State Standards for Texas
World Geography Studies: 113.43.d.21
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
- World Geography Studies: 113.43.d.21.F - formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose
Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.21
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
- Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.21.F - formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose
Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.23
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
- Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.23 - Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
English I: 110.36.c.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English I: 110.36.c.1.A - engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;
- English I: 110.36.c.1.D - participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making
English I: 110.36.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English I: 110.36.c.5.B - write responses that demonstrate understanding of texts, including comparing texts within and across genres
- English I: 110.36.c.5.E - interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
English II: 110.37.c.1
Developing and sustaining foundation language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English II: 110.37.c.1.A - engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax
- English II: 110.37.c.1.D - participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making
English III: 110.38.c.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English III: 110.38.c.1.A - engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax
- English III: 110.38.c.1.D - participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria
English III: 110.38.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English III: 110.38.c.5.B - write responses that demonstrate analysis of texts, including comparing texts within and across genres
- English III: 110.38.c.5.E - interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
English II: 110.37.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English II: 110.37.c.5.B - write responses that demonstrate understanding of texts, including comparing texts within and across genres
- English II: 110.37.c.5.E - interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
English IV: 110.39.c.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English IV: 110.39.c.1.A - engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies
- English IV: 110.39.c.1.D - participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria
English IV: 110.39.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English IV: 110.39.c.5.B - write responses that demonstrate analysis of texts, including comparing texts within and across genres
- English IV: 110.39.c.5.E - interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
Mathematical Models with Applications: 111.43.c.9
Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences.
- Mathematical Models with Applications: 111.43.c.9.A - interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
United States History Studies Since 1877: 113.41.d.31
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- United States History Studies Since 1877: 113.41.d.31.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
World History Studies: 113.42.d.28
Social studies skills. The student understands how historians use historiography to interpret the past and applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
- World History Studies: 113.42.d.28.F - formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose
World History Studies: 113.42.d.31
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- World History Studies: 113.42.d.31.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Biology: 112.42.c.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 answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- Biology: 112.42.c.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Biology: 112.42.c.1.D - use appropriate tools such as microscopes, slides, Petri dishes, laboratory glassware, metric rulers, digital balances, pipets, filter paper, micropipettes, gel electrophoresis and polymerase chain reaction (PCR) apparatuses, microcentrifuges, water baths, incubators, thermometers, hot plates, data collection probes, test tube holders, lab notebooks or journals, hand lenses, and models, diagrams, or samples of biological specimens or structures
- Biology: 112.42.c.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence
- Biology: 112.42.c.1.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
- Biology: 112.42.c.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
Biology: 112.42.c.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Biology: 112.42.c.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories
Biology: 112.42.c.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:
- Biology: 112.42.c.4.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
Biology: 112.42.c.12
Science concepts--biological structures, functions, and processes. The student knows that multicellular organisms are composed of multiple systems that interact to perform complex functions. The student is expected to:
- Biology: 112.42.c.12.B - explain how the interactions that occur among systems that perform functions of transport, reproduction, and response in plants are facilitated by their structures
Biology: 112.42.c.13
Science concepts--interdependence within environmental systems. The student knows that interactions at various levels of organization occur within an ecosystem to maintain stability. The student is expected to:
- Biology: 112.42.c.13.A - investigate and evaluate how ecological relationships, including predation, parasitism, commensalism, mutualism, and competition, influence ecosystem stability
- Biology: 112.42.c.13.B - analyze how ecosystem stability is affected by disruptions to the cycling of matter and flow of energy through trophic levels using models
- Biology: 112.42.c.13.C - explain the significance of the carbon and nitrogen cycles to ecosystem stability and analyze the consequences of disrupting these cycles
Environmental Systems: 112.50.c.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:
- Environmental Systems: 112.50.c.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Environmental Systems: 112.50.c.1.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, rock and mineral samples equipment, air quality testing devices, cameras, flow meters, Global Positioning System (GPS) units, Geographic Information System (GIS) software, computer models, densiometers, spectrophotometers, stereomicroscopes, compound microscopes, clinometers, field journals, various prepared slides, hand lenses, hot plates, Petri dishes, sampling nets, waders, leveling grade rods (Jason sticks), protractors, inclination and height distance calculators, samples of biological specimens or structures, core sampling equipment, and kick nets
- Environmental Systems: 112.50.c.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
- Environmental Systems: 112.50.c.1.F - organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers, or cellphone applications
- Environmental Systems: 112.50.c.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
Environmental Systems: 112.50.c.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Environmental Systems: 112.50.c.3.A - develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories
Environmental Systems: 112.50.c.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:
- Environmental Systems: 112.50.c.4.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
Environmental Systems: 112.50.c.5
Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. The student is expected to:
- Environmental Systems: 112.50.c.5.A - 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
- Environmental Systems: 112.50.c.5.B - explain the cycling of water, phosphorus, carbon, silicon, and nitrogen through ecosystems, including sinks, and the human interactions that alter these cycles using tools such as models;
- Environmental Systems: 112.50.c.5.C - evaluate the effects of fluctuations in abiotic factors on local ecosystems and local biomes
- Environmental Systems: 112.50.c.5.D - measure the concentration of dissolved substances such as dissolved oxygen, chlorides, and nitrates and describe their impacts on an ecosystem
- Environmental Systems: 112.50.c.5.G - predict changes that may occur in an ecosystem if genetic diversity is increased or decreased
Environmental Systems: 112.50.c.6
Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:
- Environmental Systems: 112.50.c.6.B - relate how water sources, management, and conservation affect water uses and quality
- Environmental Systems: 112.50.c.6.C - document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability
Environmental Systems: 112.50.c.8
Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems. The student is expected to:
- Environmental Systems: 112.50.c.8.A - compare exponential and logistical population growth using graphical representations
- Environmental Systems: 112.50.c.8.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
Environmental Systems: 112.50.c.11
Science concepts. The student understands how individual and collective actions impact environmental systems. The student is expected to:
- Environmental Systems: 112.50.c.11.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
- Environmental Systems: 112.50.c.11.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.
Environmental Systems: 112.50.c.12
Science concepts. The student understands how ethics and economic priorities influence environmental decisions. The student is expected to:
- Environmental Systems: 112.50.c.12.D - 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
Aquatic Science: 112.47.c.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:
- Aquatic Science: 112.47.c.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Aquatic Science: 112.47.c.1.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, and hydrometers
- Aquatic Science: 112.47.c.1.F - organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers, or cellphone applications
- Aquatic Science: 112.47.c.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
Aquatic Science: 112.47.c.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Aquatic Science: 112.47.c.3.A - develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories
Aquatic Science: 112.47.c.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:
- Aquatic Science: 112.47.c.4.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
Aquatic Science: 112.47.c.7
The student knows about the interdependence and interactions that occur in aquatic environments. The student is expected to:
- Aquatic Science: 112.47.c.7.C - identify variables that affect the solubility of carbon dioxide and oxygen in water
Aquatic Science: 112.47.c.8
The student conducts short-term and long-term studies on local aquatic environments. Local natural environments are to be preferred over artificial or virtual environments. The student is expected to:
- Aquatic Science: 112.47.c.8.B - collect and analyze pH, salinity, temperature, mineral content, nitrogen compounds, dissolved oxygen, and turbidity data periodically, starting with baseline measurements
Aquatic Science: 112.47.c.14
The student understands how human activities impact aquatic environments. The student is expected to:
- Aquatic Science: 112.47.c.14.A - analyze the cumulative impact of human population growth on an aquatic ecosystem
- Aquatic Science: 112.47.c.14.B - predict effects of chemical, organic, physical, and thermal changes due to humans on the living and nonliving components of an aquatic ecosystem
Chemistry: 112.43.c.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 answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- Chemistry: 112.43.c.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Chemistry: 112.43.c.1.D - use appropriate tools such as Safety Data Sheets (SDS), scientific or graphing calculators, computers and probes, electronic balances, an adequate supply of consumable chemicals, and sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, and burettes
- Chemistry: 112.43.c.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence
- Chemistry: 112.43.c.1.F - organize quantitative and qualitative data using oral or written lab reports, labeled drawings, particle diagrams, charts, tables, graphs, journals, summaries, or technology-based reports
- Chemistry: 112.43.c.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
Chemistry: 112.43.c.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Chemistry: 112.43.c.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories
Chemistry: 112.43.c.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:
- Chemistry: 112.43.c.4.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
Chemistry: 112.43.c.12
Science concepts. The student understands and applies various rules regarding acids and bases. The student is expected to:
- Chemistry: 112.43.c.12.D - predict products in acid-base reactions that form water
- Chemistry: 112.43.c.12.E - define pH and calculate the pH of a solution using the hydrogen ion concentration
Earth Systems Science: 112.49.c.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:
- Earth Systems Science: 112.49.c.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Earth Systems Science: 112.49.c.1.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, and fossil and rock sample kits
- Earth Systems Science: 112.49.c.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence
- Earth Systems Science: 112.49.c.1.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
- Earth Systems Science: 112.49.c.1.G - develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
Earth Systems Science: 112.49.c.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Earth Systems Science: 112.49.c.3.A - develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories;
Earth Systems Science: 112.49.c.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:
- Earth Systems Science: 112.49.c.4.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
Earth Systems Science: 112.49.c.12
Science concepts. The student understands how Earth's systems affect and are affected by human activities, including resource use and management. The student is expected to:
- Earth Systems Science: 112.49.c.12.F - 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
Earth Systems Science: 112.49.c.13
Science concepts. The student explores global policies and careers related to the life cycles of Earth's resources. The student is expected to:
- Earth Systems Science: 112.49.c.13.A - analyze the policies related to resources from discovery to disposal, including economics, health, technological advances, resource type, concentration and location, waste disposal and recycling, mitigation efforts, and environmental impacts