Gizmos for Texas - Science: Biology (State of Texas Assessments of Academic Readiness Resources adopted 2018)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

1: : Cell Structure and Function

1.B.4: : Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells.

1.B.4.B: : The student is expected to investigate and explain cellular processes, including homeostasis and transport of molecules; and

1.B.4.C: : The student is expected to compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza.

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

1.B.5.A: : The student is expected to describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms;

1.B.5.C: : The student is expected to recognize that disruptions of the cell cycle lead to diseases such as cancer.

2: : Mechanisms of Genetics

2.B.6: : Science concepts. The student knows the mechanisms of genetics such as the role of nucleic acids and the principles of Mendelian and non-Mendelian genetics.

2.B.6.A: : The student is expected to identify components of DNA, identify how information for specifying the traits of an organism is carried in the DNA, and examine scientific explanations for the origin of DNA;

2.B.6.B: : The student is expected to recognize that components that make up the genetic code are common to all organisms;

2.B.6.C: : The student is expected to explain the purpose and process of transcription and translation using models of DNA and RNA;

2.B.6.D: : The student is expected to recognize that gene expression is a regulated process;

2.B.6.E: : The student is expected to identify and illustrate changes in DNA and evaluate the significance of these changes;

2.B.6.F: : The student is expected to predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses, and non-Mendelian inheritance; and

2.B.6.G: : The student is expected to recognize the significance of meiosis to sexual reproduction.

3: : Biological Evolution and Classification

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

3.B.7.C: : The student is expected to analyze and evaluate how natural selection produces change in populations, not individuals;

3.B.7.D: : The student is expected to analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success;

3.B.7.E: : The student is expected to analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species; and

3.B.7.F: : The student is expected to analyze other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination.

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

3.B.8.B: : The student is expected to categorize organisms using a hierarchical classification system based on similarities and differences shared among groups; and

4: : Biological Processes and Systems

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

4.B.9.B: : The student is expected to compare the reactants and products of photosynthesis and cellular respiration in terms of energy, energy conversions, and matter; and

4.B.9.C: : The student is expected to identify and investigate the role of enzymes.

4.B.10: : Science concepts. The student knows that biological systems are composed of multiple levels.

4.B.10.A: : The student is expected to describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals;

5: : Interdependence within Environmental Systems

5.B.12: : Science concepts. The student knows that interdependence and interactions occur within an environmental system.

5.B.12.A: : The student is expected to interpret relationships, including predation, parasitism, commensalism, mutualism, and competition, among organisms;

5.B.12.C: : The student is expected to analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids;

5.B.12.D: : The student is expected to describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles; and

5.B.12.E: : The student is expected to describe how environmental change can impact ecosystem stability.

SIRS: : Scientific Process Skills

SIRS.B.2: : Scientific processes. The student uses scientific practices and equipment during laboratory and field investigations.

SIRS.B.2.B: : The student is expected to know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories;

SIRS.B.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;

SIRS.B.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;

SIRS.B.2.G: : The student is expected to analyze, evaluate, make inferences, and predict trends from data; and

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

SIRS.B.3.A: : The student is expected to analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;

SIRS.B.3.D: : The student is expected to evaluate the impact of scientific research on society and the environment;

SIRS.B.3.E: : The student is expected to evaluate models according to their limitations in representing biological objects or events; and

Correlation last revised: 5/19/2021

Texas - Science: Biology

State of Texas Assessments of Academic Readiness Resources | Adopted: 2018