feedback loops acting among different systems; examples to be provided in the TEKS Guide

(E)(13.B) investigate and analyze evidence for climate changes over Earth's history using paleoclimate data, historical records, and measured greenhouse gas levels. 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;

Rationale: merged 13.B & C into a new SE to streamline the content, specify the depth to which this content should be taught, and clarify that climate change is not unique to the last 150 years to avoid creating a misconception; specific types of evidence (paleoclimate data) to be included in the TEKS guide

(13.C) 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;

Rationale: merged 13.B & C into a new SE to streamline the content, specify the depth to which this content should be taught, and clarify that climate change is not unique to the last 150 years to avoid creating a misconception

(13.D) 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;

Rationale: this list of mechanisms/causes is mixed in duration & affects. The mechanisms and causes were divided up into other SEs in this and other KSs.

(F) (C) explain how the transfer of thermal energy among transfers between the hydrosphere, lithosphere, ocean and atmosphere drives surface currents, thermohaline currents, and evaporation that influences weather climate; and

CCRS - VII.H1.b Rationale: broadened to align with the systems approach, including the lithosphere and weather

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(G) (15.A) describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns;.

CCRS - X.A.6.a & X.B.1.a Rationale: moved from 15.A. to fit with weather & climate

(12)(15) Fluid Earth. The student understands how Earth’s systems affect and are affected by human activities, including resource use and management. 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:

Framework: ESS3.B, ESS3.A CCRS - IX.F.2.a Rationale: merged KS 15 & KS 12 into one KS focused on resources

(A) describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns;

Rationale: moved to proposed KS 12 with weather & climate

(B) 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;

Rationale: merged concepts with 12.C and placed in proposed KS 11 on weather & climate

(C) quantify the dynamics of surface and groundwater movement such as recharge, discharge, evapotranspiration, storage, residence time, and sustainability;

Rationale: content in this SE is split between resources (proposed KS 12) & groundwater (proposed 9.D.)

(A)(11.E) evaluate the impact on humans of natural changes in Earth's subsystems on humans such as earthquakes, tsunamis, and 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.;

Rationale: separated geologic and weather-related hazards & separated human impact on Earth systems from system impact on humans; allows teachers to teach this SE with the plate tectonics section if desired

(B) analyze the impact on humans of naturally occurring extreme weather events such as flooding, hurricanes, tornadoes, and thunderstorms;

Rationale: new SE ties into the KS - how humans are affected by earth’s systems

(C) analyze the natural and anthropogenic factors that affect the severity and frequency of extreme weather events and the hazards associated with these events;

Framework: ESS3.D CCRS - X.E.5 Rationale: new SE includes the weather and human impacts from 11.E; includes the more recent scientific consensus that human activity influences extreme weather; inclusion of human impacts other than through climate change (such as runoff); worded to allow for evolving science to inform the teaching of this concept; encourages a review of the changing science on this topic and to allow for diverse opinions to be expressed and evaluated

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(F) (D) explain the global carbon cycle, including how carbon exists in different forms within the five subsystems and how these forms affect life; and 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.

CCRS - IX.A.1.d, IX.A.2.d, & X.A.6.a Rationale: better aligned the SE to the KS and switched the affects from “on” life to “by” life; the carbon cycle unites all of Earth’s systems; examples in the TEKS Guide can include historical periods of limestone deposition, alteration of atmospheric CO2 levels, effects of the carboniferous period, etc.

(D) (E) 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;.

Rationale: hurricane intensity is covered in proposed 12.C.

(E) (12.A) 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; evaluate how the use of energy, water, mineral, and rock resources affects Earth's subsystems;

CCRS - X.E.4.d & X.E.5.a Rationale: focused on the resources available in Texas; the TEKS Guide will include maps of Texas resource availability and examples of

(13) The student explores global policies and careers related to the life cycles of Earth’s resources. The student is expected to:

Rationale: new KS to include focus on careers and the understanding of the local Texas & greater global energy & resource industries

(A)(12.D) analyze the policies related to economics of resources from discovery to disposal, including economics, health, technological advances, resource type, concentration and location, waste disposal and recycling, mitigation efforts, and environmental impacts costs; and

CCRS - X.D.1, X.D.2, & X.E.4 Rationale: moved from 12.D, expanded to include “policies” related to resources and all impacts, not just costs ($).

(B) (12.E) explore global and Texas-based careers that involve the exploration, extraction, production, use, and disposal, regulation, and protection of Earth's resources.

CCRS - X.D.2. Rationale: moved from 12.E and included more careers outside of science, engineering, or direct resource use, including mitigation (mitigation = regulation & protection); examples provided in the TEKS Guide

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Science, Environmental Systems Work Group D, January 2021

§112.37. Environmental Systems, Adopted 2021 Beginning with School Year 2010-2011 (One Credit).

TEKS with edits Work Group Comments/Rationale (c) Knowledge and skills. (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 processes. The student, for at least 40% of instructional time, conducts hands-on laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:


(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations; demonstrate safe practices during laboratory and field investigations, including appropriate first aid responses to accidents that could occur in the field such as insect stings, animal bites, overheating, sprains, and breaks; and



(D) 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, and 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, 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, kick nets, and dichotomous keys.


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(F) organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers or cellphone applications,



(H) distinguish among scientific hypotheses, theories, and laws. (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: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to:





(E) follow or plan and implement investigative procedures, including making observations, asking questions, formulating testable hypotheses, and selecting equipment and technology;

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(F) 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;

(G) 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, field guides, water quality test kits or probes, soil test kits or probes, 100-foot appraiser's tapes, tarps, shovels, trowels, screens, buckets, and rock and mineral samples;

(H) 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;

(I) organize, analyze, evaluate, build models, make inferences, and predict trends from data; (J) perform calculations using dimensional analysis, significant digits, and scientific notation; and (K) 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.




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(D) evaluate the impact of research on scientific thought, society, and the environment; (E) describe the connection between environmental science and future careers; and (F) research and describe the history of environmental science and contributions of scientists. (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:



(C) research and explore connections between grade-level appropriate science concepts and science, technology, engineering, and mathematics (STEM) careers.

(5) (4) Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. The student is expected to:

(A) identify native plants and animals using a dichotomous key; Rationale: Student expectation was eliminated because dichotomous keys are listed as tools.

(A) (B) 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. 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;

Rationale: Language was changed to clarify the expectation to make more measurable and specific.

(B) (C) use models to explain the cycling of water, phosphorus, carbon, silicon, and nitrogen through ecosystems including sinks and human interactions that alter these cycles diagram abiotic cycles, including the rock, hydrologic, phosphorus, carbon, and nitrogen cycles;

Rationale: Language was changed to include modeling as a way to incorporate the new science and engineering practices into the standard and to make explicit components to be included as well as to increase rigor to distinguish from TEKS in other courses (middle school).

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(C) (D) make observations and compile data about fluctuations in abiotic cycles and evaluate the effects of fluctuations in abiotic factors on local ecosystems and local biomes;

Rationale: Language deleted because it was incorporated into the changes made for 5C.

(D) (E) measure the concentration of solute, solvent, and solubility of dissolved substances such as dissolved oxygen, chlorides, and nitrates and describe their impacts on an ecosystem;

Rationale: Wording was simplified for clarity.

(E) (F) use models to predict how the introduction or removal of an invasive species may alter the food chain and affect existing populations in an ecosystem;

Rationale: Because species removal is not practical in real world examples, modeling was added as a verb to increase opportunities to incorporate science and engineering practices into the standard.

(F) (G) use models to predict how species extinction may alter the food chain and affect existing populations in an ecosystem; and

Rationale: Modeling was added as a verb to increase opportunities to incorporate science and engineering practices into the standard.

(G) (H) research and explain the causes of species diversity and predict changes that may occur in an ecosystem if species and genetic diversity are is increased or decreased..reduced

Rationale: Verb was changed from “is” to “are” to correct subject/verb agreement, also “reduced” was changed to “decreased” to contrast better with “increased.”

(6) (5) Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:

(A) compare and contrast land use and management methods and how they affect land attributes such as fertility, productivity, economic value, and ecological stability; summarize methods of land use and management and describe its effects on land fertility;

Rationale: Standard was revised to incorporate broader context of land use decisions as well as changing the verb to “compare and contrast” to increase rigor and depth of knowledge explored.

(B) relate how water sources, management, and conservation affect water uses and quality; identify source, use, quality, management, and conservation of water;

Rationale: Standard was reworded to better relate management and conservation practices to water use and quality.

(C) document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability;

(D) identify how changes in limiting resources such as water, food, and energy affect local ecosystems; identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy;

Rationale: Standard revised to improve clarity and better align to the knowledge and skills statement as previous language was unclear.

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(E) analyze and evaluate the economic significance and interdependence of resources within the local environmental system; and

Rationale: The word “local” was added to the standard to better align to the knowledge and skills statement and keep separate from current KS 10: “Science concepts. The student knows the impact of human activities on the environment. The student is expected to”.

(F) evaluate the impact of waste management methods such as reduction, reuse, recycling, upcycling, and composting on resource availability in the local environment.

Rationale: The language “in the local environment” was added to better align to the knowledge and skills statement. Also upcycling was added to the list of such as examples to include current terminology used in environmental community.

(7) (6) Science concepts. The student knows the sources and flow of energy through an environmental system. The student is expected to:

(A) describe the interactions between define and identify the components of the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere and the interactions among them;

Rationale: Standard revised to emphasize the interactions to better align with the knowledge and skills statement, and to reduce redundancy with middle school content.

(B) relate biogeochemical cycles to the flow of energy in ecosystems, including energy sinks such as oil, natural gas, and coal deposits;. 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

Rationale: Standard was revised to algin better with the knowledge and skills statement, and to incorporate a better understanding of how energy sinks are involved in the flow of energy in environmental systems.

(C) explain the flow of heat energy in an ecosystem, including conduction, convection, and radiation; and

Rationale: The word “heat” was added to better align with the processes of conduction, convection and radiation which only apply to heat energy. The word “and” was added to the end of the standard to keep consistent with document style for the penultimate standard within a knowledge and skills statement.

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(D) identify and describe how energy is used, transformed, and conserved as it flows through ecosystems. investigate and explain the effects of energy transformations in terms of the laws of thermodynamics within an ecosystem;

Rationale: New student expectation created to combine both D and E to make expectations more aligned to the knowledge and skills statement, as well to make understanding of the laws of thermodynamics more accessible and relevant to topics related to the first and second laws of thermodynamics. While language pertaining specifically to the laws of thermodynamics was removed, the relevant content of the first and second law are still conserved in C and D.

(E) investigate and identify energy interactions in an ecosystem.

(8) (7) Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems. The student is expected to:

(A) compare exponential and logistical population growth using graphical representations; relate carrying capacity to population dynamics;

Rationale: Standard revised to make more explicit inclusion of graphical methods used to demonstrate changes in carrying capacity.

(B) 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;

Rationale: New standard created to emphasize factors that impact carrying capacity.

(C) (B) calculate changes in population size in ecosystems; and birth rates, and exponential growth of populations;

Rationale: Standard revised to make clear and improve alignment with the knowledge and skills statement.

(C) analyze and predict the effects of non-renewable resource depletion; and Rationale: Standard removed because it is covered in new 6E that compares cost benefit analysis of renewable and non-renewable resources.

(D) 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.

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(9) (8) Science concepts. The student knows that environments change naturally. The student is expected to:

(A) analyze and describe how the effects on areas impacted by natural events such as tectonic movement, volcanic events, fires, tornadoes, hurricanes, flooding, and tsunamis, and affect natural populations population growth

Rationale: Standard reworded to improve clarity and flow of language.

(B) explain how regional changes in the environment may have a global effects; Rationale: Standard reworded to broaden opportunities to explore multiple global effects of regional environmental changes.

(C) examine how natural processes such as succession and feedback loops can restore habitats and ecosystems;

Rationale: Standard reworded to improve accuracy.

(D) describe how temperature inversions have short term and long term effects impact weather conditions, including El Niño and La Niña oscillations, ice cap and glacial melting,and changes in ocean surface temperatures; and

Rationale: Standard was revised in order to consolidate what temperature inversions do and emphasize that they have long and short-term effects.

(E) analyze the impact of natural temperature inversions on global climate change warming, on ice caps and glaciers glacial melting, and changes in ocean currents, and surface temperatures.

Rationale: Standard was revised to remove inaccurate wording pertaining to the impacts of temperature inversions on global warming and to center the standard on natural global climate changes in contrast to human caused climate change.

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(10) (9) Science Concepts. The student knows how humans impact environmental systems through emissions and pollutants. The student is expected to: Science concepts. The student knows the impact of human activities on the environment. The student is expected to:

Rationale: Old knowledge and skills statement 10 was eliminated and replaced with new knowledge and skills statements to better organize the student expectations into relevant topics to facilitate instruction. This is the first of 4 new knowledge and skills statements created to improve organizational structure and alignment of relevant concepts.

(A) identify sources of emissions in causes of air, soil, and water pollution, including point and nonpoint sources;

Rationale: The word “pollution” was omitted from the standard because not all substances that are emitted in the environment are not necessarily always considered pollutants, for example, ozone, and water vapor, carbon dioxide.

(B) distinguish how an emission becomes a pollutant based on its concentration, toxicity, reactivity, and location within the environment;

Rationale: New standard created to emphasize the difference between pollutants and emissions and their impacts and as well as to include the concept of reactivity and for students to be able to consider when a substance becomes a pollutant.

(C) (B) investigate the effects types of pollutants air, soil, and water pollution such as chlorofluorocarbons, greenhouse gasses carbon dioxide, pH, pesticide runoff, thermal variations, metallic ions, heavy metals, light, noise, aerosols, and nuclear waste;

Rationale: Standard reworded to better clarify substances that can be considered pollutants and to include an understanding of their effects on the environment.

(D) (C) evaluate indicators of air, soil and water quality against regulatory standards to determine the health of an ecosystem; and examine the concentrations of air, soil, and water pollutants using appropriate units;

Rationale: Standard revised to include non-pollutant indicators of environmental health such as pH, thermal variations, bioindicators.

(E) (D) 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). describe the effect of pollution on global warming, glacial and ice cap melting, greenhouse effect, ozone layer, and aquatic viability;

Rationale: Standard was reworded to avoid student confusion between ozone depletion and global warming.

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(11) Science concepts. The student understands how individual and collective actions impact environmental systems. The student is expected to:

Rationale: KS statement is the second of new KS statements organized from the old KS 10.

(A) (E) evaluate the negative effects effect of human activities on the environment including habitat restoration projects, species preservation efforts, nature conservancy groups including overhunting, overfishing, ecotourism, all terrain vehicles, and small personal watercraft; on the environment;

Rationale: The original SE was split into two separate expectations to improve opportunities for student assessment.

(B) 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

(C) 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.

Rationale: Standard was moved from KS 12 J for improved alignment.

(12) Science Concepts. The student understands how ethics and economic priorities influence environmental decisions. The student is expected to:

Rationale: KS12 is the third of new knowledge and skills statements organized from original KS 10.

(A) (F) evaluate cost-benefit trade-offs of commercial activities such as municipal development, farming, deforestation, over-harvesting, and mining, and oil and gas production;

Rationale: added language to include oil and gas production to make distinct from mining and to ensure its inclusion in instruction.

(B) evaluate the economic impacts of individual actions on the environment such as overbuilding, habitat destruction, poaching, and improper waste disposal;

Rationale: New standard created to emphasize the effects of non-commercial actions by individuals on the economy

(C) (G) analyze how ethical beliefs can be used to influence scientific and engineering practices such as methods for increasing food production;, increasing energy production, and increasing the extraction of minerals

Rationale: language included to expand science and engineering practices within the standards and to provide additional concepts to be considered surrounding ethical practices.

(H) analyze and evaluate different views on the existence of global warming; Rationale: Standard removed because it is subsumed in newly worded standard 10D.

(D) (I) 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

Rationale: The word “and” added to be consistent with document style for penultimate standard within a knowledge and skills statement group.

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(E) argue from evidence whether or not a healthy economy and a healthy environment are mutually exclusive.

Rationale: New standard created to encourage critical thinking centered the economics of maintaining environmental health and support science and engineering practices.

(J) 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;

Rationale: Standard moved to newly created knowledge and skills statement 11 C for improved alignment.

(13) Science Concepts. The student knows how legislation mediates human impacts on the environment. The student is expected to:

Rationale: Fourth of new knowledge and skills statements organized from old KS 10

(A) (K) describe 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

Rationale: Verb changed in standard to describe in order to provide balance to the rigor of instruction of the standards as a whole. Local was deleted because there are few local regulations that are applicable to discuss.

(B) (L) evaluate the goals and effectiveness of past and present international agreements analyze past and present international treaties and protocols such as the environmental Antarctic Treaty System, Montreal Protocol, and Kyoto Protocol, and the Paris Climate Accord.

Rationale: Language was added to include the Paris Climate Accord, and also, the verbs were changed in the standard to provide balance and rigor in instruction.

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Science, Specialized Topics in Science Work Group D, January 2021

§112.xx Specialized Topics in Science (One credit) TEKS with edits Work Group Comments/Rationale

(a) General Requirements. Students shall be awarded one credit for successful completion of this course. Students may repeat this course with different course content for up to three credits. Recommended prerequisite: one credit of high school science.

The title "Specialized Topics in Science" was selected to distinguish this course from "Scientific Research and Design." The work group discussed the title "Independent Study in Science" but selected a title that reflects the true goal of the course and does not indicate a course that is solely student driven. One credit for this course was chosen as current graduation requirements for science are based on whole credit requirements and currently, there are no .5 credit science courses. One credit does not prohibit a district from designing a course that would teach all the TEKS in one semester and awarding full credit. The workgroup recommends that this course count towards the third credit of science as defined in TAC §74.12(b)(3)(B) or additional credits in science as defined in §74.13(e)(6). The workgroup also recommends implementation and inclusion in graduation requirements at the earliest date possible because this course fills a demonstrated need for both districts and students. Allowing up to three credits provides students the opportunity to develop greater understanding of science content in multiple disciplines or areas of science, or to dive deeper into the same area over multiple iterations of the course. The "recommended prerequisite" allows all students to enroll in the course, expanding access to science course offerings.

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(b) Introduction.

(1) Specialized Topics in Science is intended to diversify programs of science study and give students the opportunity to study scientific topics in greater detail and with deeper understanding rather than provide remediation.

The work group discussed how this new course could provide students more flexibility for deeper learning of a particular subject or topic. Science is the only core content area without an independent study or special topics course. To meet the needs of Texas students and to fill a gap in science course offerings, this course provides flexibility for deeper learning or investigation in a particular subject or topic, either independently or as a whole class. This course may be used to develop dual credit courses not otherwise aligned with existing TEKS-based science courses, offers options to award credit to entering out of state students, and provides a pathway to include emergent technologies and discoveries in a program of study. Community based programs, internships, or other opportunities may also use this course to award credit. The work group wanted to clarify that this course is intended to provide opportunities for students to study topics not covered in other science courses or to go into greater detail and depth than other courses allow. The course should not be used to provide credit for remediation in another science course.

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(2) In this course, students are given the opportunity to develop greater understanding of science content beyond what is taught in other TEKS-based science courses while utilizing science and engineering practices. Students will understand the value and role of curiosity in any discipline of science. The specialized topic of study may originate from local or global phenomena, student interest, or teacher specialties. The emphasis of study may vary, such as theoretical science, citizen science, science investigations, science careers, specialized disciplines of science, designing innovations, the ethics of science, or history of science.

(3) By the end of Grade 12, students are expected to gain sufficient knowledge of the scientific and engineering practices across the disciplines of science to make informed decisions using critical thinking and scientific problem solving.

(c) Knowledge and skills. Rationale:

The newly adopted Science and Engineering Practices developed for Biology, IPC, Chemistry and Physics were customized as the foundation for the unique nature of this course.

"As appropriate to the specialized topic of study" or "as related to the specialized topic of study" was added to the majority of these student expectations to ensure the course content goes beyond the topics, concepts, breadth, or depth of study specified in other TEKS-based science courses.

The group changed "and" to "or" in some student expectations for this course because the items may not be applicable to all topics of study or course content.

(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:

(A) ask questions and define problems related to specialized topics of study based on observations or information from text, phenomena, models, or investigations;

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(B) apply science practices related to specialized topics of study to plan and conduct investigations or use engineering practices to design solutions to problems;

Rationale: The three types of investigations were omitted to allow for flexibility within the specialized topics of study. Not every topic may require all three types of investigations. Not every topic will have an engineering component.


(D) use tools appropriate to the specialized topic of study; Rationale: Due to the nature of this course, topics will vary. The workgroup recommends that the instructor develop a list of science tools appropriate to the course topic(s).

(E) collect quantitative data using the International System of Units (SI) or qualitative data as evidence as appropriate to the specialized topic of study;

(F) organize quantitative or qualitative data using representations appropriate to the specialized topic of study such as scatter plots, line graphs, bar graphs, charts, data tables, diagrams, scientific drawings, and student-prepared models;

(G) develop and use models to represent phenomena, systems, processes, or solutions to problems as appropriate to the specialized topic of study; and

Rationale: The workgroup excluded the term "engineering" from this statement because the selected specialized topic(s) may not include an engineering approach to solving a problem.

(H) distinguish among scientific hypotheses, theories, and laws as appropriate to the specialized topic of study.

(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:

(A) identify advantages and limitations of models such as their size, scale, properties, and materials as appropriate to the specialized topic of study;

(B) analyze data appropriate to the specialized topic of study by identifying significant statistical features, patterns, sources of error, and limitations;

(C) use mathematical calculations to assess quantitative relationships in data as appropriate to the specialized topic of study; and

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(D) evaluate experimental or engineering designs as appropriate to the specialized topic of study.

(3) Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, or proposed solutions. The student is expected to:

(A) develop explanations or propose solutions supported by data and models and consistent with scientific ideas, principles, and theories as appropriate to the specialized topic of study;

(B) communicate explanations or solutions individually and collaboratively in a variety of settings and formats as appropriate to the specialized topic of study; and

(C) engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence as appropriate to the specialized topic of study.


(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental or observational testing as appropriate to the specialized topic of study, so as to encourage critical thinking by the student;

(B) 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 appropriate to the specialized topic of study; and

(C) research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM), fields in order to investigate STEM careers as appropriate to the specialized topic of study.

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Science TEKS Review Work Group D Draft Recommendations

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Transcript of Science TEKS Review Work Group D Draft Recommendations