reglab/statecodes huggingface dataset:
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.4 - Science, Grade 2, Adopted 2021

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Kindergarten through
				  Grade 5 Science, content is organized into recurring strands. The concepts
				  within each grade level build on prior knowledge, prepare students for the next
				  grade level, and establish a foundation in science. In Grade 2, the following
				  concepts will be addressed in each strand.
(A)
				  Scientific and engineering practices. Scientific inquiry is the planned and
				  deliberate investigation of the natural world using scientific and engineering
				  practices. Scientific methods of investigation are descriptive, correlative,
				  comparative, or experimental. The method chosen should be appropriate to the
				  grade level and question being asked. Student learning for different types of
				  investigations includes descriptive investigations, which have no hypothesis
				  that tentatively answers the research question and involve collecting data and
				  recording observations without making comparisons; correlative and comparative
				  investigations, which have a hypothesis that predicts a relationship and
				  involve collecting data, measuring variables relevant to the hypothesis that
				  are manipulated, and comparing results; and experimental investigations, which
				  involve processes similar to comparative investigations but in which a
				  hypothesis can be tested by comparing a treatment with a control.
(i) Scientific practices. Students ask
				  questions, plan and conduct investigations to answer questions, and explain
				  phenomena using appropriate tools and models.
(ii) Engineering practices. Students identify
				  problems and design solutions using appropriate tools and models.
(iii) To support instruction in the science
				  content standards, it is recommended that districts integrate scientific and
				  engineering practices through classroom and outdoor investigations for at least
				  60% of instructional time.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.5 - Science, Grade 3, Adopted 2021

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Kindergarten through
				  Grade 5 Science, content is organized into recurring strands. The concepts
				  within each grade level build on prior knowledge, prepare students for the next
				  grade level, and establish a foundation for high school courses. In Grade 3,
				  the following concepts will be addressed in each strand.
(A) Scientific and engineering practices.
				  Scientific inquiry is the planned and deliberate investigation of the natural
				  world using scientific and engineering practices. Scientific methods of
				  investigation are descriptive, correlative, comparative, or experimental. The
				  method chosen should be appropriate to the grade level and question being
				  asked. Student learning for different types of investigations includes
				  descriptive investigations, which have no hypothesis that tentatively answers
				  the research question and involve collecting data and recording observations
				  without making comparisons; correlative and comparative investigations, which
				  have a hypothesis that predicts a relationship and involve collecting data,
				  measuring variables relevant to the hypothesis that are manipulated, and
				  comparing results; and experimental investigations, which involve processes
				  similar to comparative investigations but in which a hypothesis can be tested
				  by comparing a treatment with a control.
(i)
				  Scientific practices. Students ask questions, plan and conduct investigations
				  to answer questions, and explain phenomena using appropriate tools and
				  models.
(ii) Engineering practices.
				  Students identify problems and design solutions using appropriate tools and
				  models.
(iii) To support
				  instruction in the science content standards, it is recommended that districts
				  integrate scientific and engineering practices through classroom and outdoor
				  investigations for at least 60% of instructional time.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.6 - Science, Grade 4, Adopted 2021

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Kindergarten through
				  Grade 5 Science, content is organized into recurring strands. The concepts
				  within each grade level build on prior knowledge, prepare students for the next
				  grade level, and establish a foundation for high school courses. In Grade 4,
				  the following concepts will be addressed in each strand.
(A) Scientific and engineering practices.
				  Scientific inquiry is the planned and deliberate investigation of the natural
				  world using scientific and engineering practices. Scientific methods of
				  investigation are descriptive, correlative, comparative, or experimental. The
				  method chosen should be appropriate to the grade level and question being
				  asked. Student learning for different types of investigations includes
				  descriptive investigations, which have no hypothesis that tentatively answers
				  the research question and involve collecting data and recording observations
				  without making comparisons; correlative and comparative investigations, which
				  have a hypothesis that predicts a relationship and involve collecting data,
				  measuring variables relevant to the hypothesis that are manipulated, and
				  comparing results; and experimental investigations, which involve processes
				  similar to comparative investigations but in which a hypothesis can be tested
				  by comparing a treatment with a control.
(i)
				  Scientific practices. Students ask questions, plan and conduct investigations
				  to answer questions, and explain phenomena using appropriate tools and
				  models.
(ii) Engineering practices.
				  Students identify problems and design solutions using appropriate tools and
				  models.
(iii) To support
				  instruction in the science content standards, it is recommended that districts
				  integrate scientific and engineering practices through classroom and outdoor
				  investigations for at least 50% of instructional time.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.7 - Science, Grade 5, Adopted 2021

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Kindergarten through
				  Grade 5 Science, content is organized into recurring strands. The concepts
				  within each grade level build on prior knowledge, prepare students for the next
				  grade level, and establish a foundation for high school courses. In Grade 5,
				  the following concepts will be addressed in each strand.
(A) Scientific and engineering practices.
				  Scientific inquiry is the planned and deliberate investigation of the natural
				  world using scientific and engineering practices. Scientific methods of
				  investigation are descriptive, correlative, comparative, or experimental. The
				  method chosen should be appropriate to the grade level and question being
				  asked. Student learning for different types of investigations includes
				  descriptive investigations, which have no hypothesis that tentatively answers
				  the research question and involve collecting data and recording observations
				  without making comparisons; correlative and comparative investigations, which
				  have a hypothesis that predicts a relationship and involve collecting data,
				  measuring variables relevant to the hypothesis that are manipulated, and
				  comparing results; and experimental investigations, which involve processes
				  similar to comparative investigations but in which a hypothesis can be tested
				  by comparing a treatment with a control.
(i)
				  Scientific practices. Students ask questions, plan and conduct investigations
				  to answer questions, and explain phenomena using appropriate tools and
				  models.
(ii) Engineering practices.
				  Students identify problems and design solutions using appropriate tools and
				  models.
(iii) To support
				  instruction in the science content standards, it is recommended that districts
				  integrate scientific and engineering practices through classroom and outdoor
				  investigations for at least 50% of instructional time.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.10 - Implementation of Texas Essential Knowledge and Skills for Science, Elementary, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
The provisions of §§
										112.11-112.16
					 of this subchapter shall be implemented by school districts beginning with the
					 2018-2019 school year.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.11 - Science, Kindergarten, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) In Kindergarten, students observe and
				  describe the natural world using their senses. Students do science as inquiry
				  in order to develop and enrich their abilities to understand scientific
				  concepts and processes. Students develop vocabulary through their experiences
				  investigating properties of common objects, earth materials, and organisms.
(A) A central theme throughout the study of
				  scientific investigation and reasoning; matter and energy; force, motion, and
				  energy; Earth and space; and organisms and environment is active engagement in
				  asking questions, creating a method to answer those questions, answering those
				  questions, communicating ideas, and exploring with scientific tools. Scientific
				  investigation and reasoning involves practicing safe procedures, asking
				  questions about the natural world, and seeking answers to those questions
				  through simple observations used in descriptive investigations.
(B) Matter is described in terms of its
				  physical properties, including relative size, weight, shape, color, and
				  texture. The importance of light, thermal, and sound energy is identified as it
				  relates to the students' everyday life. The location and motion of objects are
				  explored.
(C) Weather is recorded
				  and discussed on a daily basis so students may begin to recognize patterns in
				  the weather. Other patterns are observed in the appearance of objects in the
				  sky.
(D) In life science, students
				  recognize the interdependence of organisms in the natural world. They
				  understand that all organisms have basic needs that can be satisfied through
				  interactions with living and nonliving things. Students will investigate the
				  life cycle of plants and identify likenesses between parents and
				  offspring.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.12 - Science, Grade 1, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Grade 1, students
				  observe and describe the natural world using their senses. Students do science
				  as inquiry in order to develop and enrich their abilities to understand the
				  world around them in the context of scientific concepts and processes. Students
				  develop vocabulary through their experiences investigating properties of common
				  objects, earth materials, and organisms.
(A) A
				  central theme in first grade science is active engagement in asking questions,
				  creating a method to answer those questions, answering those questions,
				  communicating ideas, and exploring with scientific tools in order to explain
				  scientific concepts and processes like scientific investigation and reasoning;
				  matter and energy; force, motion, and energy; Earth and space; and organisms
				  and environment. Scientific investigation and reasoning involves practicing
				  safe procedures, asking questions about the natural world, and seeking answers
				  to those questions through simple observations used in descriptive
				  investigations.
(B) Matter is
				  described in terms of its physical properties, including relative size, weight,
				  shape, color, and texture. The importance of light, thermal, and sound energy
				  is identified as it relates to the students' everyday life. The location and
				  motion of objects are explored.
(C)
				  Weather is recorded and discussed on a daily basis so students may begin to
				  recognize patterns in the weather. In addition, patterns are observed in the
				  appearance of objects in the sky.
(D) In life science, students recognize the
				  interdependence of organisms in the natural world. They understand that all
				  organisms have basic needs that can be satisfied through interactions with
				  living and nonliving things. Students will investigate life cycles of animals
				  and identify likenesses between parents and offspring.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.13 - Science, Grade 2, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Grade 2, careful
				  observation and investigation are used to learn about the natural world and
				  reveal patterns, changes, and cycles. Students should understand that certain
				  types of questions can be answered by using observation and investigations and
				  that the information gathered in these investigations may change as new
				  observations are made. As students participate in investigation, they develop
				  the skills necessary to do science as well as develop new science concepts.
(A) A central theme throughout the study of
				  scientific investigation and reasoning; matter and energy; force, motion, and
				  energy; Earth and space; and organisms and environment is active engagement in
				  asking questions, creating a method to answer those questions, answering those
				  questions, communicating ideas, and exploring with scientific tools. Scientific
				  investigation and reasoning involves practicing safe procedures, asking
				  questions about the natural world, and seeking answers to those questions
				  through simple observations used in descriptive investigations.
(B) Within the physical environment, students
				  expand their understanding of the properties of objects such as temperature,
				  shape, and flexibility then use those properties to compare, classify, and then
				  combine the objects to do something that they could not do before. Students
				  manipulate objects to demonstrate a change in motion and position.
(C) Within the natural environment, students
				  will observe the properties of earth materials as well as predictable patterns
				  that occur on Earth and in the sky. The students understand that those patterns
				  are used to make choices in clothing, activities, and transportation.
(D) Within the living environment, students
				  explore patterns, systems, and cycles by investigating characteristics of
				  organisms, life cycles, and interactions among all the components within their
				  habitat. Students examine how living organisms depend on each other and on
				  their environment.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.14 - Science, Grade 3, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Grade 3, students learn
				  that the study of science uses appropriate tools and safe practices in planning
				  and implementing investigations, asking and answering questions, collecting
				  data by observing and measuring, and using models to support scientific inquiry
				  about the natural world.
(A) Within the
				  physical environment, students recognize that patterns, relationships, and
				  cycles exist in matter. Students will investigate the physical properties of
				  matter and will learn that changes occur. They explore mixtures and investigate
				  light, sound, and thermal energy in everyday life. Students manipulate objects
				  by pushing and pulling to demonstrate changes in motion and position.
(B) Within the natural environment, students
				  investigate how the surface of Earth changes and provides resources that humans
				  use. As students explore objects in the sky, they describe how relationships
				  affect patterns and cycles on Earth. Students will construct models to
				  demonstrate Sun, Earth, and Moon system relationships.
(C) Within the living environment, students
				  explore patterns, systems, and cycles within environments by investigating
				  characteristics of organisms, life cycles, and interactions among all
				  components of the natural environment. Students examine how the environment
				  plays a key role in survival. Students know that when changes in the
				  environment occur organisms may thrive, become ill, or perish.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.15 - Science, Grade 4, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Grade 4, investigations
				  are used to learn about the natural world. Students should understand that
				  certain types of questions can be answered by investigations and that methods,
				  models, and conclusions built from these investigations change as new
				  observations are made. Models of objects and events are tools for understanding
				  the natural world and can show how systems work. They have limitations and,
				  based on new discoveries, are constantly being modified to more closely reflect
				  the natural world.
(A) Within the physical
				  environment, students know about the physical properties of matter including
				  mass, volume, states of matter, temperature, magnetism, and the ability to sink
				  or float. Students will differentiate among forms of energy including
				  mechanical, light, sound, and thermal energy. Students will explore electrical
				  circuits and design descriptive investigations to explore the effect of force
				  on objects.
(B) Within the natural
				  environment, students know that earth materials have properties that are
				  constantly changing due to Earth's forces. The students learn that the natural
				  world consists of resources, including renewable and nonrenewable, and their
				  responsibility to conserve our natural resources for future generations. They
				  will also explore Sun, Earth, and Moon relationships. The students will
				  recognize that our major source of energy is the Sun.
(C) Within the living environment, students
				  know and understand that living organisms within an ecosystem interact with one
				  another and with their environment. The students will recognize that plants and
				  animals have basic needs, and they are met through a flow of energy known as
				  food webs. Students will explore how all living organisms go through a life
				  cycle and have structures that enable organisms to survive in their
				  ecosystem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter A - ELEMENTARY › Section 112.16 - Science, Grade 5, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Grade 5, scientific
				  investigations are used to learn about the natural world. Students should
				  understand that certain types of questions can be answered by investigations
				  and that methods, models, and conclusions built from these investigations
				  change as new observations are made. Models of objects and events are tools for
				  understanding the natural world and can show how systems work. They have
				  limitations and based on new discoveries are constantly being modified to more
				  closely reflect the natural world.
(A) Within
				  the physical environment, students learn about the physical properties of
				  matter, including magnetism, mass, physical states of matter, relative density,
				  solubility in water, and the ability to conduct or insulate electrical and
				  thermal energy. Students explore the uses of light, thermal, electrical,
				  mechanical, and sound energies.
(B)
				  Within the natural environment, students learn how changes occur on Earth's
				  surface and that predictable patterns occur in the sky. Students learn that the
				  natural world consists of resources, including nonrenewable and
				  renewable.
(C) Within the living
				  environment, students learn that structure and function of organisms can
				  improve the survival of members of a species. Students learn to differentiate
				  between inherited traits and learned behaviors.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter B - MIDDLE SCHOOL › Section 112.17 - Implementation of Texas Essential Knowledge and Skills for Science, Middle School, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
The provisions of §§
										112.18-112.20
					 of this subchapter shall be implemented by school districts beginning with the
					 2018-2019 school year.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter B - MIDDLE SCHOOL › Section 112.18 - Science, Grade 6, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) Grade 6 science is
				  interdisciplinary in nature; however, much of the content focus is on physical
				  science. National standards in science are organized as multi-grade blocks such
				  as Grades 5-8 rather than individual grade levels. In order to follow the grade
				  level format used in Texas, the various national standards are found among
				  Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics,
				  and technology. These ideas transcend disciplinary boundaries and include
				  change and constancy, patterns, cycles, systems, models, and scale. The strands
				  for Grade 6 include the following.
(A)
				  Scientific investigations and reasoning.
(i)
				  To develop a rich knowledge of science and the natural world, students must
				  become familiar with different modes of scientific inquiry, rules of evidence,
				  ways of formulating questions, ways of proposing explanations, and the diverse
				  ways scientists study the natural world and propose explanations based on
				  evidence derived from their work.
(ii) Scientific investigations are conducted
				  for different reasons. All investigations require a research question, careful
				  observations, data gathering, and analysis of the data to identify the patterns
				  that will explain the findings. Descriptive investigations are used to explore
				  new phenomena such as conducting surveys of organisms or measuring the abiotic
				  components in a given habitat. Descriptive statistics include frequency, range,
				  mean, median, and mode. A hypothesis is not required in a descriptive
				  investigation. On the other hand, when conditions can be controlled in order to
				  focus on a single variable, experimental research design is used to determine
				  causation. Students should experience both types of investigations and
				  understand that different scientific research questions require different
				  research designs.
(iii) Scientific
				  investigations are used to learn about the natural world. Students should
				  understand that certain types of questions can be answered by investigations,
				  and the methods, models, and conclusions built from these investigations change
				  as new observations are made. Models of objects and events are tools for
				  understanding the natural world and can show how systems work. Models have
				  limitations and based on new discoveries are constantly being modified to more
				  closely reflect the natural world.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter B - MIDDLE SCHOOL › Section 112.19 - Science, Grade 7, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) Grade 7 science is
				  interdisciplinary in nature; however, much of the content focus is on organisms
				  and the environment. National standards in science are organized as multi-grade
				  blocks such as Grades 5-8 rather than individual grade levels. In order to
				  follow the grade level format used in Texas, the various national standards are
				  found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences,
				  mathematics, and technology. These ideas transcend disciplinary boundaries and
				  include change and constancy, patterns, cycles, systems, models, and scale. The
				  strands for Grade 7 include the following.
(A) Scientific investigation and reasoning.
(i) To develop a rich knowledge of science
				  and the natural world, students must become familiar with different modes of
				  scientific inquiry, rules of evidence, ways of formulating questions, ways of
				  proposing explanations, and the diverse ways scientists study the natural world
				  and propose explanations based on evidence derived from their work.
(ii) Scientific investigations are conducted
				  for different reasons. All investigations require a research question, careful
				  observations, data gathering, and analysis of the data to identify the patterns
				  that will explain the findings. Descriptive investigations are used to explore
				  new phenomena such as conducting surveys of organisms or measuring the abiotic
				  components in a given habitat. Descriptive statistics include frequency, range,
				  mean, median, and mode. A hypothesis is not required in a descriptive
				  investigation. On the other hand, when conditions can be controlled in order to
				  focus on a single variable, experimental research design is used to determine
				  causation. Students should experience both types of investigations and
				  understand that different scientific research questions require different
				  research designs.
(iii) Scientific
				  investigations are used to learn about the natural world. Students should
				  understand that certain types of questions can be answered by investigations,
				  and the methods, models, and conclusions built from these investigations change
				  as new observations are made. Models of objects and events are tools for
				  understanding the natural world and can show how systems work. Models have
				  limitations and based on new discoveries are constantly being modified to more
				  closely reflect the natural world.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter B - MIDDLE SCHOOL › Section 112.20 - Science, Grade 8, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) Grade 8 science is
				  interdisciplinary in nature; however, much of the content focus is on earth and
				  space science. National standards in science are organized as multi-grade
				  blocks such as Grades 5-8 rather than individual grade levels. In order to
				  follow the grade level format used in Texas, the various national standards are
				  found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences,
				  mathematics, and technology. These ideas transcend disciplinary boundaries and
				  include change and constancy, patterns, cycles, systems, models, and scale. The
				  strands for Grade 8 include the following.
(A) Scientific investigation and reasoning.
(i) To develop a rich knowledge of science
				  and the natural world, students must become familiar with different modes of
				  scientific inquiry, rules of evidence, ways of formulating questions, ways of
				  proposing explanations, and the diverse ways scientists study the natural world
				  and propose explanations based on evidence derived from their work.
(ii) Scientific investigations are conducted
				  for different reasons. All investigations require a research question, careful
				  observations, data gathering, and analysis of the data to identify the patterns
				  that will explain the findings. Descriptive investigations are used to explore
				  new phenomena such as conducting surveys of organisms or measuring the abiotic
				  components in a given habitat. Descriptive statistics include frequency, range,
				  mean, median, and mode. A hypothesis is not required in a descriptive
				  investigation. On the other hand, when conditions can be controlled in order to
				  focus on a single variable, experimental research design is used to determine
				  causation. Students should experience both types of investigations and
				  understand that different scientific research questions require different
				  research designs.
(iii) Scientific
				  investigations are used to learn about the natural world. Students should
				  understand that certain types of questions can be answered by investigations,
				  and the methods, models, and conclusions built from these investigations change
				  as new observations are made. Models of objects and events are tools for
				  understanding the natural world and can show how systems work. Models have
				  limitations and based on new discoveries are constantly being modified to more
				  closely reflect the natural world.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter B - MIDDLE SCHOOL › Section 112.25 - Implementation of Texas Essential Knowledge and Skills for Science, Middle School, Adopted 2021

Current through Reg. 49, No. 28; July 12, 2024
(a) The provisions of
				  §§ 112.26-112.28 of this subchapter shall be implemented by school
				  districts.
(b) No later than July
				  31, 2023, the commissioner of education shall determine whether instructional
				  materials funding has been made available to Texas public schools for materials
				  that cover the essential knowledge and skills for science as adopted in
				  §§ 112.26-112.28 of this subchapter.
(c) If the commissioner makes the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, §§ 112.26-112.28 of this
				  subchapter shall be implemented beginning with the 2024-2025 school year and
				  apply to the 2024-2025 and subsequent school years.
(d) If the commissioner does not make the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, the commissioner shall determine no later
				  than July 31 of each subsequent school year whether instructional materials
				  funding has been made available. If the commissioner determines that
				  instructional materials funding has been made available, the commissioner shall
				  notify the State Board of Education and school districts that §§
				  112.26-112.28 of this subchapter shall be implemented for the following school
				  year.
(e) Sections
				  112.18-112.20
				  of this subchapter shall be superseded by the implementation of §§
				  112.26-112.28 of this subchapter.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter B - MIDDLE SCHOOL › Section 112.26 - Science, Grade 6, Adopted 2021

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) In Grades 6 through 8 Science, content is
				  organized into recurring strands. The concepts within each grade level build on
				  prior knowledge, prepare students for the next grade level, and establish a
				  foundation for high school courses. In Grade 6, the following concepts will be
				  addressed in each strand.
(A) Scientific and
				  engineering practices. Scientific inquiry is the planned and deliberate
				  investigation of the natural world using scientific and engineering practices.
				  Scientific methods of investigation are descriptive, correlative, comparative,
				  or experimental. The method chosen should be appropriate to the grade level and
				  question being asked. Student learning for different types of investigations
				  includes descriptive investigations, which have no hypothesis that tentatively
				  answers the research question and involve collecting data and recording
				  observations without making comparisons; correlative and comparative
				  investigations, which have a hypothesis that predicts a relationship and
				  involve collecting data, measuring variables relevant to the hypothesis that
				  are manipulated, and comparing results; and experimental investigations, which
				  involve processes similar to comparative investigations but in which a
				  hypothesis can be tested by comparing a treatment with a control.
(i) Scientific practices. Students ask
				  questions, plan and conduct investigations to answer questions, and explain
				  phenomena using appropriate tools and models.
(ii) Engineering practices. Students identify
				  problems and design solutions using appropriate tools and models.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter B - MIDDLE SCHOOL › Section 112.27 - Grade 7, Adopted 2021

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Grades 6 through 8
				  Science, content is organized into recurring strands. The concepts within each
				  grade level build on prior knowledge, prepare students for the next grade
				  level, and establish a foundation for high school courses. In Grade 7, the
				  following concepts will be addressed in each strand.
(A) Scientific and engineering practices.
				  Scientific inquiry is the planned and deliberate investigation of the natural
				  world using scientific and engineering practices. Scientific methods of
				  investigation are descriptive, correlative, comparative, or experimental. The
				  method chosen should be appropriate to the grade level and question being
				  asked. Student learning for different types of investigations includes
				  descriptive investigations, which have no hypothesis that tentatively answers
				  the research question and involve collecting data and recording observations
				  without making comparisons; correlative and comparative investigations, which
				  have a hypothesis that predicts a relationship and involve collecting data,
				  measuring variables relevant to the hypothesis that are manipulated, and
				  comparing results; and experimental investigations, which involve processes
				  similar to comparative investigations but in which a hypothesis can be tested
				  by comparing a treatment with a control.
(i)
				  Scientific practices. Students ask questions, plan and conduct investigations
				  to answer questions, and explain phenomena using appropriate tools and
				  models.
(ii) Engineering practices.
				  Students identify problems and design solutions using appropriate tools and
				  models.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter B - MIDDLE SCHOOL › Section 112.28 - Grade 8, Adopted 2021

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) In Grades 6 through 8
				  Science, content is organized into recurring strands. The concepts within each
				  grade level build on prior knowledge, prepare students for the next grade
				  level, and establish a foundation for high school courses. In Grade 8, the
				  following concepts will be addressed in each strand.
(A) Scientific and engineering practices.
				  Scientific inquiry is the planned and deliberate investigation of the natural
				  world using scientific and engineering practices. Scientific methods of
				  investigation are descriptive, correlative, comparative, or experimental. The
				  method chosen should be appropriate to the grade level and question being
				  asked. Student learning for different types of investigations includes
				  descriptive investigations, which have no hypothesis that tentatively answers
				  the research question and involve collecting data and recording observations
				  without making comparisons; correlative and comparative investigations, which
				  have a hypothesis that predicts a relationship and involve collecting data,
				  measuring variables relevant to the hypothesis that are manipulated, and
				  comparing results; and experimental investigations, which involve processes
				  similar to comparative investigations but in which a hypothesis can be tested
				  by comparing a treatment with a control.
(i)
				  Scientific practices. Students ask questions, plan and conduct investigations
				  to answer questions, and explain phenomena using appropriate tools and
				  models.
(ii) Engineering practices.
				  Students identify problems and design solutions using appropriate tools and
				  models.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter C - HIGH SCHOOL › Section 112.31 - Implementation of Texas Essential Knowledge and Skills for Science, High School

Current through Reg. 49, No. 28; July 12, 2024
(a) The provisions of this subchapter shall
				  be implemented by school districts.
(b) The provisions of §§
										112.34,
				  112.35,
				  112.38,
				  and
				  112.39
				  of this subchapter adopted in 2017 shall be implemented by school districts
				  beginning with the 2018-2019 school year.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter C - HIGH SCHOOL › Section 112.32 - Aquatic Science, Beginning with School Year 2010-2011 (One Credit)

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students shall be
				  awarded one credit for successful completion of this course. Required
				  prerequisite: one unit of high school Biology. Suggested prerequisite:
				  Chemistry or concurrent enrollment in Chemistry. This course is recommended for
				  students in Grades 10, 11, or 12.
(b) Introduction.
(1) Aquatic Science. In Aquatic Science,
				  students study the interactions of biotic and abiotic components in aquatic
				  environments, including impacts on aquatic systems. Investigations and field
				  work in this course may emphasize fresh water or marine aspects of aquatic
				  science depending primarily upon the natural resources available for study near
				  the school. Students who successfully complete Aquatic Science will acquire
				  knowledge about a variety of aquatic systems, conduct investigations and
				  observations of aquatic environments, work collaboratively with peers, and
				  develop critical-thinking and problem-solving skills.
(2) Nature of science. Science, as defined by
				  the National Academy of Sciences, is the "use of evidence to construct testable
				  explanations and predictions of natural phenomena, as well as the knowledge
				  generated through this process." This vast body of changing and increasing
				  knowledge is described by physical, mathematical, and conceptual models.
				  Students should know that some questions are outside the realm of science
				  because they deal with phenomena that are not scientifically
				  testable.
(3) Scientific inquiry.
				  Scientific inquiry is the planned and deliberate investigation of the natural
				  world. Scientific methods of investigation can be experimental, descriptive, or
				  comparative. The method chosen should be appropriate to the question being
				  asked.
(4) Science and social
				  ethics. Scientific decision making is a way of answering questions about the
				  natural world. Students should be able to distinguish between scientific
				  decision-making methods and ethical and social decisions that involve the
				  application of scientific information.
(5) Scientific systems. A system is a
				  collection of cycles, structures, and processes that interact. All systems have
				  basic properties that can be described in terms of space, time, energy, and
				  matter. Change and constancy occur in systems as patterns and can be observed,
				  measured, and modeled. These patterns help to make predictions that can be
				  scientifically tested. Students should analyze a system in terms of its
				  components and how these components relate to each other, to the whole, and to
				  the external environment.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter C - HIGH SCHOOL › Section 112.33 - Astronomy, Beginning with School Year 2010-2011 (One Credit)

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students shall be
				  awarded one credit for successful completion of this course. Suggested
				  prerequisite: one unit of high school science. This course is recommended for
				  students in Grade 11 or 12.
(b)
				  Introduction.
(1) Astronomy. In Astronomy,
				  students conduct laboratory and field investigations, use scientific methods,
				  and make informed decisions using critical thinking and scientific problem
				  solving. Students study the following topics: astronomy in civilization,
				  patterns and objects in the sky, our place in space, the moon, reasons for the
				  seasons, planets, the sun, stars, galaxies, cosmology, and space exploration.
				  Students who successfully complete Astronomy will acquire knowledge within a
				  conceptual framework, conduct observations of the sky, work collaboratively,
				  and develop critical-thinking skills.
(2) Nature of science. Science, as defined by
				  the National Academy of Sciences, is the "use of evidence to construct testable
				  explanations and predictions of natural phenomena, as well as the knowledge
				  generated through this process." This vast body of changing and increasing
				  knowledge is described by physical, mathematical, and conceptual models.
				  Students should know that some questions are outside the realm of science
				  because they deal with phenomena that are not scientifically
				  testable.
(3) Scientific inquiry.
				  Scientific inquiry is the planned and deliberate investigation of the natural
				  world. Scientific methods of investigation can be experimental, descriptive, or
				  comparative. The method chosen should be appropriate to the question being
				  asked.
(4) Science and social
				  ethics. Scientific decision making is a way of answering questions about the
				  natural world. Students should be able to distinguish between scientific
				  decision-making methods and ethical and social decisions that involve the
				  application of scientific information.
(5) Scientific systems. A system is a
				  collection of cycles, structures, and processes that interact. All systems have
				  basic properties that can be described in terms of space, time, energy, and
				  matter. Change and constancy occur in systems as patterns and can be observed,
				  measured, and modeled. These patterns help to make predictions that can be
				  scientifically tested. Students should analyze a system in terms of its
				  components and how these components relate to each other, to the whole, and to
				  the external environment.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 112 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE › Subchapter C - HIGH SCHOOL › Section 112.34 - Biology (One Credit), Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  General requirements. Students shall be awarded one credit for successful
				  completion of this course. Prerequisites: none. This course is recommended for
				  students in Grade 9, 10, or 11.
(b)
				  Introduction.
(1) Biology. In Biology,
				  students conduct laboratory and field investigations, use scientific practices
				  during investigations, and make informed decisions using critical thinking and
				  scientific problem solving. Students in Biology study a variety of topics that
				  include: structures and functions of cells and viruses; growth and development
				  of organisms; cells, tissues, and organs; nucleic acids and genetics;
				  biological evolution; taxonomy; metabolism and energy transfers in living
				  organisms; living systems; homeostasis; and ecosystems and the
				  environment.
(2) Nature of science.
				  Science, as defined by the National Academy of Sciences, is the "use of
				  evidence to construct testable explanations and predictions of natural
				  phenomena, as well as the knowledge generated through this process." This vast
				  body of changing and increasing knowledge is described by physical,
				  mathematical, and conceptual models. Students should know that some questions
				  are outside the realm of science because they deal with phenomena that are not
				  currently scientifically testable.
(3) Scientific inquiry. Scientific inquiry is
				  the planned and deliberate investigation of the natural world. Scientific
				  methods of investigation are experimental, descriptive, or comparative. The
				  method chosen should be appropriate to the question being asked.
(4) Science and social ethics. Scientific
				  decision making is a way of answering questions about the natural world.
				  Students should be able to distinguish between scientific decision-making
				  methods (scientific methods) and ethical and social decisions that involve
				  science (the application of scientific information).
(5) Science, systems, and models. A system is
				  a collection of cycles, structures, and processes that interact. All systems
				  have basic properties that can be described in space, time, energy, and matter.
				  Change and constancy occur in systems as patterns and can be observed,
				  measured, and modeled. These patterns help to make predictions that can be
				  scientifically tested. Students should analyze a system in terms of its
				  components and how these components relate to each other, to the whole, and to
				  the external environment.
(6)
				  Statements containing the word "including" reference content that must be
				  mastered, while those containing the phrase "such as" are intended as possible
				  illustrative examples.