Animal Edutainment Science TEK's

We are proud that our programs bring children closer to the natural world, but we also want to support the educators in their needs.  Below is a specific list of the TEK's that we meet.  We have used the higher (Jan 5, 2009) proposed standards.

Thank you to Dena Faulkner (aka Critter Woman) a Middle School Science teacher in the Keller ISD for matching these up.

K       1st       2nd       3rd       4th       5th       6th       7th       8th

 

Kindergarten    K.1 b & c, K.2a, K.9 a & b, K.10 ab

(1) Scientific investigation and reasoning. The student for at least 80% of instructional time, conducts investigations in the classroom and outdoors following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:

(B) discuss the importance of safe practices to keep self and others safe and healthy; and

(C) demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling of paper, plastic, and metal.

(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events observed in the natural world;

(9) Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to:

(A) differentiate between living and non living things based upon whether they, have basic needs and produce offspring; and

(B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals, and air, water, nutrients, sunlight, and space for plants;

(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

(A) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape;

(B) identify parts of plants such as roots, stem, and leaves; and parts of animals such as head, eyes, and limbs;

 

1st Grade    1.1 bc, 1.2a, 1.9 abc, 1.10 acd

(1) Scientific investigation and reasoning. The student, for at least 80% of instructional time, conducts classroom and field investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:

(B) recognize the importance of safe practices to keep self and others safe and healthy; and

(C) identify and learn how to use natural resources and materials including conservation and reuse or recycling of paper, plastic, and metals.

(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in field and classroom investigations. The student is expected to:

(A) ask questions about organisms, objects, and events observed in the natural world;

(9) Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to:

(A) sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring;

(B) analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and care giver; and

(C) gather evidence of interdependence among living organisms, such as energy transfer through food chains and animals using plants for shelter.

(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments.

(A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;

(C) compare ways that young animals resemble their parents;

(D) observe and record life cycles of animals such as a chicken, frog, or fish.

 

2nd Grade    2.1 bc, 2.9 abc, 2.10 ac

(1) Scientific investigation and reasoning. The student, for at least 60% of the time, conducts investigations in the classroom and outdoors following home and school safety procedures. The student is expected to:

(B) describe the importance of safe practices; and

(C) identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.

(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:

(A) identify the basic needs of plants and animals;

(B) identify factors in the environment including temperature and precipitation that affect growth and behavior such as migration, hibernation, and dormancy of living things; and

(C) compare and give examples of the ways living organisms depend on each other and on their environments, such as food chains within a garden, park, beach, lake, and wooded area.

(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments.

(A) observe, record and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as stems carry water throughout the plant and fins help fish move and balance in the water;

(C) investigate and record some of the unique stages that insects undergo during their life cycle.

 

3rd Grade   3.1 b, 3.9 abc, 3.10 abc

(1) Scientific investigation and reasoning. The student for at least 60% of instructional time conducts investigations in the classrooms and outdoors following school and home safety procedures and environmentally appropriate practices. The student is expected to:

(A) demonstrate safe practices as described in the Texas Safety Standards during classroom and field investigations including observing a schoolyard habitat; and

(B) make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.

(9) Organisms and environments. The student knows that organisms have characteristics that help them survive, and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to:

(A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;

(B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs in a pond, or bees in a field; and

(C) describe environmental changes such as floods and droughts where some organisms thrive and others perish, or move to new locations;

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

(A) explore how structures and functions of plants and animals allow them to survive in a particular environment;

(B) explore that some characteristics of organisms are inherited, such as the number of limbs on an animal or flower color, and recognize some behaviors are learned from the environment, such as animals using tools to get food; and

(C) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles, such as tomato plants, mealworms and lady bugs.

 

4th Grade    4.1 b, 4.9 abc, 4.10 ab

(1) Scientific investigation and reasoning. The student, for at least 50% of instructional time, conducts investigations in the classroom and outdoors, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(B) make informed choices in the use and conservation of natural resources and reusing and recycling of materials, such as paper, aluminum, glass, cans and plastic.

(9) Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to:

(A) investigate that most plants need sunlight, water and carbon dioxide to make their own food, while animals are dependent on other organisms for food, producers and consumers;

(B) describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web, such as a fire in a forest; and

(C) explore, illustrate and compare life cycles in living organisms, such as butterflies,

beetles, radishes or lima beans.

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. The student is expected to:

(A) explore how adaptations enable organisms to survive in their environment, such as comparing birdsí beaks, and leaves on plants; and

(B) demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation, such as eye color in humans or shapes of leaves in plants. Other likenesses are learned, such as table manners or reading a book, and seals balancing balls on their noses.

 

5th Grade    5.1 b, 5.9 abcd, 5.10 abc

(1) Scientific investigation and reasoning. The student, for at least 50% of instructional time, conducts investigations in the classroom and outdoors following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(B) make informed choices in the conservation, disposal, and recycling of materials.

(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:

(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;

(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;

(C) predict the effects of changes in ecosystems caused by living organisms including humans such as the overpopulation of grazers or the building of highways; and

(D) identify the significance of the carbon dioxide/oxygen cycle to the survival of plants and animals.

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;

(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of beak, and learned behaviors such as an animal learning tricks or a child riding a bicycle; and

 

6th Grade     6.12 cdf

(12) Organisms and environments. All organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

(C) recognize the broadest taxonomic classification of living organisms is divided into currently recognized Domains;

(D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms;

(F) diagram the levels of organization within an ecosystem including organism, population, community, and ecosystem.

 

7th Grade     7.10ab, 7.11bc, 7.12a, 7.13ab, 7.14 abc

(10) Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to:

(A) observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;

(B) describe how biodiversity contributes to the sustainability of an ecosystem; and

(11) Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:

(B) explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb; and

(C) identify some changes in genetic traits that can have occurred over several generations through natural selection and selective breeding such as the Galapagos Meduim Ground Finch (Geospiza fortis) or domestic animals.

(12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:

(A) investigate and explain how internal structures of organisms are adapted to perform specific functions, such as gills in fish, hollow bones in birds, or xylem in plants;

(12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:

(A) investigate and explain how internal structures of organisms are adapted to perform specific functions, such as gills in fish, hollow bones in birds, or xylem in plants;

(13) Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:

(A) investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight; and

(B) describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance.

(14) Organisms and environments. The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:

(A) define heredity as the passage of genetic instructions from one generation to the next generation;

(B) compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction; and

(C) recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes.

 

8th Grade    8.11abc

(11) Organisms and environments. The student knows that interdependence occurs among living systems and the environment, and that human activities can affect these systems. The student is expected to:

(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater and terrestrial ecosystems;

(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;

(C) explore how short and long term environmental changes affect organisms and traits in subsequent populations; and

 

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