Gizmos for Texas - Science: Biology (Essential Knowledge and Skills adopted 2020)

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

B.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.

B.1.B: : The student is expected to: apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

B.1.D: : The student is expected to: 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;

B.1.F: : The student is expected to: organize quantitative and qualitative data using scatter plots, line graphs, bar graphs, charts, data tables, digital tools, diagrams, scientific drawings, and student-prepared models;

B.1.G: : The student is expected to: develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

B.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.

B.2.B: : The student is expected to: analyze data by identifying significant statistical features, patterns, sources of error, and limitations;

B.2.C: : The student is expected to: use mathematical calculations to assess quantitative relationships in data; and

B.3: : Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.

B.3.A: : The student is expected to: develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

B.3.B: : The student is expected to: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

B.5: : Science concepts--biological structures, functions, and processes. The student knows that biological structures at multiple levels of organization perform specific functions and processes that affect life.

B.5.A: : The student is expected to: relate the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids, to the structure and function of a cell;

B.5.B: : The student is expected to: compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity;

B.5.C: : The student is expected to: investigate homeostasis through the cellular transport of molecules; and

B.5.D: : The student is expected to: compare the structures of viruses to cells and explain how viruses spread and cause disease.

B.6: : Science concepts--biological structures, functions, and processes. The student knows how an organism grows and the importance of cell differentiation.

B.6.A: : The student is expected to: explain the importance of the cell cycle to the growth of organisms, including an overview of the stages of the cell cycle and deoxyribonucleic acid (DNA) replication models;

B.6.B: : The student is expected to: explain the process of cell specialization through cell differentiation, including the role of environmental factors; and

B.6.C: : The student is expected to: relate disruptions of the cell cycle to how they lead to the development of diseases such as cancer.

B.7: : Science concepts--mechanisms of genetics. The student knows the role of nucleic acids in gene expression.

B.7.A: : The student is expected to: identify components of DNA, explain how the nucleotide sequence specifies some traits of an organism, and examine scientific explanations for the origin of DNA;

B.7.B: : The student is expected to: describe the significance of gene expression and explain the process of protein synthesis using models of DNA and ribonucleic acid (RNA);

B.7.C: : The student is expected to: identify and illustrate changes in DNA and evaluate the significance of these changes; and

B.7.D: : The student is expected to: discuss the importance of molecular technologies such as polymerase chain reaction (PCR), gel electrophoresis, and genetic engineering that are applicable in current research and engineering practices.

B.8: : Science concepts--mechanisms of genetics. The student knows the role of nucleic acids and the principles of inheritance and variation of traits in Mendelian and non-Mendelian genetics.

B.8.A: : The student is expected to: analyze the significance of chromosome reduction, independent assortment, and crossing-over during meiosis in increasing diversity in populations of organisms that reproduce sexually; and

B.8.B: : The student is expected to: predict possible outcomes of various genetic combinations using monohybrid and dihybrid crosses, including non-Mendelian traits of incomplete dominance, codominance, sex-linked traits, and multiple alleles.

B.9: : Science concepts--biological evolution. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple lines of evidence.

B.9.A: : The student is expected to: analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; and

B.10: : Science concepts--biological evolution. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple mechanisms.

B.10.A: : The student is expected to: analyze and evaluate how natural selection produces change in populations and not in individuals;

B.10.B: : 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;

B.10.D: : The student is expected to: analyze evolutionary mechanisms other than natural selection, including genetic drift, gene flow, mutation, and genetic recombination, and their effect on the gene pool of a population.

B.11: : Science concepts--biological structures, functions, and processes. The student knows the significance of matter cycling, energy flow, and enzymes in living organisms.

B.11.A: : The student is expected to: explain how matter is conserved and energy is transferred during photosynthesis and cellular respiration using models, including the chemical equations for these processes; and

B.11.B: : The student is expected to: investigate and explain the role of enzymes in facilitating cellular processes.

B.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.

B.12.A: : The student is expected to: analyze the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; and

B.13: : Science concepts--interdependence within environmental systems. The student knows that interactions at various levels of organization occur within an ecosystem to maintain stability.

B.13.A: : The student is expected to: investigate and evaluate how ecological relationships, including predation, parasitism, commensalism, mutualism, and competition, influence ecosystem stability;

B.13.B: : The student is expected to: analyze how ecosystem stability is affected by disruptions to the cycling of matter and flow of energy through trophic levels using models;

B.13.C: : The student is expected to: explain the significance of the carbon and nitrogen cycles to ecosystem stability and analyze the consequences of disrupting these cycles; and

B.13.D: : The student is expected to: explain how environmental change, including change due to human activity, affects biodiversity and analyze how changes in biodiversity impact ecosystem stability.

Correlation last revised: 6/29/2023

Texas - Science: Biology

Essential Knowledge and Skills | Adopted: 2020