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  • TEKS: B.4ABC, B.9B  

    (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. The student is expected to:(A) compare and contrast prokaryotic and eukaryotic cells, including their complexity and compare and contrast scientific explanations for cellular complexity

    (B) investigate and explain cellular processes, including homeostasis, and transport of molecules (C) 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

    (9) Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to: (B) compare the reactants and products of photosynthesis and cellular respiration in terms of energy, energy conversions, and matter


    4A: prokaryotic cells, eukaryotic cells, membrane bound, organelles, single(uni) vs. multicellular, origins, endosymbiont, endosymbiotic theory, evolved, symbiosis, Miller-Urey Experiment

    4B: Cellular process, homeostasis, energy conversion, molecule transport, synthesis, organelle, ribosome, Endoplasmic reticulum, Golgi apparatus, lysosome, plasma membrane, vacuole, plastid, nucleolus, mitochondria, glucose molecule, phosphate bond, ion, , exocytosis, endocytosis, phagocytosis, diffusion, osmosis, permeability, active transport, passive transport, ATP, concentration gradient, turgor pressure, ion, vesicle, semi-permeable, aerobic cellular respiration, anaerobic cellular respiration, hypotonic, hypertonic, isotonic

    4C: virus, viral reproduction, diseases, HIV, influenza, lysogenic, lytic, pathogen, host cell,  receptor site, infect, immune cells, symptoms, projections, reproductive cycle, mechanism, antiviral, antibiotic, bacteriophage, capsid, chicken pox, herpes, immune cells, influenza, retrovirus, t-cell, vaccine

    9B: Reactants, products, photosynthesis, cellular respiration, energy, energy conversion, matter, anaerobic, aerobic, ATP

  • TEKS: C.1AB, C.2FGH

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

    (A)  demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles or chemical splash goggles, as appropriate, and fire extinguishers;

    (B)  know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Safety Data Sheets (SDS)

    (2)  Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to:

    (F)  collect data and make measurements with accuracy and precision;

    (G)  express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures;

    (H)  organize, analyze, evaluate, make inferences, and predict trends from data;

    Student Progress Monitoring Sheet


    Vocabulary: Hazardous, disposal, bunsen burner, eye wash, shower,  safety equipment, hypothesis, testable, observations, data, evidence, experiment, dependent variable, control,variable, independent variable, accurate, accuracy, precise, precision, measure, measurement, scientific notation, SI unit, chart, table, bar graph, line graph, pie graph, valid, validity, conclude, conclusion

  • TEKS: I.6A


    atoms, protons, neutrons, electrons, electron clouds, valence electrons, elements, molecules, compound, mixture, solids, liquids, gases, atomic structure, atomic number, atomic mass, subatomic, nucleus, isotope, charge, model, particles, volume, average, weighted, abundant, naturally