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 Snapshot – Biology
Process Standards (Scientific and Engineering Practices)
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.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.

Tools to Know
B.1(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations
B.1(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
B.1(C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards
B.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
B.1(E) collect quantitative data using the International System of Units (SI) and qualitative data as evidence
B.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
B.2(D) evaluate experimental and engineering designs

Cell Structure and Biochemistry

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

Readiness Standards Supporting Standards

B.5(B) compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare B.5(A) relate the functions of different types of biomolecules, including carbohydrates, lipids, proteins,
and contrast scientific explanations for cellular complexity and nucleic acids, to the structure and function of a cell
B.5(D) compare the structures of viruses to cells and explain how viruses spread and cause disease
SEs Not Included in Assessed Curriculum B.5(C) investigate homeostasis through the cellular transport of molecules

Organism Growth and Cell Differentiation

B.6 Biological structures, functions, and processes. The student knows how an organism grows and the importance of cell differentiation.
B.6(C) relate disruptions of the cell cycle to how they lead to the development of diseases such as cancer B.6(A) 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) explain the process of cell specialization through cell differentiation, including the role of
environmental factors

Mechanisms of Genetics
B.7 Mechanisms of genetics. The student knows the role of nucleic acids in gene expression.
B.7(C) identify and illustrate changes in DNA and evaluate the significance of these changes B.7(A) 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) describe the significance of gene expression and explain the process of protein synthesis using
models of DNA and ribonucleic acid (RNA)
B.7(D) discuss the importance of molecular technologies such as polymerase chain reaction (PCR), gel electrophoresis, and genetic engineering that are
SEs Not Included in Assessed Curriculum
applicable in current research and engineering practices

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 Snapshot – Biology
Heredity and Diversity
B.8 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.

Readiness Standards Supporting Standards

B.8(B) predict possible outcomes of various genetic combinations using monohybrid and dihybrid B.8(A) analyze the significance of chromosome reduction, independent assortment, and crossing‐over
crosses, including non‐Mendelian traits of incomplete dominance, codominance, sex‐linked traits, during meiosis in increasing diversity in populations of organisms that reproduce sexually
and multiple alleles

Evolutionary Theory
B.9 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(B) examine scientific explanations for varying rates of change such as gradualism, abrupt B.9(A) analyze and evaluate how evidence of common ancestry among groups is provided by the fossil
appearance, and stasis in the fossil record record, biogeography, and homologies, including anatomical, molecular, and developmental

Evolutionary Mechanisms
B.10 Biological evolution. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple mechanisms.
B.10(B) analyze and evaluate how the elements of natural selection, including inherited variation, the B.10(A) analyze and evaluate how natural selection produces change in populations and not in individuals
potential of a population to produce more offspring than can survive, and a finite supply of B.10(D) analyze evolutionary mechanisms other than natural selection, including genetic drift, gene flow,
environmental resources, result in differential reproductive success mutation, and genetic recombination, and their effect on the gene pool of a population
B.10(C) analyze and evaluate how natural selection may lead to speciation

Energy Conversions in Organisms

B.11 Biological structures, functions, and processes. The student knows the significance of matter cycling, energy flow, and enzymes in living organisms.
B.11(B) investigate and explain the role of enzymes in facilitating cellular processes B.11(A) explain how matter is conserved and energy is transferred during photosynthesis and cellular
respiration using models, including the chemical equations for these processes

Interactions Among Biological Systems

B.12 Biological structures, functions, and processes. The student knows that multicellular organisms are composed of multiple systems that interact to perform complex functions.
B.12(B) explain how the interactions that occur among systems that perform functions of transport, B.12(A) analyze the interactions that occur among systems that perform the functions of regulation,
reproduction, and response in plants are facilitated by their structures nutrient absorption, reproduction, and defense from injury or illness in animals

Interdependence and Ecosystem Stability

B.13 Interdependence within environmental systems. The student knows that interactions at various levels of organization occur within an ecosystem to maintain stability.

Readiness Standards Supporting Standards

B.13(D) explain how environmental change, including change due to human activity, affects biodiversity B.13(A) investigate and evaluate how ecological relationships, including predation, parasitism,
and analyze how changes in biodiversity impact ecosystem stability commensalism, mutualism, and competition, influence ecosystem stability
B.13(B) 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) explain the significance of the carbon and nitrogen cycles to ecosystem stability and analyze the
consequences of disrupting these cycles

26-30 questions 5-7 questions

STAAR 33-35 questions 40 points
(1-point multiple choice/non-multiple choice) (2-point non-multiple choice)

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 Snapshot – Biology

Process Standards (Scientific and Engineering Practices)

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.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.3 Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.
B.4 Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.

Ways to Show
B.1(G) develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
B.1(H) distinguish among scientific hypotheses, theories, and laws
B.2(A) identify advantages and limitations of models such as their size, scale, properties, and materials
B.2(B) analyze data by identifying significant statistical features, patterns, sources of error, or limitations
B.2(C) use mathematical calculations to assess quantitative relationships in data
B.3(A) develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories
B.3(B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats
B.3(C) engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence
B.4(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student
B.4(B) relate the impact of past and current research on scientific thought and society, including research methodology, cost‐benefit analysis, and contributions of diverse scientists as related to the content
B.4(C) research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics
(STEM) field in order to investigate STEM careers

NOTE: The classification of standards on this Snapshot represents the reviewed and synthesized input of a sample of Texas Science educators. This Snapshot DOES NOT represent a publication of the Texas Education Agency.
District curriculum materials may reflect other classifications.

© lead4ward Source: Texas Education Agency v. 10.1.25 pg. 3 of 3

S
 Snapshot – Chemistry
Process Standards (Scientific and Engineering Practices)
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.
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.

Tools to Know
C.1(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations
C.1(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
C.1(C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency‐approved safety standards
C.1(D) use appropriate tools such as Safety Data Sheets (SDS), scientific or graphing calculators, computers and probes, electronic balances, an adequate supply of consumable chemicals, and sufficient scientific
glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, and burettes
C.1(E) collect quantitative data using the International System of Units (SI) and qualitative data as evidence
C.1(F) organize quantitative and qualitative data using oral or written lab reports, labeled drawings, particle diagrams, charts, tables, graphs, journals, summaries, or technology‐based reports
C.2(D) evaluate experimental and engineering designs

The Periodic Table

C.5 Science concepts. The student understands the development of the Periodic Table and applies its predictive power.

Readiness Standards Supporting Standards

C.5(B) predict the properties of elements in chemical families, including alkali metals, alkaline earth C.5(A) explain the development of the Periodic Table over time using evidence such as chemical and
metals, halogens, noble gases, and transition metals, based on valence electrons patterns using physical properties
the Periodic Table
C.5(C) analyze and interpret elemental data, including atomic radius, atomic mass, electronegativity,
ionization energy, and reactivity to identify periodic trends

Atomic Theory
C.6 Science concepts. The student understands the development of atomic theory and applies it to real‐world phenomena.
C.6(B) describe the structure of atoms and ions, including the masses, electrical charges, and locations of C.6(A) construct models using Dalton’s Postulates, Thomson’s discovery of electron properties,
protons and neutrons in the nucleus and electrons in the electron cloud Rutherford’s nuclear atom, Bohr’s nuclear atom, and Heisenberg’s Uncertainty Principle to show
C.6(E) construct models to express the arrangement of electrons in atoms of representative elements the development of modern atomic theory over time
using electron configurations and Lewis dot structures C.6(C) investigate the mathematical relationship between energy, frequency, and wavelength of light
using the electromagnetic spectrum and relate it to the quantization of energy in the emission
spectrum
C.6(D) calculate average atomic mass of an element using isotopic composition

Chemical Bonds
C.7 Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds.
C.7(A) construct an argument to support how periodic trends such as electronegativity can predict C.7(C) classify and draw electron dot structures for molecules with linear, bent, trigonal planar, trigonal
bonding between elements pyramidal, and tetrahedral molecular geometries as explained by Valence Shell Electron Pair
C.7(B) name and write the chemical formulas for ionic and covalent compounds using International Repulsion (VSEPR) theory
Union of Pure and Applied Chemistry (IUPAC) nomenclature rules C.7(D) analyze the properties of ionic, covalent, and metallic substances in terms of intramolecular and
intermolecular forces

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 Snapshot – Chemistry
The Mole
C.8 Science concepts. The student understands how matter is accounted for in chemical substances.

Readiness Standards Supporting Standards

C.8(B) calculate the number of atoms or molecules in a sample of material using Avogadro’s number C.8(A) define mole and apply the concept of molar mass to convert between moles and grams
C.8(C) calculate percent composition of compounds
C.8(D) differentiate between empirical and molecular formulas

Chemical Equations
C.9 Science concepts. The student understands how matter is accounted for in chemical reactions.
C.9(A) interpret, write, and balance chemical equations, including synthesis, decomposition, single C.9(B) differentiate among acid‐base reactions, precipitation reactions, and oxidation‐reduction
replacement, double replacement, and combustion reactions using the law of conservation of reactions
mass C.9(C) perform stoichiometric calculations, including determination of mass relationships, gas volume
relationships, and percent yield
C.9(D) describe the concept of limiting reactants in a balanced chemical equation

Principles of Gases
C.10 Science concepts. The student understands the principles of the kinetic molecular theory and ideal gas behavior.
C.10(A) describe the postulates of the kinetic molecular theory C.10(C) define and apply Dalton’s law of partial pressure
C.10(B) describe and calculate the relationships among volume, pressure, number of moles, and
temperature for an ideal gas

Solutions
C.11 Science concepts. The student understands and can apply the factors that influence the behavior of solutions.
C.11(B) distinguish among types of solutions, including electrolytes and nonelectrolytes and unsaturated, C.11(A) describe the unique role of water in solutions in terms of polarity
saturated, and supersaturated solutions C.11(E) calculate the concentration of solutions in units of molarity
C.11(C) investigate how solid and gas solubilities are influenced by temperature using solubility curves C.11(F) calculate the dilutions of solutions using molarity
and how rates of dissolution are influenced by temperature, agitation, and surface area
C.11(D) investigate the general rules regarding solubility and predict the solubility of the products of a
double replacement reaction

Acids and Bases

C.12 Science concepts. The student understands and applies various rules regarding acids and bases.
C.12(A) name and write the chemical formulas for acids and bases using IUPAC nomenclature rules C.12(B) define acids and bases and distinguish between Arrhenius and Bronsted‐Lowry definitions
C.12(C) differentiate between strong and weak acids and bases C.12(D) predict products in acid‐base reactions that form water
C.12(E) define pH and calculate the pH of a solution using the hydrogen ion concentration

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 Snapshot – Chemistry
Thermochemistry
C.13 Science concepts. The student understands the energy changes that occur in chemical reactions.

Readiness Standards Supporting Standards

C.13(A) explain everyday examples that illustrate the four laws of thermodynamics C.13(B) investigate the process of heat transfer using calorimetry
C.13(C) classify processes as exothermic or endothermic and represent energy changes that occur in C.13(D) perform calculations involving heat, mass, temperature change, and specific heat
chemical reactions using thermochemical equations or graphical analysis

Nuclear Chemistry
C.14 Science concepts. The student understands the basic processes of nuclear chemistry.
C.14(C) give examples of applications of nuclear phenomena such as nuclear stability, radiation therapy, C.14(A) describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of
diagnostic imaging, solar cells, and nuclear power balanced nuclear equations
C.14(B) compare fission and fusion reactions

Process Standards (Scientific and Engineering Practices)

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.
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.
C.3 Scientific and engineering practices. The student develops evidence‐based explanations and communicates findings, conclusions, and proposed solutions.
C.4 Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.

Ways to Show
C.1(G) develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
C.1(H) distinguish between scientific hypotheses, theories, and laws
C.2(A) identify advantages and limitations of models such as their size, scale, properties, and materials
C.2(B) analyze data by identifying significant statistical features, patterns, sources of error, and limitations
C.2(C) use mathematical calculations to assess quantitative relationships in data
C.3(A) develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories
C.3(B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats
C.3(C) engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence
C.4(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student
C.4(B) relate the impact of past and current research on scientific thought and society, including research methodology, cost‐benefit analysis, and contributions of diverse scientists as related to the content
C.4(C) research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics
(STEM) field in order to investigate STEM careers

NOTE: The classification of standards on this Snapshot represents the reviewed and synthesized input of a sample of Texas Science educators. This Snapshot DOES NOT represent a publication of the Texas Education Agency.
District curriculum materials may reflect other classifications.

© lead4ward Source: Texas Education Agency v. 5.22.25 pg. 3 of 3

S
 Snapshot – Environmental Systems
Process Standards (Scientific and Engineering Practices)
E.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 explain
phenomena or design solutions using appropriate tools and models.
E.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.

Tools to Know
E.1(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations
E.1(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
E.1(C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency‐approved safety standards
E.1(D) use appropriate tools such as meter sticks, metric rulers, pipettes, graduated cylinders, standard laboratory glassware, balances, timing devices, pH meters or probes, various data collecting probes,
thermometers, calculators, computers, internet access, turbidity testing devices, hand magnifiers, work and disposable gloves, compasses, first aid kits, binoculars, field guides, water quality test kits or probes,
soil test kits or probes, 30 meter tape measures, tarps, shovels, trowels, screens, buckets, rock and mineral samples equipment, air quality testing devices, cameras, flow meters, Global Positioning System
(GPS) units, Geographic Information System (GIS) software, computer models, densiometers, spectrophotometers, stereomicroscopes, compound microscopes, clinometers, field journals, various prepared
slides, hand lenses, hot plates, Petri dishes, sampling nets, waders, leveling grade rods (Jason sticks), protractors, inclination and height distance calculators, samples of biological specimens or structures, core
sampling equipment, and kick nets
E.1(E) collect quantitative data using the International System of Units (SI) and qualitative data as evidence
E.1(F) organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers, or cellphone applications
E.2(D) evaluate experimental and engineering designs

Relationships within Habitats, Ecosystems, and Biomes

E.5 Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes.

Readiness Standards Supporting Standards

E.5(B) explain the cycling of water, phosphorus, carbon, silicon, and nitrogen through ecosystems, E.5(A) identify native plants and animals within a local ecosystem and compare their roles to those of
including sinks, and the human interactions that alter these cycles using tools such as models plants and animals in other biomes, including aquatic, grassland, forest, desert, and tundra
E.5(G) predict changes that may occur in an ecosystem if genetic diversity is increased or decreased E.5(C) evaluate the effects of fluctuations in abiotic factors on local ecosystems and local biomes
E.5(D) measure the concentration of dissolved substances such as dissolved oxygen, chlorides, and
nitrates and describe their impacts on an ecosystem
E.5(E) use models to predict how the introduction of an invasive species may alter the food chain and
affect existing populations in an ecosystem
E.5(F) use models to predict how species extinction may alter the food chain and affect existing
populations in an ecosystem

Resources within Local Environmental Systems

E.6 Science concepts. The student knows the interrelationships among the resources within the local environmental system.
E.6(B) relate how water sources, management, and conservation affect water uses and quality E.6(A) compare and contrast land use and management methods and how they affect land attributes
E.6(C) document the use and conservation of both renewable and non‐renewable resources as they such as fertility, productivity, economic value, and ecological stability
pertain to sustainability E.6(D) identify how changes in limiting resources such as water, food, and energy affect local ecosystems
E.6(E) analyze and evaluate the economic significance and interdependence of resources within the local E.6(F) evaluate the impact of waste management methods such as reduction, reuse, recycling, upcycling,
environmental system and composting on resource availability in the local environment

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 Snapshot – Environmental Systems
Energy Flow and Environmental Resources
E.7 Science concepts. The student knows the sources and flow of energy through an environmental system.

Readiness Standards Supporting Standards

E.7(A) describe the interactions between the components of the geosphere, hydrosphere, cryosphere, E.7(B) relate biogeochemical cycles to the flow of energy in ecosystems, including energy sinks such as
atmosphere, and biosphere oil, natural gas, and coal deposits
E.7(C) explain the flow of heat energy in an ecosystem, including conduction, convection, and radiation E.7(D) identify and describe how energy is used, transformed, and conserved as it flows through
ecosystems

Carrying Capacity and Ecosystem Populations

E.8 Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems.
E.8(B) identify factors that may alter carrying capacity such as disease; natural disaster; available food, E.8(A) compare exponential and logistical population growth using graphical representations
water, and livable space; habitat fragmentation; and periodic changes in weather E.8(C) calculate changes in population size in ecosystems
E.8(D) analyze and make predictions about the impact on populations of geographic locales due to
diseases, birth and death rates, urbanization, and natural events such as migration and seasonal
changes

Natural Patterns in Environments

E.9 Science concepts. The student knows that environments change naturally.
E.9(A) analyze and describe how natural events such as tectonic movement, volcanic events, fires, E.9(B) explain how regional changes in the environment may have global effects
tornadoes, hurricanes, flooding, and tsunamis affect natural populations E.9(D) describe how temperature inversions have short‐term and long‐term effects, including El Niño
E.9(C) examine how natural processes such as succession and feedback loops can restore habitats and and La Niña oscillations, ice cap and glacial melting, and changes in ocean surface temperatures
ecosystems E.9(E) analyze the impact of natural global climate change on ice caps, glaciers, ocean currents, and
surface temperatures

Human Impact on Environments

E.10 Science concepts. The student knows how humans impact environmental systems through emissions and pollutants.
E.10(A) identify sources of emissions in air, soil, and water, including point and nonpoint sources E.10(C) investigate the effects of pollutants such as chlorofluorocarbons, greenhouse gases, pesticide
E.10(B) distinguish how an emission becomes a pollutant based on its concentration, toxicity, reactivity, runoff, nuclear waste, aerosols, metallic ions, and heavy metals, as well as thermal, light, and
and location within the environment noise pollution
E.10(E) distinguish between the causes and effects of global warming and ozone depletion, including the E.10(D) evaluate indicators of air, soil, and water quality against regulatory standards to determine the
causes, the chemicals involved, the atmospheric layer, the environmental effects, the human health of an ecosystem
health effects, and the relevant wavelengths on the electromagnetic spectrum (IR and UV)

Individual and Collective Actions

E.11 Science concepts. The student understands how individual and collective actions impact environmental systems.
E.11(A) evaluate the negative effects of human activities on the environment, including overhunting, E.11(C) research the advantages and disadvantages of "going green" such as organic gardening and
overfishing, ecotourism, all‐terrain vehicles, and personal watercraft farming, natural methods of pest control, hydroponics, xeriscaping, energy‐efficient homes and
E.11(B) evaluate the positive effects of human activities on the environment, including habitat restoration appliances, and hybrid cars
projects, species preservation efforts, nature conservancy groups, game and wildlife
management, and ecotourism

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 Snapshot – Environmental Systems
Ethics and Economic Priorities
E.12 Science concepts. The student understands how ethics and economic priorities influence environmental decisions.

Readiness Standards Supporting Standards

E.12(A) evaluate cost‐benefit trade‐offs of commercial activities such as municipal development, food E.12(B) evaluate the economic impacts of individual actions on the environment such as overbuilding,
production, deforestation, over‐harvesting, mining, and use of renewable and non‐renewable habitat destruction, poaching, and improper waste disposal
energy sources E.12(D) discuss the impact of research and technology on social ethics and legal practices in situations
E.12(C) analyze how ethical beliefs influence environmental scientific and engineering practices such as such as the design of new buildings, recycling, or emission standards
methods for food production, water distribution, energy production, and the extraction of E.12(E) argue from evidence whether or not a healthy economy and a healthy environment are mutually
minerals exclusive

Environmental Legislation
E.13 Science concepts. The student knows how legislation mediates human impacts on the environment.
E.13(A) describe past and present state and national legislation, including Texas automobile emissions E.13(B) evaluate the goals and effectiveness of past and present international agreements such as the
regulations, the National Park Service Act, the Clean Air Act, the Clean Water Act, the Soil and environmental Antarctic Treaty System, the Montreal Protocol, the Kyoto Protocol, and the Paris
Water Resources Conservation Act, and the Endangered Species Act Climate Accord

Process Standards (Scientific and Engineering Practices)

E.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 explain
phenomena or design solutions using appropriate tools and models.
E.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.
E.3 Scientific and engineering practices. The student develops evidence‐based explanations and communicates findings, conclusions, and proposed solutions.
E.4 Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.

Ways to Show
E.1(G) develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
E.1(H) distinguish between scientific hypotheses, theories, and laws
E.2(A) identify advantages and limitations of models such as their size, scale, properties, and materials
E.2(B) analyze data by identifying significant statistical features, patterns, sources of error, and limitations
E.2(C) use mathematical calculations to assess quantitative relationships in data
E.3(A) develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories
E.3(B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats
E.3(C) engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence
E.4(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student
E.4(B) relate the impact of past and current research on scientific thought and society, including research methodology, cost‐benefit analysis, and contributions of diverse scientists as related to the content
E.4(C) research and explore resources such as museums, planetariums, observatories, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology,
engineering, and mathematics (STEM) field in order to investigate STEM careers

NOTE: The classification of standards on this Snapshot represents the reviewed and synthesized input of a sample of Texas Science educators. This Snapshot DOES NOT represent a publication of the Texas Education Agency.
District curriculum materials may reflect other classifications.

© lead4ward Source: Texas Education Agency v. 5.22.25 pg. 3 of 3

S
 Snapshot – Integrated Physics and Chemistry
Process Standards (Scientific and Engineering Practices)
I.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.
I.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.

Tools to Know
I.1(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations
I.1(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
I.1(C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency‐approved safety standards
I.1(D) use appropriate tools such as data‐collecting probes, software applications, the internet, standard laboratory glassware, metric rulers, meter sticks, spring scales, multimeters, Gauss meters, wires, batteries,
light bulbs, switches, magnets, electronic balances, mass sets, Celsius thermometers, hot plates, an adequate supply of consumable chemicals, lab notebooks or journals, timing devices, models, and diagrams
I.1(E) collect quantitative data using the International System of Units (SI) and qualitative data as evidence
I.1(F) organize quantitative and qualitative data using labeled drawings and diagrams, graphic organizers, charts, tables, and graphs
I.2(D) evaluate experimental and engineering designs

Force and Motion

I.5 Science concepts. The student knows the relationship between force and motion in everyday life. The student is expected to:

Readiness Standards Supporting Standards

I.5(A) investigate, analyze, and model motion in terms of position, velocity, acceleration, and time using I.5(C) apply the concepts of momentum and impulse to design, evaluate, and refine a device to
tables, graphs, and mathematical relationships minimize the net force on objects during collisions such as those that occur during vehicular
I.5(B) analyze data to explain the relationship between mass and acceleration in terms of the net force accidents, sports activities, or the dropping of personal electronic devices
on an object in one dimension using force diagrams, tables, and graphs I.5(E) construct and communicate an explanation based on evidence for how changes in mass, charge,
I.5(D) describe the nature of the four fundamental forces: gravitation; electromagnetic; the strong and and distance affect the strength of gravitational and electrical forces between two objects
weak nuclear forces, including fission and fusion; and mass‐energy equivalency

Energy Transfer and Conservation

I.6 Science concepts. The student knows the impact of energy transfer and energy conservation in everyday life.
I.6(C) plan and conduct an investigation to provide evidence that energy is conserved within a closed I.6(A) design and construct series and parallel circuits that model real‐world circuits such as in‐home
system wiring, automobile wiring, and simple electrical devices to evaluate the transfer of electrical
I.6(D) investigate and demonstrate the movement of thermal energy through solids, liquids, and gases energy
by convection, conduction, and radiation such as weather, living, and mechanical systems I.6(B) design, evaluate, and refine a device that generates electrical energy through the interaction of
I.6(E) plan and conduct an investigation to evaluate the transfer of energy or information through electric charges and magnetic fields
different materials by different types of waves such as wireless signals, ultraviolet radiation, and I.6(G) evaluate evidence from multiple sources to critique the advantages and disadvantages of various
microwaves renewable and nonrenewable energy sources and their impact on society and the environment
I.6(F) construct and communicate an evidence‐based explanation for how wave interference, reflection,
and refraction are used in technology such as medicine, communication, and scientific research

© lead4ward Source: Texas Education Agency v. 5.22.25 pg. 1 of 2

 Snapshot – Integrated Physics and Chemistry
Structure and Properties of Matter
I.7 Science concepts. The student knows that relationships exist between the structure and properties of matter.

Readiness Standards Supporting Standards

I.7(C) explain how physical and chemical properties of substances are related to their usage in everyday I.7(A) model basic atomic structure and relate an element's atomic structure to its bonding, reactivity,
life such as in sunscreen, cookware, industrial applications, and fuels and placement on the Periodic Table
I.7(D) explain how electrons can transition from a high energy level to a low energy state, emitting I.7(B) use patterns within the Periodic Table to predict the relative physical and chemical properties of
photons at different frequencies for different energy transitions elements
I.7(E) explain how atomic energy levels and emission spectra present evidence for the wave particle I.7(F) plan and conduct an investigation to provide evidence that the rate of reaction or dissolving is
duality affected by multiple factors such as particle size, stirring, temperature, and concentration

Matter in Everyday Life

I.8 Science concepts. The student knows that changes in matter affect everyday life.
I.8(A) investigate how changes in properties are indicative of chemical reactions such as hydrochloric I.8(C) research and communicate the uses, advantages, and disadvantages of nuclear reactions in
acid with a metal, oxidation of metal, combustion, and neutralizing an acid with a base current technologies
I.8(B) develop and use models to balance chemical equations and support the claim that atoms, and I.8(D) construct and communicate an evidence‐based explanation of the environmental impact of the
therefore mass, are conserved during a chemical reaction end‐products of chemical reactions such as those that may result in degradation of water, soil, air
quality, and global climate change

Process Standards (Scientific and Engineering Practices)

I.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.
I.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.
I.3 Scientific and engineering practices. The student develops evidence‐based explanations and communicates findings, conclusions, and proposed solutions.
I.4 Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.

Ways to Show
I.1(G) develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
I.1(H) distinguish between scientific hypotheses, theories, and laws
I.2(A) identify advantages and limitations of models such as their size, scale, properties, and materials
I.2(B) analyze data by identifying significant statistical features, patterns, sources of error, and limitations
I.2(C) use mathematical calculations to assess quantitative relationships in data
I.3(A) develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories
I.3(B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats
I.3(C) engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence
I.4(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student
I.4(B) relate the impact of past and current research on scientific thought and society, including research methodology, cost‐benefit analysis, and contributions of diverse scientists as related to the content
I.4(C) research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics
(STEM) field in order to investigate STEM careers

NOTE: The classification of standards on this Snapshot represents the reviewed and synthesized input of a sample of Texas Science educators. This Snapshot DOES NOT represent a publication of the Texas Education Agency.
District curriculum materials may reflect other classifications.

© lead4ward Source: Texas Education Agency v. 5.22.25 pg. 2 of 2

S
 Snapshot – Physics
Process Standards (Scientific and Engineering Practices)
P.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.
P.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.

Tools to Know
P.1(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations
P.1(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
P.1(C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency‐approved safety standards
P.1(D) use appropriate tools such as balances, ballistic carts or equivalent, batteries, computers, constant velocity cars, convex lenses, copper wire, discharge tubes with power supply (H, He, Ne, Ar), data acquisition
probes and software, dynamics and force demonstration equipment, electrostatic generators, electrostatic kits, friction blocks, graph paper, graphing technology, hand‐held visual spectroscopes, inclined
planes, iron filings, lab masses, laser pointers, magnets, magnetic compasses, metric rulers, motion detectors, multimeters (current, voltage, resistance), optics bench, optics kit, photogates, plane mirrors,
prisms, protractors, pulleys, resistors, rope or string, scientific calculators, stopwatches, springs, spring scales, switches, tuning forks, wave generators, or other equipment and materials that will produce the
same results
P.1(E) collect quantitative data using the International System of Units (SI) and qualitative data as evidence
P.1(F) organize quantitative and qualitative data using bar charts, line graphs, scatter plots, data tables, labeled diagrams, and conceptual mathematical relationships
P.2(D) evaluate experimental and engineering designs

Mechanics
P.5 Science concepts. The student knows and applies the laws governing motion in a variety of situations.

Readiness Standards Supporting Standards

P.5(A) analyze different types of motion by generating and interpreting position versus time, velocity P.5(B) define scalar and vector quantities related to one‐ and two‐dimensional motion and combine
versus time, and acceleration versus time using hand graphing and real time technology such as vectors using both graphical vector addition and the Pythagorean theorem
motion detectors, photogates, or digital applications P.5(D) describe and analyze acceleration in uniform circular and horizontal projectile motion in two
P.5(C) describe and analyze motion in one dimension using equations with the concepts of distance, dimensions using equations
displacement, speed velocity, frames of reference, and acceleration
P.5(E) explain and apply the concepts of equilibrium and inertia as represented by Newton’s first law of
motion using relevant real‐world examples such as rockets, satellites, and automobile safety
devices
P.5(F) calculate the effect of forces on objects, including tension, friction, normal, gravity, centripetal,
and applied forces, using free body diagrams and the relationship between force and acceleration
as represented by Newton’s second law of motion
P.5(G) illustrate and analyze the simultaneous forces between two objects as represented in Newton’s
third law of motion using free body diagrams and in an experimental design scenario
P.5(H) describe and calculate, using scientific notation, how the magnitude of force between two objects
depends on their masses and the distance between their centers, and predict the effects on
objects in linear and orbiting systems using Newton’s law of universal gravitation

© lead4ward Source: Texas Education Agency v. 5.22.25 pg. 1 of 3

 Snapshot – Physics
The Nature of Forces
P.6 Science concepts. The student knows the nature of forces in the physical world.

Readiness Standards Supporting Standards

P.6(A) use scientific notation and predict how the magnitude of the electric force between two objects P.6(B) identify and describe examples of electric and magnetic forces and fields in everyday life such as
depends on their charges and the distance between their centers using Coulomb’s law generators, motors, and transformers
P.6(D) analyze, design, and construct series and parallel circuits using schematics and materials such as P.6(C) investigate and describe conservation of charge during the processes of induction, conduction,
switches, wires, resistors, lightbulbs, batteries, voltmeters, and ammeters and polarization using different materials such as electroscopes, balloons, rods, fur, silk, and Van
P.6(E) calculate current through, potential difference across, resistance of, and power used by electric de Graaf generators
circuit elements connected in both series and parallel circuits using Ohm’s law

Law of Conservation of Energy and Momentum

P.7 Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum.
P.7(A) calculate and explain work and power in one dimension and identify when work is and is not
being done by or on a system
P.7(B) investigate and calculate mechanical, kinetic, and potential energy of a system
P.7(C) apply the concept of conservation of energy using the work‐energy theorem, energy diagrams,
and energy transformation equations, including transformations between kinetic, potential, and
thermal energy
P.7(D) calculate and describe the impulse and momentum of objects in physical systems such as
automobile safety features, athletics, and rockets
P.7(E) analyze the conservation of momentum qualitatively in inelastic and elastic collisions in one
dimension using models, diagrams, and simulations

Characteristics and Behavior of Waves

P.8 Science concepts. The student knows the characteristics and behavior of waves.
P.8(C) investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and P.8(A) examine and describe simple harmonic motion such as masses on springs and pendulums and
wavelength, and calculate using the relationships between wave speed, frequency, and wave energy propagation in various types of media such as surface waves on a body of water and
wavelength pulses in ropes
P.8(D) investigate behaviors of waves, including reflection, refraction, diffraction, interference, standing P.8(B) compare the characteristics of transverse and longitudinal waves, including electromagnetic and
wave, the Doppler effect and polarization and superposition sound waves
P.8(E) compare the different applications of the electromagnetic spectrum, including radio telescopes,
microwaves, and x‐rays
P.8(F) investigate the emission spectra produced by various atoms and explain the relationship to the
electromagnetic spectrum
P.8(G) describe and predict image formation as a consequence of reflection from a plane mirror and
refraction through a thin convex lens

Quantum Phenomena
P.9 Science concepts. The student knows examples of quantum phenomena and their applications.
P.9(A) describe the photoelectric effect and emission spectra produced by various atoms and how both P.9(C) compare and explain how superposition of quantum states is related to the wave‐particle duality
are explained by the photon model for light nature of light
P.9(B) investigate Malus’s Law and describe examples of applications of wave polarization, including 3‐D P.9(D) give examples of applications of quantum phenomena, including the Heisenberg uncertainty
movie glasses and LCD computer screens principle, quantum computing, and cybersecurity

© lead4ward Source: Texas Education Agency v. 5.22.25 pg. 2 of 3

 Snapshot – Physics
Process Standards (Scientific and Engineering Practices)
P.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.
P.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.
P.3 Scientific and engineering practices. The student develops evidence‐based explanations and communicates findings, conclusions, and proposed solutions.
P.4 Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.

Ways to Show
P.1(G) develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
P.1(H) distinguish among scientific hypotheses, theories, and laws
P.2(A) identify advantages and limitations of models such as their size, scale, properties, and materials
P.2(B) analyze data by identifying significant statistical features, patterns, sources of error, and limitations
P.2(C) use mathematical calculations to assess quantitative relationships in data
P.3(A) develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories
P.3(B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats
P.3(C) engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence
P.4(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student
P.4(B) relate the impact of past and current research on scientific thought and society, including research methodology, cost‐benefit analysis, and contributions of diverse scientists as related to the content
P.4(C) research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics
(STEM) field in order to investigate STEM careers

NOTE: The classification of standards on this Snapshot represents the reviewed and synthesized input of a sample of Texas Science educators. This Snapshot DOES NOT represent a publication of the Texas Education Agency.
District curriculum materials may reflect other classifications.

© lead4ward Source: Texas Education Agency v. 5.22.25 pg. 3 of 3