Cell Homeostasis: Osmosis

The focus of this resource is cell homeostasis and, more specifically, osmosis. Students investigate the concept through a virtual lab, recording and analyzing data, creating sketches to represent vocabulary, and discovering the role of aquaporins in water transport through the cell membrane.
Cell Comparisons

Learners compare a variety of prokaryotes and eukaryotes to determine similarities and differences among and between them.
Protein Synthesis

The learner explores the structure and function of the nucleic acids and enzymes important to the process of synthesizing proteins.
Conservation of Momentum

This resource was created to support TEKS IPC(4)(E).
Gravitational Force

This resource provides flexible alternate or additional learning activities for students learning about the gravitational attraction between objects of different masses at different distances. IPC TEKS (4)(F)
Taxonomy Standards

Given examples, students will recognize the importance of taxonomy to the scientific community.
Taxonomy: Major Groups

Given illustrations or descriptions, students will determine the classification of organisms into domains and kingdoms.
Homeostasis: Ecological Systems

Given images, videos, or scenarios, identify and describe the responses of organisms, populations, and communities to various changes in their external environment.
Biological Systems: Homeostasis

Identify and describe internal feedback mechanisms involved in maintaining homeostasis given scenarios, illustrations, or descriptions.
Relationships Between Organisms: Food Chains, Webs, and Pyramids

Given illustrations, students will analyze the flow of matter and energy in food chains, food webs, and ecological pyramids.
Organisms' Adaptations

Given scenarios, illustrations. or descriptions, the student will compare variations and adaptations of organisms in different ecosystems.
Writing Verbal Descriptions of Functional Relationships

Given a problem situation containing a functional relationship, the student will verbally describe the functional relationship that exists.
Writing Inequalities to Describe Relationships (Graph → Symbolic)

Given the graph of an inequality, students will write the symbolic representation of the inequality.
Writing Inequalities to Describe Relationships (Symbolic → Graph)

Describe functional relationships for given problem situations, and write equations or inequalities to answer questions arising from the situations.
Connecting Multiple Representations of Functions

The student will consider multiple representations of linear functions, including tables, mapping diagrams, graphs, and verbal descriptions.
Writing the Symbolic Representation of a Function (Graph → Symbolic)

Given the graph of a linear or quadratic function, the student will write the symbolic representation of the function.
Determining Parent Functions (Verbal/Graph)

Given a graph or verbal description of a function, the student will determine the parent function.
Determining Reasonable Domains and Ranges (Verbal/Graph)

Given a graph and/or verbal description of a situation (both continuous and discrete), the student will identify mathematical domains and ranges and determine reasonable domain and range values for the given situations.
Interpreting Graphs

Given a graph, the student will analyze, interpret, and communcate the mathematical relationship represented and its characteristics.
Equipment for Biology

Given investigation scenarios, students will determine the equipment that best fits the procedure.