1 / 11

Dissecting a TEKS Objective Parallel Teach

Dissecting a TEKS Objective Parallel Teach. Co-Teaching for Highly Qualified Professionals Aldine ISD in Partnership with Region 4. Anatomy of a TEKS Objective.

feoras
Download Presentation

Dissecting a TEKS Objective Parallel Teach

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Dissecting a TEKS ObjectiveParallel Teach Co-Teaching for Highly Qualified Professionals Aldine ISD in Partnership with Region 4

  2. Anatomy of a TEKS Objective • 8.11 Science concepts. The student knows that traits of 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: 1998-Spring 2010 TEKS

  3. Content and Level Taught and Tested A identify that change in environmental conditions can affect the survival of individuals and of species B distinguish between inherited traits and other characteristics that result from interactions with the environment C make predictions about possible outcomes of various genetic combinations of inherited characteristics 1998-Spring 2010 TEKS

  4. Biology TEKS 4 (4)  Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to: (A)  identify the parts of prokaryotic and eukaryotic cells; (B)  investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules; (C)  compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and (D)  identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria. 1998-Spring 2010 TEKS

  5. A closer look • (4)  Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to: (C)  compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and 1998-Spring 2010 TEKS

  6. Look at the verbs and objects • (C)  compare the (1)structures and (2)functions of viruses to cells and describethe role of viruses in causing diseases and conditionssuch as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and 1. Compare structures of viruses to cells 2. Compare functions of viruses to cells 3. Describe the role of viruses in causing diseases and conditions 1998-Spring 2010 TEKS

  7. Learner Outcome • Learner outcome is what a student should know and be able to do by the end of the lesson

  8. Chemistry (4)  Science concepts. The student knows the characteristics of matter. The student is expected to: (A)  differentiate between physical and chemical properties of matter; (B)  analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume; (C) investigate and identify properties of mixtures and pure substances; and (D) describe the physical and chemical characteristics of an element using the periodic table and make inferences about its chemical behavior.1998-Spring 2010 TEKS

  9. Lesson Plan The student is expected to: (A)  differentiate between physical and chemical properties of matter; 1998-Spring 2010 TEKS Idea: Teacher provides samples of matter for students to test for physical and chemical properties, students record data and observations in a chart. Class discussion about observations and which characteristics are physical and which are chemical for each sample.

  10. Learner Outcome • Know Matter has physical and chemical characteristics Characteristics that are physical Characteristics that are chemical The type of matter determines the characteristics • Do Test matter to determine physical and chemical characteristics Differentiate between the two types of characteristics Identify or classify other types of matter (possibly)

  11. TEKS Overview • Numbers and letters denote the landmarks for each grade level and content area • Numbers and letters denote concept and content descriptors • The student is expected to: describes theSE • Verbs describe the level of teaching/testing • Objects provide content descriptors and focus • “Such as” = suitable examples • “Including” = mandatory part of curriculum

More Related