Hey there, Texas teachers!
This page is designed specifically for you. Pinky spent 12 years as a Texas public school educator before transitioning to full-time work on Amoeba Sisters. You will also find us listed as creators in Texas in the "United States of YouTube" - a celebration of creators who share their talents and curiosity with YouTubers all over the world.
This page is designed specifically for you. Pinky spent 12 years as a Texas public school educator before transitioning to full-time work on Amoeba Sisters. You will also find us listed as creators in Texas in the "United States of YouTube" - a celebration of creators who share their talents and curiosity with YouTubers all over the world.
Just a note: while this page focuses on Texas standards, our videos can be helpful in supporting components of standards outside of Texas. Our playlist page contains a work-in-progress Google Doc listing other standards outside of Texas.
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At the bottom of this page, you will find a list of the streamlined biology TEKS [went into effect the 2018-2019 school year], and the TEKS that are in blue can be clicked on for a direct link to one of our videos. While our videos our designed for high school biology, we receive feedback that they can be useful for introductory biology courses in college or overlap intermediate life science standards. We're for anyone wanting to learn biology!
We do want to remind our fellow teachers that none of our short videos (all <10 minutes) are inclusive of every concept within a TEKS---or could ever be. Our goal is that our videos are supplemental tools to more important things in your science class: like involving students as classroom creators and experiencing hands-on lab application!
We do want to remind our fellow teachers that none of our short videos (all <10 minutes) are inclusive of every concept within a TEKS---or could ever be. Our goal is that our videos are supplemental tools to more important things in your science class: like involving students as classroom creators and experiencing hands-on lab application!
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Additionally, Texas teachers may be interested to know:
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Click/tap the image above to view video!
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TEKS are UPDATED Below for New 2024 Implemented TEKS
Bio TEKS
Intermediate Science TEKS
Higher Ed (College / University)
Bio TEKS
Important Note:
Please view TEA’s page to see a full listing of ALL biology TEKS (implemented in 2024), including Scientific and Engineering Practices (1-4) and Concept TEKS (5-13).
We have a few videos that contain mentioned topics in the Scientific and Engineering Practices (Biology TEKS 1-4) listed below:
We have a few videos that contain mentioned topics in the Scientific and Engineering Practices (Biology TEKS 1-4) listed below:
High School Biology CONTENT TEKS [Implemented 2024]
* Videos we've created that can provide support to content TEKS 5-13 are linked below
(5) The student knows that biological structures at multiple levels of organization perform specific functions and processes that affect life. The student is expected to:
(A) relate the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids, to the structure and function of a cell
(B) compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity
(C) investigate homeostasis through the cellular transport of molecules
(D) compare the structures of viruses to cells and explain how viruses spread and cause disease
(6) The student knows how an organism grows and the importance of cell differentiation. The student is expected to:
(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 )explain the process of cell specialization through cell differentiation, including the role of environmental factors
(C) relate disruptions of the cell cycle to how they lead to the development of diseases such as cancer
(7) The student knows the role of nucleic acids in gene expression. The student is expected to:
(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) describe the significance of gene expression and explain the process of protein synthesis using models of DNA and ribonucleic acid (RNA)
(C) identify and illustrate changes in DNA and evaluate the significance of these changes
(D) discuss the importance of molecular technologies such as polymerase chain reaction (PCR), gel electrophoresis, and genetic engineering that are applicable in current research and engineering practices
(8) The student knows the role of nucleic acids and the principles of inheritance and variation of traits in Mendelian and non-Mendelian genetics. The student is expected to:
(A) analyze the significance of chromosome reduction, independent assortment, and crossing over during meiosis in increasing diversity in populations of organisms that reproduce sexually
(B) predict possible outcomes of various genetic combinations using monohybrid and dihybrid crosses, including non-Mendelian traits of incomplete dominance, codominance, sex-linked traits, and multiple alleles
(9) The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple lines of evidence. The student is expected to:
(A) analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental
(B) examine scientific explanations for varying rates of change such as gradualism, abrupt appearance, and stasis in the fossil record
(10) The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple mechanisms. The student is expected to:
(A) analyze and evaluate how natural selection produces change in populations and not in individuals
(B) analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success
(C) analyze and evaluate how natural selection may lead to speciation
(D) analyze evolutionary mechanisms other than natural selection, including genetic drift, gene flow, mutation, and genetic recombination, and their effect on the gene pool of a population
(11) The student knows the significance of matter cycling, energy flow, and enzymes in living organisms. The student is expected to:
(A) explain how matter is conserved and energy is transferred during photosynthesis and cellular respiration using models, including the chemical equations for these processes
(B) investigate and explain the role of enzymes in facilitating cellular processes
(12) The student knows that multicellular organisms are composed of multiple systems that interact to perform complex functions. The student is expected to:
(A) analyze the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals
(B) explain how the interactions that occur among systems that perform functions of transport, reproduction, and response in plants are facilitated by their structures
(13) The student knows that interactions at various levels of organization occur within an ecosystem to maintain stability. The student is expected to:
(A) investigate and evaluate how ecological relationships, including predation, parasitism, commensalism, mutualism, and competition, influence ecosystem stability
(B) analyze how ecosystem stability is affected by disruptions to the cycling of matter and flow of energy through trophic levels using models
(C) explain the significance of the carbon and nitrogen cycles to ecosystem stability and analyze the consequences of disrupting these cycles
(D) explain how environmental change, including change due to human activity, affects biodiversity and analyze how changes in biodiversity impact ecosystem stability
(A) relate the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids, to the structure and function of a cell
(B) compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity
(C) investigate homeostasis through the cellular transport of molecules
(D) compare the structures of viruses to cells and explain how viruses spread and cause disease
(6) The student knows how an organism grows and the importance of cell differentiation. The student is expected to:
(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 )explain the process of cell specialization through cell differentiation, including the role of environmental factors
(C) relate disruptions of the cell cycle to how they lead to the development of diseases such as cancer
(7) The student knows the role of nucleic acids in gene expression. The student is expected to:
(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) describe the significance of gene expression and explain the process of protein synthesis using models of DNA and ribonucleic acid (RNA)
(C) identify and illustrate changes in DNA and evaluate the significance of these changes
(D) discuss the importance of molecular technologies such as polymerase chain reaction (PCR), gel electrophoresis, and genetic engineering that are applicable in current research and engineering practices
(8) The student knows the role of nucleic acids and the principles of inheritance and variation of traits in Mendelian and non-Mendelian genetics. The student is expected to:
(A) analyze the significance of chromosome reduction, independent assortment, and crossing over during meiosis in increasing diversity in populations of organisms that reproduce sexually
(B) predict possible outcomes of various genetic combinations using monohybrid and dihybrid crosses, including non-Mendelian traits of incomplete dominance, codominance, sex-linked traits, and multiple alleles
(9) The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple lines of evidence. The student is expected to:
(A) analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental
(B) examine scientific explanations for varying rates of change such as gradualism, abrupt appearance, and stasis in the fossil record
(10) The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple mechanisms. The student is expected to:
(A) analyze and evaluate how natural selection produces change in populations and not in individuals
(B) analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success
(C) analyze and evaluate how natural selection may lead to speciation
(D) analyze evolutionary mechanisms other than natural selection, including genetic drift, gene flow, mutation, and genetic recombination, and their effect on the gene pool of a population
(11) The student knows the significance of matter cycling, energy flow, and enzymes in living organisms. The student is expected to:
(A) explain how matter is conserved and energy is transferred during photosynthesis and cellular respiration using models, including the chemical equations for these processes
(B) investigate and explain the role of enzymes in facilitating cellular processes
(12) The student knows that multicellular organisms are composed of multiple systems that interact to perform complex functions. The student is expected to:
(A) analyze the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals
(B) explain how the interactions that occur among systems that perform functions of transport, reproduction, and response in plants are facilitated by their structures
(13) The student knows that interactions at various levels of organization occur within an ecosystem to maintain stability. The student is expected to:
(A) investigate and evaluate how ecological relationships, including predation, parasitism, commensalism, mutualism, and competition, influence ecosystem stability
(B) analyze how ecosystem stability is affected by disruptions to the cycling of matter and flow of energy through trophic levels using models
(C) explain the significance of the carbon and nitrogen cycles to ecosystem stability and analyze the consequences of disrupting these cycles
(D) explain how environmental change, including change due to human activity, affects biodiversity and analyze how changes in biodiversity impact ecosystem stability
Intermediate Science TEKS
Biology Concepts Also Included in 7th and/or 8th Grade:
Note: Our focus for our videos is high school biology, but we receive feedback that there is overlap ranging from junior high grades all the way through introductory biology courses in college (and beyond)! We're for anyone wanting to learn biology!
Note: Our focus for our videos is high school biology, but we receive feedback that there is overlap ranging from junior high grades all the way through introductory biology courses in college (and beyond)! We're for anyone wanting to learn biology!
The below concepts are part of our high school biology videos playlist; however, these specific concepts can be found named in 2024 implemented 7th or 8th grade TEKS. You can read the TEKS listing on TEA's website. Please keep in mind our videos may go into more vocabulary than commonly encountered with intermediate TEKS since they are directed for high school biology.
Characteristics of Life
Biological Levels of Organization (cells, tissues, organs, organ systems, etc)
Prokaryotic vs Eukaryotic Cells
Introduction to Cells
Classification
Asexual and Sexual Reproduction
Food Chains and Food Webs
Ecological Succession
Characteristics of Life
Biological Levels of Organization (cells, tissues, organs, organ systems, etc)
Prokaryotic vs Eukaryotic Cells
Introduction to Cells
Classification
Asexual and Sexual Reproduction
Food Chains and Food Webs
Ecological Succession
Higher Ed (College / University)
Our focus for our videos is high school biology, but we receive feedback that our videos are useful for foundational understanding of biology concepts at the university/college level before exploring more depth. Indeed, higher ed will build upon the standards focused on in high school. We also have a playlist that contains some of our more advanced videos which may be especially relevant.
Also, if you subscribe to our channel, you will be notified when we release a new video!
