Title 19. EDUCATION
Chapter 74. CURRICULUM REQUIREMENTS
Subchapter A. REQUIRED CURRICULUM
§ 74.1 Essential Knowledge and Skills
(a) A school district that offers kindergarten through Grade 12 must offer the following as a required curriculum:
(1) a foundation curriculum that includes:
(A) English language arts;
(B) mathematics;
(C) science; and
(D) social studies, consisting of Texas, United States and world history, government, and geography; and
(2) an enrichment curriculum that includes:
(A) to the extent possible, languages other than English;
(B) health;
(C) physical education;
(D) fine arts;
(E) economics, with emphasis on the free enterprise system and its benefits; (F) career and technology education; and
(G) technology applications.
(b) A school district must provide instruction in the essential knowledge and skills of the appropriate grade levels in the foundation curriculum as specified in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading); Chapter 111 of this title (relating to Texas Essential Knowledge and Skills for Mathematics); Chapter 112 of this title (relating to Texas Essential Knowledge and Skills for Science); Chapter 113 of this title (relating to Texas Essential Knowledge and Skills for Social Studies); and Chapter 128 of this title (relating to Texas Essential Knowledge and Skills for Spanish Language Arts and English as a Second Language). A school district may add elements at its discretion but must not delete or omit instruction in the foundation curriculum specified in subsection (a) of this section.
(c) A district shall use the essential knowledge and skills as guidelines in providing instruction in the enrichment curriculum as specified in Chapter 114 of this title (relating to Texas Essential Knowledge and Skills for Languages Other Than English), Chapter 115 of this title (relating to Texas Essential Knowledge and Skills for Health Education), Chapter 116 of this title (relating to Texas Essential Knowledge and Skills for Physical Education), Chapter 117 of this title (relating to Texas Essential Knowledge and Skills for Fine Arts), Chapter 118 of this title (relating to Texas Essential Knowledge and Skills for Economics with Emphasis on the Free Enterprise System and Its Benefits), Chapter 119 of this title (relating to Texas Essential Knowledge and Skills for Agricultural Science and Technology Education), Chapter 120 of this title (relating to Texas Essential Knowledge and Skills for Business Education), Chapter 121 of this title (relating to Texas Essential Knowledge and Skills for Health Science Technology Education), Chapter 122 of this title (relating to Texas Essential Knowledge and Skills for Home Economics Education), Chapter 123 of this title (relating to Texas Essential Knowledge and Skills for Technology Education/Industrial Technology Education), Chapter 124 of this title (relating to Texas Essential Knowledge and Skills for Marketing Education), Chapter 125 of this title (relating to Texas Essential Knowledge and Skills for Trade and Industrial Education), Chapter 126 of this title (relating to Texas Essential Knowledge and Skills for Technology Applications), and Chapter 127 of this title (relating to Texas Essential Knowledge and Skills for Career Orientation).
Source: The provisions of this § 74.1 adopted to be effective September 1, 1996, 21 TexReg 4311; amended to be effective September 1, 1998, 23 TexReg 5675.http://www.sos.state.tx.us/tac/19/II/74/A/index.html
http://www.tenet.edu/teks/tekslinks.html
Title 19. EDUCATION
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)
Chapter 110 --- English Language Arts and Reading
Chapter 111 --- Mathematics
Chapter 112 --- Science
Chapter 113 --- Social Studies
Chapter 114 --- Languages other than English
Chapter 115 --- Health Education
Chapter 116 --- Physical Education
Chapter 117 --- Fine Art
Chapter 118 --- Economics, Free Enterprise System and its Benefits
Chapter 119 --- Agricultural Science and Technology Education
Chapter 120 --- Business Education
Chapter 121 --- Health Science Technology Education
Chapter 122 --- Home Economics Education
Chapter 123 --- Technology Education/Industrial Technology Education
Chapter 124 --- Marketing Education
Chapter 125 --- Trade and Industrial Education
Chapter 126 --- Technology Applications
Chapter 127 --- Career Orientation
Chapter 128 --- Spanish Language Arts and English as a Second Languagehttp://www.sos.state.tx.us/tac/19/II/index.html
http://www.tea.state.tx.us/teks/
http://www.tenet.edu/teks/tekslinks.html
Title 19. EDUCATION
Chapter 74. CURRICULUM REQUIREMENTS
Subchapter A. REQUIRED CURRICULUM
§ 74.2 Description of a Required Elementary Curriculum
A school district that offers kindergarten through Grade 5 must provide instruction in the required curriculum as specified in § 74.1 of this title (relating to Essential Knowledge and Skills). The district must ensure that sufficient time is provided for teachers to teach and for students to learn English language arts, mathematics, science, social studies, fine arts, health, physical education, technology applications, and to the extent possible, languages other than English. The school district may provide instruction in a variety of arrangements and settings, including mixed-age programs designed to permit flexible learning arrangements for developmentally appropriate instruction for all student populations to support student attainment of course and grade level standards.
Source: The provisions of this § 74.2 adopted to be effective September 1, 1996, 21 TexReg 4311; amended to be effective September 1, 1998, 23 TexReg 5675.http://www.sos.state.tx.us/tac/19/II/74/A/index.html
Here is an Example of a curriculum from TEKS, freely available on the internet:
§ 110.2 English Language Arts and Reading, Kindergarten
(a) Introduction.
(1) In Kindergarten, students engage in many activities that help them develop their oral language skills and help them begin to read and write. Kindergarten students take part in language activities that extend their vocabulary and conceptual knowledge. Students learn to follow directions and develop the language of schooling. Students discuss the meanings of words from familiar and conceptually challenging selections read aloud. Students express themselves in complete thoughts. In Kindergarten, students listen to a wide variety of children's literature, including selections from classic and contemporary works. Students also listen to nonfiction and informational material. Students learn to listen attentively and ask and respond to questions and retell stories. Students know simple story structure and distinguish fiction from nonfiction. Kindergarten students identify and write the letters of the alphabet. Students learn that individual letters are different from printed words, that words have spaces between them, and that print is read from left-to-right and from top-to-bottom. Through meaningful and organized activities, kindergarten students learn that spoken language is composed of sequences of sounds. Students learn to segment and identify the sounds in spoken words. Students name each letter of the alphabet, begin to associate spoken sounds with the letter or letters that represent them, and begin to use this knowledge to read words and simple stories. In Kindergarten, students write the letters of the alphabet, their name, and other words. Initially, students dictate messages and stories for others to write. Students begin to use their knowledge of sounds and letters to write by themselves.
(2) For kindergarten students whose first language is not English, the students' native language serves as a foundation for English language acquisition.
(3) The essential knowledge and skills as well as the student expectations for Kindergarten are described in subsection (b) of this section. Following each statement of a student expectation is a parenthetical notation that indicates the additional grades at which these expectations are demonstrated at increasingly sophisticated levels.
(4) To meet Public Education Goal 1 of the Texas Education Code, § 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations at Kindergarten as described in subsection (b) of this section.
(5) To meet Texas Education Code, § 28.002(h), which states, "each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.
(b) Knowledge and skills.
(1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to:
(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);
(B) respond appropriately and courteously to directions and questions (K-3);
(C) participate in rhymes, songs, conversations, and discussions (K-3);
(D) listen critically to interpret and evaluate (K-3);
(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and
(F) identify the musical elements of literary language such as its rhymes or repeated sounds (K-1).
(2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
(A) connect experiences and ideas with those of others through speaking and listening (K-3); and
(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).
(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to:
(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3); (B) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3);
(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);
(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and
(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).
(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:
(A) learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);
(B) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);
(C) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and
(D) retell a spoken message by summarizing or clarifying (K-3).
(5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The student is expected to:
(A) recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1);
(B) know that print moves left-to-right across the page and top-to-bottom (K-1);
(C) understand that written words are separated by spaces (K-1);
(D) know the difference between individual letters and printed words (K-1);
(E) know the difference between capital and lowercase letters (K-1);
(F) recognize how readers use capitalization and punctuation to comprehend (K-1);
(G) understand that spoken words are represented in written language by specific sequences of letters (K-1); and
(H) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1).
(6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). The student is expected to:
(A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1);
(B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);
(C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);
(D) identify and isolate the initial and final sound of a spoken word (K-1);
(E) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K); and
(F) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds (K-1).
(7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. The student is expected to:
(A) name and identify each letter of the alphabet (K-1);
(B) understand that written words are composed of letters that represent sounds (K-1); and
(C) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).
(8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to:
(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);
(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and
(C) identify words that name persons, places, or things and words that name actions (K-1).
(9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud. The student is expected to:
(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);
(B) establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3); and
(C) retell or act out the order of important events in stories (K-3).
(10) Reading/literary response. The student responds to various texts. The student is expected to:
(A) listen to stories being read aloud (K-1);
(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);
(C) respond through talk, movement, music, art, drama and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and
(D) describe how illustrations contribute to the text (K-1).
(11) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The student is expected to:
(A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3);
(B) understand simple story structure (K-1);
(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);
(D) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); and
(E) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1).
(12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to:
(A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3);
(B) use pictures, print, and people to gather information and answer questions (K-1);
(C) draw conclusions from information gathered (K-3); and
(D) locate important areas of the library/media center (K-1).
(13) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
(A) connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3); and
(B) compare experiences of characters across cultures (K-3).
(14) Writing/spelling/penmanship. The student develops the foundations of writing. The student is expected to:
(A) write his/her own name and other important words (K-1);
(B) write each letter of the alphabet, both capital and lowercase (K);
(C) use phonological knowledge to map sounds to letters to write messages (K-1);
(D) write messages that move left-to-right and top-to-bottom on the page (K-1); and
(E) gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (K).
(15) Writing/composition. The student composes original texts. The student is expected to:
(A) dictate messages such as news and stories for others to write (K-1);
(B) write labels, notes, and captions for illustrations, possessions, charts, centers (K-1);
(C) write to record ideas and reflections (K-3);
(D) generate ideas before writing on self-selected topics (K-1);
(E) generate ideas before writing on assigned tasks (K-1); and
(F) use available technology to compose text (K-3).
(16) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:
(A) record or dictate questions for investigating (K-1); and
(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).
Source: The provisions of this § 110.2 adopted to be effective September 1, 1998, 22 TexReg 7549.http://www.sos.state.tx.us/tac/19/II/110/A/110.2.html
http://www.tenet.edu/teks/web/language_arts/el.html
Now, back to the Texas Education Code. Here is what is expected of higher grades in public schools:
§ 74.3 Description of a Required Secondary Curriculum
(a) Middle Grades 6-8. A school district that offers Grades 6-8 must provide instruction in the required curriculum as specified in § 74.1 of this title (relating to Essential Knowledge and Skills). The district must ensure that sufficient time is provided for teachers to teach and for students to learn English language arts, mathematics, science, social studies, fine arts, health, physical education, technology applications, and to the extent possible, languages other than English. The school district may provide instruction in a variety of arrangements and settings, including mixed-age programs designed to permit flexible learning arrangements for developmentally appropriate instruction for all student populations to support student attainment of course and grade level standards.
(b) Secondary Grades 9-12.
(1) A school district that offers Grades 9-12 must provide instruction in the required curriculum as specified in § 74.1 of this title (relating to Essential Knowledge and Skills). The district must ensure that sufficient time is provided for teachers to teach and for students to learn the subjects in the required curriculum. The school district may provide instruction in a variety of arrangements and settings, including mixed-age programs designed to permit flexible learning arrangements for developmentally appropriate instruction for all student populations to support student attainment of course and grade level standards.
(2) The school district must offer the courses listed in this paragraph and maintain evidence that students have the opportunity to take these courses:
(A) English language arts--English I, II, III, and IV;
(B) mathematics--Algebra I, Algebra II, Geometry, Precalculus, and Mathematical Models with Applications;
(C) science--Integrated Physics and Chemistry, Biology, Chemistry, and Physics. Science courses shall include at least 40% hands-on laboratory investigations and field work using appropriate scientific inquiry;
(D) social studies--United States History Studies Since Reconstruction, World History Studies, United States Government, and World Geography Studies;
(E) economics with emphasis on the free enterprise system and its benefits;
(F) physical education--Foundations of Personal Fitness and at least two of the following:
(i) adventure/outdoor education;
(ii) aerobic activities;
(iii) individual sports; or
(iv) team sports.
(G) health education;
(H) fine arts--courses selected from at least two of the four fine arts areas (art, music, theatre, and dance);
(I) career and technology education--courses selected from three of the eight career and technology areas (agriculture science and technology education, business education, career orientation, health science technology education, home economics education, technology education/industrial technology education, marketing education, and trade and industrial education) taught on a campus in the school district with provisions for contracting for additional offerings with programs or institutions as may be practical;
(J) languages other than English--Levels I and II of the same language until the end of school year 1998-1999, and Levels I, II, and III beginning in the 1999-2000 school year;
(K) technology applications--one unit of credit selected from a variety of computer-related courses including:
(i) all courses in Chapter 126 of this title (relating to Texas Essential Knowledge and Skills for Technology Applications);
(ii) the following courses in Chapter 120 of this title (relating to Texas Essential Knowledge and Skills for Business Education): Business Computer Information Systems I and II, Business Computer Programming, Telecommunications and Networking, and Business Image Management and Multimedia; and
(iii) the following courses in Chapter 123 of this title (relating to Texas Essential Knowledge and Skills for Technology Education/Industrial Technology Education): Computer Applications, Technology Systems (modular computer laboratory-based), Communication Graphics (modular computer laboratory-based), and Computer Multimedia and Animation Technology.
(L) speech--Communication Applications.
(3) The school district must provide each student the opportunity to participate in all courses listed in paragraph (2) of this subsection. The district must provide students the opportunity each year to select courses in which they intend to participate from a list that includes all courses in paragraph (2) of this subsection. The school district must teach a course that ten or more students indicate they will participate in or that is required for a student to graduate. For a course that fewer than ten students indicate they will participate in, the district must employ options described in Subchapter C of this chapter (relating to Other Provisions) to provide the course and must maintain evidence that it is employing those options. If the school district will not offer the required courses every year, but intends to offer particular courses only every other year, it must notify all enrolled students of that fact.
Source: The provisions of this § 74.3 adopted to be effective September 1, 1996, 21 TexReg 4311; amended to be effective October 13, 1997, 22 TexReg 10129; amended to be effective September 1, 1998, 23 TexReg 5675.
http://www.sos.state.tx.us/tac/19/II/74/A/index.html
Here's another example of a TEKS curriculum:
Chapter 112. SCIENCE
§ 112.23 Science, Grade 7
(a) Introduction.
(1) In Grade 7, the study of science includes conducting field and laboratory investigations using scientific methods, critical-thinking, problem-solving, and using tools such as weather instruments and calculators to collect and analyze information to explain a phenomenon. Students also use computers and information technology tools to support scientific investigations.
(2) As students learn science skills, they identify gravity and phases of the moon as components of the solar system and explore the effects of events such as hurricanes on the Earth. Students use pulleys and levers to understand the relationship between force and motion. Students then relate the concept to processes in the human organism such as the movement of blood. In addition, students study chemical and physical properties of substances by examining the tarnishing of metal or burning of wood as examples of chemical processes, and by identifying physical properties used to place elements on the periodic table.
(3) Students learn about kinetic and potential energy and identify photosynthesis as an example of the transformation of radiant energy from the sun into chemical energy for use by plants. Students investigate systems in humans to identify their structures and functions. Student compare asexual and sexual reproduction to illustrate that genetic materials are responsible for both dominant and recessive traits in organisms.
(4) Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions.
(5) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time.
(6) 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.
(b) Knowledge and skills.
(1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
(B) collect data by observing and measuring;
(C) organize, analyze, make inferences, and predict trends from direct and indirect evidence;
(D) communicate valid conclusions; and
(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.
(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
(B) draw inferences based on data related to promotional materials for products and services;
(C) represent the natural world using models and identify their limitations;
(D) evaluate the impact of research on scientific thought, society, and the environment; and
(F) connect Grade 7 science concepts with the history of science and contributions of scientists.
(4) Scientific processes. The student knows how to use tools and methods to conduct science inquiry. The student is expected to:
(A) collect, analyze, and record information to explain a phenomenon using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, timing devices, magnets, and compasses; and
(B) collect and analyze information to recognize patterns such as rates of change.
(5) Scientific concepts. The student knows that an equilibrium of a system may change. The student is expected to:
(A) describe how systems may reach an equilibrium such as when a volcano erupts; and
(B) observe and describe the role of ecological succession in maintaining an equilibrium in an ecosystem.
(6) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:
(A) demonstrate basic relationships between force and motion using simple machines including pulleys and levers;
(B) demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not being subjected to an unbalanced force; and
(C) relate forces to basic processes in living organisms including the flow of blood and the emergence of seedlings.
(7) Science concepts. The student knows that substances have physical and chemical properties. The student is expected to:
(A) identify and demonstrate everyday examples of chemical phenomena such as rusting and tarnishing of metals and burning of wood;
(B) describe physical properties of elements and identify how they are used to position an element on the periodic table; and
(C) recognize that compounds are composed of elements.
(8) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:
(A) illustrate examples of potential and kinetic energy in everyday life such as objects at rest, movement of geologic faults, and falling water; and
(B) identify that radiant energy from the sun is transferred into chemical energy through the process of photosynthesis.
(9) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:
(A) identify the systems of the human organism and describe their functions; and
(B) describe how organisms maintain stable internal conditions while living in changing external environments.
(10) Science concepts. The student knows that species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:
(A) identify that sexual reproduction results in more diverse offspring and asexual reproduction results in more uniform offspring;
(B) compare traits of organisms of different species that enhance their survival and reproduction;
(C) distinguish between dominant and recessive traits and recognize that inherited traits of an individual are contained in genetic material.
(11) Science concepts. The student knows that the responses of organisms are caused by internal or external stimuli. The student is expected to:
(A) analyze changes in organisms such as a fever or vomiting that may result from internal stimuli; and
(B) identify responses in organisms to external stimuli found in the environment such as the presence or absence of light.
(12) Science concepts. The student knows that there is a relationship between organisms and the environment. The student is expected to:
(A) identify components of an ecosystem;
(B) observe and describe how organisms including producers, consumers, and decomposers live together in an environment and use existing resources;
(C) describe how different environments support different varieties of organisms; and
(D) observe and describe the role of ecological succession in ecosystems.
(13) Science concepts. The student knows components of our solar system. The student is expected to:
(A) identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves around the Sun causes changes in seasons and the length of a day; and
(B) relate the Earth's movement and the moon's orbit to the observed cyclical phases of the moon.
(14) Science concepts. The student knows that natural events and human activity can alter Earth systems. The student is expected to:
(A) describe and predict the impact of different catastrophic events on the Earth;
(B) analyze effects of regional erosional deposition and weathering; and
(C) make inferences and draw conclusions about effects of human activity on Earth's renewable, non-renewable, and inexhaustible resources.
Source: The provisions of this § 112.23 adopted to be effective September 1, 1998, 22 TexReg 7647.http://www.sos.state.tx.us/tac/19/II/112/B/112.23.html
http://www.tenet.edu/teks/web/science/sci_6.html
TAAS Tests
To assess the progress of students, Texas administers the Texas Assessment of Academic Skills (TAAS) test. If you would like to see an old TAAS test and the answer key, they are available on the internet.
The spring Texas Assessment of Academic Skills (TAAS) test are released to the public each August after all districts have completed testing. The Released TAAS Tests and the answer keys are PDF files. In order to view them you will need the Adobe Acrobat Reader.