Texas Content Area Standards

• 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: 1.A: The student is expected to engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.
  • English I: 1.B: The student is expected to follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes.
  • English I: 1.D: The student is expected to 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 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: 1.A: The student is expected to engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.
  • English II: 1.B: The student is expected to follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes.
  • English II: 1.D: The student is expected to 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: 1.A: The student is expected to 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: 1.B: The student is expected to follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately.
  • English III: 1.D: The student is expected to participate collaboratively, offering ideas or judgements 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.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: 1.A: The student is expected to 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: 1.B: The student is expected to follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately.
  • English IV: 1.D: The student is expected to participate collaboratively, offering ideas or judgements 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.

• Biology: 112.34.c.2

  Scientific processes. The student uses scientific practices and equipment during laboratory and field investigations.

  • Biology: 2.E: The student is expected to plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology.
  • Biology: 2.F: The student is expected to collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as data-collecting probes, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, balances, gel electrophoresis apparatuses, micropipettes, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures.
  • Biology: 2.G: The student is expected to analyze, evaluate, make inferences, and predict trends from data.
  • Biology: 2.H: The student is expected to 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.

• 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: 9.A: The student is expected to interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-lead plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions.

• Biology: 112.34.c.9

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

  • Biology: 9.B: The student is expecting to compare the reactants and products of photosynthesis and cellular respiration in terms of energy, energy conversions, and matter.

• 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.B: use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
  • 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.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:

  • Biology: 112.42.c.2.B: analyze data by identifying significant statistical features, patterns, sources of error, and limitations

• 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.B: communicate explanations and solutions individually and collaboratively in a variety of settings and formats