Welcome To Biology

  • First Nine Weeks TEKS:

    Overview of Life

    TEKS and Student Expectations:

        (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 (Supporting)
        (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:  
    (A)  compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids (Readiness)
    (D)  analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life (Supporting)
      (10)  Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to:    

    (C)  analyze the levels of organization in biological systems and relate the levels to each other and to the whole system (Supporting)

      Cell Transport 

        (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:
    (B)  investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules (Readiness)
        (5)  Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:
    (B)  examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium (Supporting)
        (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:
    (A)  compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids (Readiness)
    (C)  identify and investigate the role of enzymes (Supporting)

    Energy Conversion

        (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:
    (B)  investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules (Readiness)
        (5)  Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:
    (B)  examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium (Supporting)
        (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:
    (A)  compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids (Readiness)
    (B)  compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter (Supporting)
    (C)  identify and investigate the role of enzymes (Supporting)

    Synthesis: DNA

        (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:
    (B)  investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules (Readiness)
        (5)  Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:
    (B)  examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium (Supporting)
        (6)  Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:
    (A)  identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA (Readiness)
    (B) recognize that components that make up the genetic code are common to all organisms (Supporting)
        (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:
    (A)  compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids (Readiness)
    (C)  identify and investigate the role of enzymes (Supporting)

    Synthesis: Lipids and Proteins

         (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:
    (B)  investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules (Readiness)
        (5)  Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:
    (B)  examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium (Supporting)
        (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:
    (A)  compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids (Readiness)
    (C)  identify and investigate the role of enzymes (Supporting)

    Summarize Biomolecules

       (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:
    (A)  compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids (Readiness)

    Viruses

       (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:
    (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 (Readiness)

    Mitosis and Meiosis

      (5) Science concepts. 
      (6)  Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:
    (D)  recognize that gene expression is a regulated process (Supporting)
    (G)  recognize the significance of meiosis to sexual reproduction (Supporting)

    Second Nine Weeks TEKS:

    Microbes & Health

        (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 (Supporting)
       (11)  Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to:
    (C)  summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems (Supporting)

    Animal Systems

       (10) Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to: 
    (A) describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; (Readiness)
    (C) analyze the levels of organization in biological systems and relate the levels to each other and to the whole system. (Supporting)
       (11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to: 
    (A) describe the role of internal feedback mechanisms in the maintenance of homeostasis (Supporting)
     

    Plant Systems

       (10) Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to: 
    (B) describe the interactions that occur among systems that perform the functions of transport, reproduction (Readiness)

    Classification & Taxonomy

         (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 (Supporting)
         (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. The student is expected to:
    (A) define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community; (Supporting)
    (B) categorize organisms using a hierarchical classification system based on similarities and differences shared among groups; (Readiness)
    (C) compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals (Supporting)

    Third Nine Weeks TEKS:

    Protein Synthesis

        (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:
    (B)  investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules (Readiness)
        (5)  Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:
    (B)  examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium (Supporting)
        (6)  Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:
    (C)  explain the purpose and process of transcription and translation using models of DNA and RNA (Readiness)
        (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:
    (A)  compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids (Readiness)
    (C)  identify and investigate the role of enzymes (Supporting)

    Mitosis and Meiosis

        (5) Science concepts. 
        (6)  Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:
    (D)  recognize that gene expression is a regulated process (Supporting)
    (G)  recognize the significance of meiosis to sexual reproduction (Supporting)

    Factors that Influence Cells

        (5)  Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:
    (C) describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation (Supporting)
    (D) recognize that disruptions of the cell cycle lead to diseases such as cancer (Supporting)       
        (6)  Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:
    (D)  recognize that gene expression is a regulated process (Supporting)

    Factors that Influence Inheritance-Mutations

        (6) Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:
    (E) identify and illustrate changes in DNA and evaluate the significance of these changes (Readiness)
    (H) describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms. (Supporting)

    Mechanisms of Inheritance

        (6)  Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:
    (F)  predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance (Readiness)

    Fourth Nine Weeks TEKS:

    Mechanisms of Evolution

       (7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to: 
    (C) analyze and evaluate how natural selection produces change in populations, not individuals; (Supporting)
    (D) 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; (Supporting)
    (E) analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species; (Readiness)
    (F) analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination (Supporting)

    Evidence of Evolution

         (7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to:
    (A) analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental (Readiness)
    (B) analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record (Supporting)
    (G) analyze and evaluate scientific explanations concerning the complexity of the cell (Supporting)
         (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:
    (D) analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life (Supporting)

    Relationships

       (12) Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to: 
    (A) interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms (Readiness)

    Energy Flow

      (11)  Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to:
    (C)  summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems (Supporting)
       (12)  Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to:
    (C)  analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids (Readiness)

      Nutrient Cycles

      (12) Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to:
    (E) describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles (Supporting)

    Dynamics & Homeostasis

       (11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to: 
    (B) investigate and analyze how organisms, populations, and communities respond to external factors; (Supporting)
    (D) describe how events and processes that occur during ecological succession can change populations and species diversity (Readiness)
       (12) Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to: 
    (B) compare variations and adaptations of organisms in different ecosystems; (Supporting)
    (D) recognize that long-term survival of species is dependent on changing resource bases that are limited; (Supporting)
    (F) describe how environmental change can impact ecosystem stability (Readiness)