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Older Resources. The resources have not yet been aligned with the 2009 revised K–12 science TEKS.

Snapshots are ideas for classroom activities that address the intent of the Texas Essential Knowledge and Skills for Science. Snapshots may cover part of a TEKS statement, but not necessarily the whole statement. Snapshots represent one way, out of many possible ways, of addressing specific TEKS statements.

Each TEKS-Based Activity Starter is designed to be a nucleus of a lesson that focuses on a particular TEKS. These activity starters should be customized and enriched to fit your student population.

Assessments are multiple-choice items aligned to science Texas Essential Knowledge and Skills.

The TEKS for Science listed here are from Chapter 112. Texas Essential Knowledge and Skills for Science. Subchapter C. High School. §112.43. Biology. (b) Introduction and (c) Knowledge and skills. The high school TEKS for Science can be viewed and downloaded on the Texas Education Agency website or purchased in book form through our online catalog.

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

The student is expected to:

1. demonstrate safe practices during field and laboratory investigations; and
2. make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(2) Scientific processes. The student uses scientific methods during field and laboratory investigations.

The student is expected to:

1. plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;
2. collect data and make measurements with precision;
3. organize, analyze, evaluate, make inferences, and predict trends from data; and
4. communicate valid conclusions.

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions.

The student is expected to:

1. analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
2. evaluate promotional claims that relate to biological issues such as product labeling and advertisements;
3. evaluate the impact of research on scientific thought, society, and the environment;
4. describe the connection between biology and future careers;
5. evaluate models according to their adequacy in representing biological objects or events; and
6. research and describe the history of biology and contributions of scientists.

(4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions.

The student is expected to:

1. identify the parts of prokaryotic and eukaryotic cells;

   Snapshot:

   • Prepare slides of plants and organisms like protozoans, elodea, celery stalk cross sections, and flower petals. Use a compound microscope to observe and identify parts of cells on the slides. Use micrographs of bacteria to identify parts of cells.
2. investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules;

   Assessments:

   • Assessments (pdf 572kb)
   • Answer key (pdf 404kb)
3. compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and

   Snapshot:

   • Use electron micrographs, prepared slides, freshly made slides, or photographs to observe and compare the structures of viruses to bacteria, plant, or animal cells.

   Assessments:

   • Assessments (pdf 648kb)
   • Answer key (pdf 404kb)
4. identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria.

   Snapshot:

   • Research specific bacteria that inhabit the human organism to determine: What benefits are derived from the bacteria's presence in or on the body? What determines that these particular bacteria will not cause a disease? Where does the bacteria inhabit the human body? Is it found in other organisms? Could humans exist without these bacteria?

   Assessments:

   • Assessments (pdf 552kb)
   • Answer key (pdf 404kb)

(5) Science concepts. The student knows how an organism grows and how specialized cells, tissues, and organs develop.

The student is expected to:

1. compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and bones to show specialization of structure and function;

   Snapshot:

   • Make fresh slides or use prepared slides of plant cells from different parts of a plant (leaf, stem, root, flower), and compare the structure of the cells to their function. Use prepared slides of animal tissue (epithelia, muscles, bones), and compare the structure of the cells to their function. Compare the epithelial cells from a leaf to the epithelial cells from animal tissue to determine how they are similar and how they are different.
2. identify cell differentiation in the development of organisms; and
3. sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole.

   Snapshot:

   • Construct a concept map to illustrate the level of organization within a bone or other structure.

(6) Science concepts. The student knows the structures and functions of nucleic acids in the mechanisms of genetics.

The student is expected to:

1. describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA;

   Snapshot:

   • Construct a model of a strand of deoxyribonucleic acid (DNA) to illustrate the major components of the strand and how the nitrogen bases are bonded together to make up the specific pattern of DNA.

   Assessments:

   • Assessments (pdf 624kb)
   • Answer key (pdf 404kb)
2. explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA);

   Assessments:

   • Assessments (pdf 740kb)
   • Answer key (pdf 404kb)
3. identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes;

   Assessments:

   • Assessments (pdf 669kb)
   • Answer key (pdf 404kb)
4. compare genetic variations observed in plants and animals;

   Snapshot:

   • Conduct a survey of traits within the class. Determine which traits are universal to the class and which traits vary within the classroom population.

   Assessments:

   • Assessments (pdf 600kb)
   • Answer key (pdf 404kb)
5. compare the processes of mitosis and meiosis and their significance to sexual and asexual reproduction; and
6. identify and analyze karyotypes.

(7) Science concepts. The student knows the theory of biological evolution.

The student is expected to:

1. identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology; and

   Snapshot:

   • Observe and examine fossil specimens such as microfossil slides, molds and casts, imprints, or actual specimens of fossil plants and animals. Compare the fossil specimens to modern examples of plants and animals to determine if the organism exhibits changes in its structure. Create a poster illustrating the history of a group of fossil organisms using pictures or drawings of modern representatives. Make a presentation comparing the fossil group to their modern representatives.

   Assessments:

   • Assessments (pdf 816kb)
   • Answer key (pdf 404kb)
2. illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

   Assessments:

   • Assessments (pdf 556kb)
   • Answer key (pdf 404kb)

(8) Science concepts. The student knows applications of taxonomy and can identify its limitations.

The student is expected to:

1. collect and classify organisms at several taxonomic levels such as species, phylum, and kingdom using dichotomous keys;

   Snapshot:

   • Collect a variety of leaves, insects, fungi, etc. Use a field guide or other identification key to classify the specimens as to kingdom, phylum, and species. Prepare a display of the collection illustrating differences between phyla or classes.
2. analyze relationships among organisms and develop a model of a hierarchical classification system based on similarities and differences using taxonomic nomenclature; and

   Snapshot:

   • Develop a dichotomous key based on similarities and differences in characteristics of shoes collected from students in a class. Form groups to develop a key and present the results to the class.
3. identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals.

   Assessments:

   • Assessments (pdf 644kb)
   • Answer key (pdf 404kb)

(9) Science concepts. The student knows metabolic processes and energy transfers that occur in living organisms.

The student is expected to:

1. compare the structures and functions of different types of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids;
2. compare the energy flow in photosynthesis to the energy flow in cellular respiration;

   Snapshot:

   • Develop a storyboard depicting the flow of energy in photosynthesis and the flow of energy in cellular respiration. Compare the two processes, pointing out the similarities and differences and how the processes are interrelated.
3. investigate and identify the effects of enzymes on food molecules; and

   Snapshot:

   • Test the effects of the digestive enzyme lactase on milk protein. Make a table to record the results of the tests.
4. analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment.

   Snapshot:

   • Investigate an ecosystem outside the school such as a forested area, bog, or stream. Develop an energy pyramid, biomass pyramid, or numbers pyramid to explain the flow of energy or matter through the ecosystem.

   Assessments:

   • Assessments (pdf 724kb)
   • Answer key (pdf 404kb)

(10) Science concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits.

The student is expected to:

1. interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune;

   Snapshot:

   • Research and compare the organ systems in different phyla of organisms.

   Assessments:

   • Assessments (pdf 604kb)
   • Answer key (pdf 404kb)
2. compare the interrelationships of organ systems to each other and to the body as a whole; and

   Snapshots:

   • Compare the interrelationships of organ systems by assigning each student group one system found in the human body. Discover the components of the system and how they work together to form a system. Combine members from two groups to discover how the systems interrelate to one another. Continue adding new members from other systems until all groups have members representing each system. Develop a product illustrating all of the systems, functions, and interrelations among the systems.
   • Develop a series of cards with one system represented on a single card. Have students draw two cards and explain how the two systems interact.

   Assessments:

   • Assessments (pdf 596kb)
   • Answer key (pdf 404kb)
3. analyze and identify characteristics of plant systems and subsystems.

   Snapshot:

   • Prepare a collection of vascular and nonvascular plants. Investigate the reproductive systems or other systems represented by specimens in the collection. Investigate the characteristics of the plant or the system that allow the plant to reproduce successfully.

(11) Science concepts. The student knows that organisms maintain homeostasis.

The student is expected to:

1. identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis;

   Snapshot:

   • Explain how the body tries to maintain homeostasis during strenuous exercise.
2. investigate and identify how organisms, including humans, respond to external stimuli;

   Snapshot:

   • Dim the classroom lights. Using a flashlight, quickly flash light in a student's eyes. Have students record how the eyes responded.
3. analyze the importance of nutrition, environmental conditions, and physical exercise on health; and

   Snapshot:

   • Write public service announcements explaining the importance of proper nutrition and exercise in daily life.
4. summarize the role of microorganisms in maintaining and disrupting equilibrium including diseases in plants and animals and decay in an ecosystem.

(12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem.

The student is expected to:

1. analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles;

   Snapshot:

   • Explain the energy flow of the carbon and oxygen cycle in relationship to photosynthesis and cellular respiration.
2. interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism;

   Snapshot:

   • Research different insects and find evidence of predation, parasitism, commensalism, and mutualism.

   Assessments:

   • Assessments (pdf 556kb)
   • Answer key (pdf 404kb)
3. compare variations, tolerances, and adaptations of plants and animals in different biomes;

   Snapshots:

   • Select an organism that exists within a biome and develop a multimedia presentation to illustrate adaptations necessary for the plant or animal to exist in the biome. Investigate any tolerances that the organism must confront in the biome and variations that might occur among its members.
   • Have groups of students research different biomes or ecoregions of Texas. Identify five plants and five animals that are well adapted. Describe these adaptations and discuss what would happen if the biome were drastically changed.
4. identify and illustrate that long-term survival of species is dependent on a resource base that may be limited; and

   Snapshots:

   • Develop an investigation to identify resources necessary for long-term survival of a species. Predict the effects on the species if the resources become limited.
   • Describe how drought affects populations of white-tailed deer.
5. investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.

   Assessments:

   • Assessments (pdf 668kb)
   • Answer key (pdf 404kb)

(13) Science concepts. The student knows the significance of plants in the environment.

The student is expected to:

1. evaluate the significance of structural and physiological adaptations of plants to their environments; and

   Snapshot:

   • Display various samples of plants at lab stations. As students rotate through the lab stations, they should observe and record plant structures. From these observations, students can determine the ecosystem for which the plant might be best adapted.

   Assessments:

   • Assessments (pdf 664kb)
   • Answer key (pdf 404kb)
2. survey and identify methods of reproduction, growth, and development of various types of plants.