1. Convergent Plate Boundaries

    • Resource ID: TXLS135
    • Grade Range: 8
    • Subject: Science

    Students will design and test models that will identify crustal features formed by convergent plate boundaries.

  2. Super Sequencing Strategies

    • Resource ID: TXLS049
    • Grade Range: 2
    • Subject: ELA & Reading

    Students will explore the informational text structure of sequencing in multiple contexts, as a reader and a writer, in order to improve their comprehension of informational text and their ability to analyze the author’s purpose. They will make connections between sequencing and events in their everyday life and use pictures and time order words to write their own informational text using sequencing.

  3. Chemical Bonding: Metallic Bonds

    • Resource ID: CM3L5
    • Grade Range: 9–12
    • Subject: Science

    Given scenarios or diagrams, students will describe the nature of metallic bonding and explain properties such as thermal and electrical conductivity, malleability, and ductility of metals.

  4. 3.08 Lab Reports

    • Resource ID: SE071021
    • Grade Range: 9–12
    • Subject: Science

    In this video, we discuss the importance of clearly expressing the results of an experiment through a lab report.

  5. 2.01 Laboratory Safety

    • Resource ID: SE111035
    • Grade Range: 9–12
    • Subject: Science

    In this video, we review lab safety procedures.

  6. Evidence for Evolution

    • Resource ID: R4SCI0009
    • Grade Range: 9–12
    • Subject: Science

    Learners analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental.

  7. Ecological Succession

    • Resource ID: R4SCI0018
    • Grade Range: 9–12
    • Subject: Science

    Learners explore and describe how succession affects biodiversity by creating an island ecosystem in an interactive game.

  8. Title III, Enhancing Instructional Opportunities for Immigrant Students

    • CPE credit is 6
    • Subject: ELL Support
    This course details the accountability Title III, Part A funded local educational agencies (LEAs) are held to while providing services for immigrant children and youth. Participants who successfully complete the assessment earn six continuing professional education (CPE) hour credits.
  9. Study Edge Physics

    • Subject: Science

    In Physics, students will conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills (TAC §112.39(b)(1)).

    This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Physics course or to supplement traditional Physics textbooks.

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

    Please provide feedback on Study Edge's open-education-resource instructional materials.

  10. Study Edge Chemistry

    • Subject: Science

    In Chemistry, students will conduct laboratory and field investigations and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include characteristics of matter, use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives (TAC §112.35(b)(1)).

    This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Chemistry course or to supplement traditional Chemistry textbooks.

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

    Please provide feedback on Study Edge's open-education-resource instructional materials.

  11. TEA AP® Biology

    • Subject: Science

    AP® Biology covers the scope and sequence requirements of a typical two-semester biology course for AP® students. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. AP® Biology was designed to meet and exceed the requirements of the College Board’s AP® Biology Framework, while allowing significant flexibility for instructors. Each section of the book includes an introduction based on the AP® curriculum as well as rich features that engage students in scientific practice and AP® test preparation. It also highlights careers and research opportunities in the biological sciences. Content requirements for AP® Biology are prescribed in the College Board Publication Advanced Placement Course Description: Biology, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.62).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

  12. TEA AP® Physics 1: Algebra-Based

    • Subject: Science

    AP® Physics is the result of an effort to better serve teachers and students. The textbook focuses on the College Board’s AP® framework concepts and practices.

    The AP® Physics curriculum framework outlines the two full-year physics courses AP® Physics 1: Algebra-Based and AP® Physics 2: Algebra-Based. These two courses focus on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics course. They provide students with the essential knowledge and skills required to support future advanced coursework in physics. The AP® Physics 1 curriculum includes mechanics, mechanical waves, sound, and electrostatics. The AP® Physics 2 curriculum focuses on thermodynamics, fluid statics, dynamics, electromagnetism, geometric and physical optics, quantum physics, atomic physics, and nuclear physics. AP® Science Practices emphasize inquiry-based learning and development of critical thinking and reasoning skills. Inquiry-based learning involves exploratory learning as a way to gain new knowledge. Students begin by making an observation regarding a given physics topic. Students then explore that topic using scientific methodology, as opposed to simply being told about it in lecture. In this way, students learn the content through self-discovery rather than memorization. 

    The AP® framework has identified seven major science practices, which are described using short phrases that include using representations and models to communicate information and solve problems, using mathematics appropriately, engaging in questioning, planning and implementing data collection strategies, analyzing and evaluating data, justifying scientific explanations, and connecting concepts. The AP® framework’s Learning Objectives merge content with one or more of the seven science practices that students should develop as they prepare for the AP® Physics exam. Each chapter of AP® Physics begins with a “Connection for AP® Courses” that explains how the content in the chapter sections align to the Big Ideas, Enduring Understandings, Essential Knowledge, and Learning Objectives of the AP® framework. These sections help students quickly and easily locate where components of the AP® framework are covered in the book, as well as clearly indicate material that, although interesting, exceeds the scope of the AP® framework. Content requirements for AP® Physics are prescribed in the College Board Publication Advanced Placement Course Description: Physics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.64) and (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.65).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

  13. TEA AP® Physics 2: Algebra-Based

    • Subject: Science

    AP® Physics is the result of an effort to better serve teachers and students. The textbook focuses on the College Board’s AP® framework concepts and practices.

    The AP® Physics curriculum framework outlines the two full-year physics courses AP® Physics 1: Algebra-Based and AP®  Physics 2: Algebra-Based. These two courses focus on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics course. They provide students with the essential knowledge and skills required to support future advanced coursework in physics. The AP® Physics 1 curriculum includes mechanics, mechanical waves, sound, and electrostatics. The AP® Physics 2 curriculum focuses on thermodynamics, fluid statics, dynamics, electromagnetism, geometric and physical optics, quantum physics, atomic physics, and nuclear physics. AP® Science Practices emphasize inquiry-based learning and development of critical thinking and reasoning skills. Inquiry-based learning involves exploratory learning as a way to gain new knowledge. Students begin by making an observation regarding a given physics topic. Students then explore that topic using scientific methodology, as opposed to simply being told about it in lecture. In this way, students learn the content through self-discovery rather than memorization. 

    The AP® framework has identified seven major science practices, which are described using short phrases that include using representations and models to communicate information and solve problems, using mathematics appropriately, engaging in questioning, planning and implementing data collection strategies, analyzing and evaluating data, justifying scientific explanations, and connecting concepts. The AP® framework’s Learning Objectives merge content with one or more of the seven science practices that students should develop as they prepare for the AP® Physics exam. Each chapter of AP® Physics begins with a “Connection for AP® Courses” that explains how the content in the chapter sections align to the Big Ideas, Enduring Understandings, Essential Knowledge, and Learning Objectives of the AP® framework. These sections help students quickly and easily locate where components of the AP® framework are covered in the book, as well as clearly indicate material that, although interesting, exceeds the scope of the AP® framework. Content requirements for AP® Physics are prescribed in the College Board Publication Advanced Placement Course Description: Physics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.64) and (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.65).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

  14. TEA Physics

    • Subject: Science

    Physics covers the scope and sequence requirements of a typical one-year physics course. The text provides comprehensive
    coverage of physical concepts, quantitative examples and skills, and interesting applications. Physics has been
    designed to meet and exceed the requirements of the relevant Texas Essential Knowledge and Skills (TEKS), while allowing
    significant flexibility for instructors. Content requirements for Physics are prescribed in “Chapter 112. Texas Essential Knowledge and Skills for Science, Subchapter C. High School, 112.39. Physics, Beginning with School Year 2010-2011 (One Credit)”
    (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html#112.39).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

  15. Push Back, Pull Forward

    • Resource ID: TXLS118
    • Grade Range: 3
    • Subject: Science

    Students will conduct an experiment to demonstrate force, such as pushes and pulls.

  16. Many Stripes of Inferring

    • Resource ID: TXLS137
    • Grade Range: 2
    • Subject: ELA & Reading

    Students will infer character feelings and motivations and support their inference with text evidence.

  17. Navigating Informational Text with Text Mapping

    • Resource ID: TXLS051
    • Grade Range: 2
    • Subject: ELA & Reading

    Students will apply the comprehension strategy of text mapping by using a scroll to sequence and organize information. They also will describe the order of events using time order transition words.

  18. ELPS Academy

    • CPE credit is 4
    • Subject: ELL Support
    The ELPS Academy is designed to help teachers incorporate the English Language Proficiency Standards (ELPS) when planning lessons and delivering instruction for ELLs. Participants who successfully complete the ELPS Academy earn 4 CPE hours.
  19. TEA Science Safety Training for High School

    • CPE credit is 3
    • Subject: Science
    This course is a self-paced foundational training module for science safety at the high school level. The course provides high school science, science elective, and CTE teachers an opportunity to review safety policies, procedures, and responsibilities that pertain to instructional settings.
  20. Experimental Design

    • Resource ID: SM0L3d
    • Grade Range: 9–12
    • Subject: Science

    Given investigation scenarios and lab procedures, students will identify independent variables, dependent variables, constants, and control groups.