Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Required prerequisites: one unit of high school Biology. Suggested prerequisite: Chemistry or concurrent enrollment in Chemistry. This course is recommended for students in Grade 10, 11, or 12.

(b) Introduction. (1) Aquatic Science. In Aquatic Science, students study the interactions of biotic and abiotic components in aquatic environments, including impacts on aquatic systems. Investigations and field work in this course may emphasize fresh water or marine aspects of aquatic science depending primarily upon the natural resources available for study near the school. Students who successfully complete Aquatic Science will acquire knowledge about a variety of aquatic systems, conduct investigations and observations of aquatic environments, work collaboratively with peers, and develop critical-thinking and problem-solving skills.

(2) Nature of Science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods and ethical and social decisions that involve the application of scientific information. (5) Scientific systems. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.

(C) Knowledge and skills. (1) Scientific processes. The (A) demonstrate safe practices during (i) demonstrate safe practices during student, for at least 40% of laboratory and field investigations, laboratory investigations, including chemical instructional time, conducts including chemical, electrical, and fire safety laboratory and field investigations safety, and safe handling of live and using safe, environmentally preserved organisms appropriate, and ethical practices. The student is expected to:

Page 1 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (1) Scientific processes. The (A) demonstrate safe practices during (ii) demonstrate safe practices during student, for at least 40% of laboratory and field investigations, laboratory investigations, including electrical instructional time, conducts including chemical, electrical, and fire safety laboratory and field investigations safety, and safe handling of live and using safe, environmentally preserved organisms appropriate, and ethical practices. The student is expected to:

(1) Scientific processes. The (A) demonstrate safe practices during (iii) demonstrate safe practices during student, for at least 40% of laboratory and field investigations, laboratory investigations, including fire instructional time, conducts including chemical, electrical, and fire safety laboratory and field investigations safety, and safe handling of live and using safe, environmentally preserved organisms appropriate, and ethical practices. The student is expected to:

(1) Scientific processes. The (A) demonstrate safe practices during (iv) demonstrate safe practices during student, for at least 40% of laboratory and field investigations, laboratory investigations, including safe instructional time, conducts including chemical, electrical, and fire handling of live organisms laboratory and field investigations safety, and safe handling of live and using safe, environmentally preserved organisms appropriate, and ethical practices. The student is expected to:

(1) Scientific processes. The (A) demonstrate safe practices during (v) demonstrate safe practices during student, for at least 40% of laboratory and field investigations, laboratory investigations, including safe instructional time, conducts including chemical, electrical, and fire handling of preserved organisms laboratory and field investigations safety, and safe handling of live and using safe, environmentally preserved organisms appropriate, and ethical practices. The student is expected to:

Page 2 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (1) Scientific processes. The (A) demonstrate safe practices during (vi) demonstrate safe practices during field student, for at least 40% of laboratory and field investigations, investigations, including chemical safety instructional time, conducts including chemical, electrical, and fire laboratory and field investigations safety, and safe handling of live and using safe, environmentally preserved organisms appropriate, and ethical practices. The student is expected to:

(1) Scientific processes. The (A) demonstrate safe practices during (vii) demonstrate safe practices during field student, for at least 40% of laboratory and field investigations, investigations, including electrical safety instructional time, conducts including chemical, electrical, and fire laboratory and field investigations safety, and safe handling of live and using safe, environmentally preserved organisms appropriate, and ethical practices. The student is expected to:

(1) Scientific processes. The (A) demonstrate safe practices during (viii) demonstrate safe practices during field student, for at least 40% of laboratory and field investigations, investigations, including fire safety instructional time, conducts including chemical, electrical, and fire laboratory and field investigations safety, and safe handling of live and using safe, environmentally preserved organisms appropriate, and ethical practices. The student is expected to:

(1) Scientific processes. The (A) demonstrate safe practices during (ix) demonstrate safe practices during field student, for at least 40% of laboratory and field investigations, investigations, including safe handling of instructional time, conducts including chemical, electrical, and fire live organisms laboratory and field investigations safety, and safe handling of live and using safe, environmentally preserved organisms appropriate, and ethical practices. The student is expected to:

Page 3 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (1) Scientific processes. The (A) demonstrate safe practices during (x) demonstrate safe practices during field student, for at least 40% of laboratory and field investigations, investigations, including safe handling of instructional time, conducts including chemical, electrical, and fire preserved organisms laboratory and field investigations safety, and safe handling of live and using safe, environmentally preserved organisms appropriate, and ethical practices. The student is expected to:

(1) Scientific processes. The (B) demonstrate an understanding of the (i) demonstrate an understanding of the student, for at least 40% of use and conservation of resources and use of resources instructional time, conducts the proper disposal or recycling of laboratory and field investigations materials using safe, environmentally appropriate, and ethical practices. The student is expected to:

(1) Scientific processes. The (B) demonstrate an understanding of the (ii) demonstrate an understanding of the student, for at least 40% of use and conservation of resources and conservation of resources instructional time, conducts the proper disposal or recycling of laboratory and field investigations materials using safe, environmentally appropriate, and ethical practices. The student is expected to:

(1) Scientific processes. The (B) demonstrate an understanding of the (iii) demonstrate the proper disposal or student, for at least 40% of use and conservation of resources and recycling of materials instructional time, conducts the proper disposal or recycling of laboratory and field investigations materials using safe, environmentally appropriate, and ethical practices. The student is expected to:

Page 4 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) Scientific processes. The (A) know the definition of science and (i) know the definition of science, as student uses scientific methods understand that it has limitations, as specified in subsection (b)(2) [above] during laboratory and field specified in subsection (b)(2) of this investigations. The student is section expected to: (2) Scientific processes. The (A) know the definition of science and (ii) understand that [science] has student uses scientific methods understand that it has limitations, as limitations, as specified in subsection (b)(2) during laboratory and field specified in subsection (b)(2) of this [above] investigations. The student is section expected to: (2) Scientific processes. The (B) know that scientific hypotheses are (i) know that scientific hypotheses are student uses scientific methods tentative and testable statements that tentative statements that must be capable during laboratory and field must be capable of being supported or of being supported or not supported by investigations. The student is not supported by observational evidence. observational evidence expected to: Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories (2) Scientific processes. The (B) know that scientific hypotheses are (ii) know that scientific hypotheses are student uses scientific methods tentative and testable statements that testable statements that must be capable of during laboratory and field must be capable of being supported or being supported or not supported by investigations. The student is not supported by observational evidence. observational evidence expected to: Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories (2) Scientific processes. The (B) know that scientific hypotheses are (iii) [know that] hypotheses of durable student uses scientific methods tentative and testable statements that explanatory power which have been tested during laboratory and field must be capable of being supported or over a wide variety of conditions are investigations. The student is not supported by observational evidence. incorporated into theories expected to: Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories

Page 5 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) Scientific processes. The (C) know that scientific theories are (i) know that scientific theories are based student uses scientific methods based on natural and physical on natural and physical phenomena during laboratory and field phenomena and are capable of being investigations. The student is tested by multiple independent expected to: researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed (2) Scientific processes. The (C) know that scientific theories are (ii) know that scientific theories are capable student uses scientific methods based on natural and physical of being tested by multiple independent during laboratory and field phenomena and are capable of being researchers investigations. The student is tested by multiple independent expected to: researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed (2) Scientific processes. The (C) know that scientific theories are (iii) [know that], unlike hypothesis, scientific student uses scientific methods based on natural and physical theories are well-established explanations during laboratory and field phenomena and are capable of being investigations. The student is tested by multiple independent expected to: researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed

Page 6 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) Scientific processes. The (C) know that scientific theories are (iv) [know that], unlike hypotheses, student uses scientific methods based on natural and physical scientific theories are highly-reliable during laboratory and field phenomena and are capable of being explanations investigations. The student is tested by multiple independent expected to: researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed (2) Scientific processes. The (C) know that scientific theories are (v) [know that scientific theories] may be student uses scientific methods based on natural and physical subject to change as new areas of science during laboratory and field phenomena and are capable of being are developed investigations. The student is tested by multiple independent expected to: researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed (2) Scientific processes. The (C) know that scientific theories are (vi) [know that scientific theories] may be student uses scientific methods based on natural and physical subject to change as new technologies are during laboratory and field phenomena and are capable of being developed investigations. The student is tested by multiple independent expected to: researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed (2) Scientific processes. The (D) distinguish between scientific student uses scientific methods hypotheses and scientific theories during laboratory and field investigations. The student is expected to:

Page 7 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) Scientific processes. The (E) plan and implement investigative (i) plan investigative procedures, including student uses scientific methods procedures, including asking questions, asking questions during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (ii) plan investigative procedures, including student uses scientific methods procedures, including asking questions, formulating testable hypotheses during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (iii) plan investigative procedures, including student uses scientific methods procedures, including asking questions, selecting appropriate equipment during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (iv) plan investigative procedures, including student uses scientific methods procedures, including asking questions, handling appropriate equipment during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (v) plan investigative procedures, including student uses scientific methods procedures, including asking questions, maintaining appropriate equipment during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (vi) plan investigative procedures, including student uses scientific methods procedures, including asking questions, selecting appropriate technology during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (vii) plan investigative procedures, student uses scientific methods procedures, including asking questions, including handling appropriate technology during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology

Page 8 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) Scientific processes. The (E) plan and implement investigative (viii) plan investigative procedures, student uses scientific methods procedures, including asking questions, including maintaining appropriate during laboratory and field formulating testable hypotheses, and technology investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (ix) implement investigative procedures, student uses scientific methods procedures, including asking questions, including asking questions during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (x) implement investigative procedures, student uses scientific methods procedures, including asking questions, including formulating testable hypotheses during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (xi) implement investigative procedures, student uses scientific methods procedures, including asking questions, including selecting appropriate equipment during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (xii) implement investigative procedures, student uses scientific methods procedures, including asking questions, including handling appropriate equipment during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (xiii) implement investigative procedures, student uses scientific methods procedures, including asking questions, including maintaining appropriate during laboratory and field formulating testable hypotheses, and equipment investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (xiv) implement investigative procedures, student uses scientific methods procedures, including asking questions, including selecting appropriate technology during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology

Page 9 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) Scientific processes. The (E) plan and implement investigative (xv) implement investigative procedures, student uses scientific methods procedures, including asking questions, including handling appropriate technology during laboratory and field formulating testable hypotheses, and investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (E) plan and implement investigative (xvi) implement investigative procedures, student uses scientific methods procedures, including asking questions, including maintaining appropriate during laboratory and field formulating testable hypotheses, and technology investigations. The student is selecting, handling, and maintaining expected to: appropriate equipment and technology (2) Scientific processes. The (F) collect data individually or (i) collect data individually or collaboratively student uses scientific methods collaboratively, make measurements with during laboratory and field precision and accuracy, record values investigations. The student is using appropriate units, and calculate expected to: statistically relevant quantities to describe data, including mean, median, and range

(2) Scientific processes. The (F) collect data individually or (ii) make measurements with precision student uses scientific methods collaboratively, make measurements with during laboratory and field precision and accuracy, record values investigations. The student is using appropriate units, and calculate expected to: statistically relevant quantities to describe data, including mean, median, and range

(2) Scientific processes. The (F) collect data individually or (iii) make measurements with accuracy student uses scientific methods collaboratively, make measurements with during laboratory and field precision and accuracy, record values investigations. The student is using appropriate units, and calculate expected to: statistically relevant quantities to describe data, including mean, median, and range

Page 10 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) Scientific processes. The (F) collect data individually or (iv) record values using appropriate units student uses scientific methods collaboratively, make measurements with during laboratory and field precision and accuracy, record values investigations. The student is using appropriate units, and calculate expected to: statistically relevant quantities to describe data, including mean, median, and range

(2) Scientific processes. The (F) collect data individually or (v) calculate statistically relevant quantities student uses scientific methods collaboratively, make measurements with to describe data, including mean during laboratory and field precision and accuracy, record values investigations. The student is using appropriate units, and calculate expected to: statistically relevant quantities to describe data, including mean, median, and range

(2) Scientific processes. The (F) collect data individually or (vi) calculate statistically relevant quantities student uses scientific methods collaboratively, make measurements with to describe data, including median during laboratory and field precision and accuracy, record values investigations. The student is using appropriate units, and calculate expected to: statistically relevant quantities to describe data, including mean, median, and range

(2) Scientific processes. The (F) collect data individually or (vii) calculate statistically relevant quantities student uses scientific methods collaboratively, make measurements with to describe data, including range during laboratory and field precision and accuracy, record values investigations. The student is using appropriate units, and calculate expected to: statistically relevant quantities to describe data, including mean, median, and range

(2) Scientific processes. The (G) demonstrate the use of course (i) demonstrate the use of course student uses scientific methods apparatuses, equipment, techniques, and apparatuses [and] equipment during laboratory and field procedures investigations. The student is expected to:

Page 11 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) Scientific processes. The (G) demonstrate the use of course (ii) demonstrate the use of course student uses scientific methods apparatuses, equipment, techniques, and techniques during laboratory and field procedures investigations. The student is expected to: (2) Scientific processes. The (G) demonstrate the use of course (iii) demonstrate the use of student uses scientific methods apparatuses, equipment, techniques, and courseprocedures during laboratory and field procedures investigations. The student is expected to: (2) Scientific processes. The (H) organize, analyze, evaluate, build (i) organize data student uses scientific methods models, make inferences, and predict during laboratory and field trends from data investigations. The student is expected to: (2) Scientific processes. The (H) organize, analyze, evaluate, build (ii) analyze data student uses scientific methods models, make inferences, and predict during laboratory and field trends from data investigations. The student is expected to: (2) Scientific processes. The (H) organize, analyze, evaluate, build (iii) evaluate data student uses scientific methods models, make inferences, and predict during laboratory and field trends from data investigations. The student is expected to: (2) Scientific processes. The (H) organize, analyze, evaluate, build (iv) build models from data student uses scientific methods models, make inferences, and predict during laboratory and field trends from data investigations. The student is expected to: (2) Scientific processes. The (H) organize, analyze, evaluate, build (v) make inferences from data student uses scientific methods models, make inferences, and predict during laboratory and field trends from data investigations. The student is expected to:

Page 12 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) Scientific processes. The (H) organize, analyze, evaluate, build (vi) predict trends from data student uses scientific methods models, make inferences, and predict during laboratory and field trends from data investigations. The student is expected to: (2) Scientific processes. The (I) perform calculations using (i) perform calculations using dimensional student uses scientific methods dimensional analysis, significant digits, analysis during laboratory and field and scientific notation investigations. The student is expected to: (2) Scientific processes. The (I) perform calculations using (ii) perform calculations using significant student uses scientific methods dimensional analysis, significant digits, digits during laboratory and field and scientific notation investigations. The student is expected to: (2) Scientific processes. The (I) perform calculations using (iii) perform calculations using scientific student uses scientific methods dimensional analysis, significant digits, notation during laboratory and field and scientific notation investigations. The student is expected to: (2) Scientific processes. The (J) communicate valid conclusions using (i) communicate valid conclusions using student uses scientific methods essential vocabulary and multiple modes essential vocabulary during laboratory and field of expression such as lab reports, investigations. The student is labeled drawings, graphic organizers, expected to: journals, summaries, oral reports, and technology-based reports (2) Scientific processes. The (J) communicate valid conclusions using (ii) communicate valid conclusions using student uses scientific methods essential vocabulary and multiple modes multiple modes of expression during laboratory and field of expression such as lab reports, investigations. The student is labeled drawings, graphic organizers, expected to: journals, summaries, oral reports, and technology-based reports

Page 13 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) Scientific processes. The (A) in all fields of science, analyze, (i) in all fields of science, analyze scientific student uses critical thinking, evaluate, and critique scientific explanations by using empirical evidence scientific reasoning, and problem explanations by using empirical solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (ii) in all fields of science, analyze scientific student uses critical thinking, evaluate, and critique scientific explanations by using logical reasoning scientific reasoning, and problem explanations by using empirical solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (iii) in all fields of science, analyze scientific student uses critical thinking, evaluate, and critique scientific explanations by using experimental testing scientific reasoning, and problem explanations by using empirical solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (iv) in all fields of science, analyze scientific student uses critical thinking, evaluate, and critique scientific explanations by using observational testing scientific reasoning, and problem explanations by using empirical solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student

Page 14 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) Scientific processes. The (A) in all fields of science, analyze, (v) in all fields of science, analyze scientific student uses critical thinking, evaluate, and critique scientific explanations, including examining all sides scientific reasoning, and problem explanations by using empirical of scientific evidence of those scientific solving to make informed evidence, logical reasoning, and explanations decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (vi) in all fields of science, evaluate student uses critical thinking, evaluate, and critique scientific scientific explanations by using empirical scientific reasoning, and problem explanations by using empirical evidence solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (vii) in all fields of science, evaluate student uses critical thinking, evaluate, and critique scientific scientific explanations by using logical scientific reasoning, and problem explanations by using empirical reasoning solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (viii) in all fields of science, evaluate student uses critical thinking, evaluate, and critique scientific scientific explanations by using scientific reasoning, and problem explanations by using empirical experimental testing solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student

Page 15 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) Scientific processes. The (A) in all fields of science, analyze, (ix) in all fields of science, evaluate student uses critical thinking, evaluate, and critique scientific scientific explanations by using scientific reasoning, and problem explanations by using empirical observational testing solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (x) in all fields of science, evaluate student uses critical thinking, evaluate, and critique scientific scientific explanations, including examining scientific reasoning, and problem explanations by using empirical all sides of scientific evidence of those solving to make informed evidence, logical reasoning, and scientific explanations decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (xi) in all fields of science, critique scientific student uses critical thinking, evaluate, and critique scientific explanations by using empirical evidence scientific reasoning, and problem explanations by using empirical solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (xii) in all fields of science, critique student uses critical thinking, evaluate, and critique scientific scientific explanations by using logical scientific reasoning, and problem explanations by using empirical reasoning solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student

Page 16 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) Scientific processes. The (A) in all fields of science, analyze, (xiii) in all fields of science, critique student uses critical thinking, evaluate, and critique scientific scientific explanations by using scientific reasoning, and problem explanations by using empirical experimental testing solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (xiv) in all fields of science, critique student uses critical thinking, evaluate, and critique scientific scientific explanations by using scientific reasoning, and problem explanations by using empirical observational testing solving to make informed evidence, logical reasoning, and decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (A) in all fields of science, analyze, (xv) in all fields of science, critique student uses critical thinking, evaluate, and critique scientific scientific explanations, including examining scientific reasoning, and problem explanations by using empirical all sides of scientific evidence of those solving to make informed evidence, logical reasoning, and scientific explanations decisions within and outside the experimental and observational testing, classroom. The student is including examining all sides of scientific expected to: evidence of those scientific explanations, so as to encourage critical thinking by the student (3) Scientific processes. The (B) communicate and apply scientific (i) communicate scientific information student uses critical thinking, information extracted from various extracted from various sources scientific reasoning, and problem sources such as current events, news solving to make informed reports, published journal articles, and decisions within and outside the marketing materials classroom. The student is expected to:

Page 17 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) Scientific processes. The (B) communicate and apply scientific (ii) apply scientific information extracted student uses critical thinking, information extracted from various from various sources scientific reasoning, and problem sources such as current events, news solving to make informed reports, published journal articles, and decisions within and outside the marketing materials classroom. The student is expected to: (3) Scientific processes. The (C) draw inferences based on data (i) draw inferences based on data related student uses critical thinking, related to promotional materials for to promotional materials for products scientific reasoning, and problem products and services solving to make informed decisions within and outside the classroom. The student is expected to: (3) Scientific processes. The (C) draw inferences based on data (ii) draw inferences based on data related student uses critical thinking, related to promotional materials for to promotional materials for services scientific reasoning, and problem products and services solving to make informed decisions within and outside the classroom. The student is expected to: (3) Scientific processes. The (D) evaluate the impact of research and (i) evaluate the impact of research on student uses critical thinking, technology on scientific thought, society, scientific thought scientific reasoning, and problem and the environment solving to make informed decisions within and outside the classroom. The student is expected to: (3) Scientific processes. The (D) evaluate the impact of research and (ii) evaluate the impact of research on student uses critical thinking, technology on scientific thought, society, society scientific reasoning, and problem and the environment solving to make informed decisions within and outside the classroom. The student is expected to:

Page 18 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) Scientific processes. The (D) evaluate the impact of research and (iii) evaluate the impact of research on the student uses critical thinking, technology on scientific thought, society, environment scientific reasoning, and problem and the environment solving to make informed decisions within and outside the classroom. The student is expected to: (3) Scientific processes. The (D) evaluate the impact of research and (iv) evaluate the impact of technology on student uses critical thinking, technology on scientific thought, society, scientific thought scientific reasoning, and problem and the environment solving to make informed decisions within and outside the classroom. The student is expected to: (3) Scientific processes. The (D) evaluate the impact of research and (v) evaluate the impact of technology on student uses critical thinking, technology on scientific thought, society, society scientific reasoning, and problem and the environment solving to make informed decisions within and outside the classroom. The student is expected to: (3) Scientific processes. The (D) evaluate the impact of research and (vi) evaluate the impact of technology on student uses critical thinking, technology on scientific thought, society, the environment scientific reasoning, and problem and the environment solving to make informed decisions within and outside the classroom. The student is expected to: (3) Scientific processes. The (E) describe the connection between student uses critical thinking, aquatic science and future careers scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:

Page 19 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) Scientific processes. The (F) research and describe the history of (i) research the history of aquatic science student uses critical thinking, aquatic science and contributions of scientific reasoning, and problem scientists solving to make informed decisions within and outside the classroom. The student is expected to: (3) Scientific processes. The (F) research and describe the history of (ii) research the contributions of scientists student uses critical thinking, aquatic science and contributions of scientific reasoning, and problem scientists solving to make informed decisions within and outside the classroom. The student is expected to: (3) Scientific processes. The (F) research and describe the history of (iii) describe the history of aquatic science student uses critical thinking, aquatic science and contributions of scientific reasoning, and problem scientists solving to make informed decisions within and outside the classroom. The student is expected to: (3) Scientific processes. The (F) research and describe the history of (iv) describe the contributions of scientists student uses critical thinking, aquatic science and contributions of scientific reasoning, and problem scientists solving to make informed decisions within and outside the classroom. The student is expected to: (4) Science concepts. Students (A) identify key features and (i) identify key features of atmospheric know that aquatic environments characteristics of atmospheric, systems as they relate to aquatic are the product of Earth systems geological, hydrological, and biological environments interactions. The student is systems as they relate to aquatic expected to: environments

Page 20 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (4) Science concepts. Students (A) identify key features and (ii) identify key features of geological know that aquatic environments characteristics of atmospheric, systems as they relate to aquatic are the product of Earth systems geological, hydrological, and biological environments interactions. The student is systems as they relate to aquatic expected to: environments (4) Science concepts. Students (A) identify key features and (iii) identify key features of hydrological know that aquatic environments characteristics of atmospheric, systems as they relate to aquatic are the product of Earth systems geological, hydrological, and biological environments interactions. The student is systems as they relate to aquatic expected to: environments (4) Science concepts. Students (A) identify key features and (iv) identify key feature of biological know that aquatic environments characteristics of atmospheric, systems as they relate to aquatic are the product of Earth systems geological, hydrological, and biological environments interactions. The student is systems as they relate to aquatic expected to: environments (4) Science concepts. Students (A) identify key features and (v) identify key characteristics of know that aquatic environments characteristics of atmospheric, atmospheric systems as they relate to are the product of Earth systems geological, hydrological, and biological aquatic environments interactions. The student is systems as they relate to aquatic expected to: environments (4) Science concepts. Students (A) identify key features and (vi) identify key characteristics of geological know that aquatic environments characteristics of atmospheric, systems as they relate to aquatic are the product of Earth systems geological, hydrological, and biological environments interactions. The student is systems as they relate to aquatic expected to: environments (4) Science concepts. Students (A) identify key features and (vii) identify key characteristics of know that aquatic environments characteristics of atmospheric, hydrological systems as they relate to are the product of Earth systems geological, hydrological, and biological aquatic environments interactions. The student is systems as they relate to aquatic expected to: environments (4) Science concepts. Students (A) identify key features and (viii) identify key characteristics of biological know that aquatic environments characteristics of atmospheric, systems as they relate to aquatic are the product of Earth systems geological, hydrological, and biological environments interactions. The student is systems as they relate to aquatic expected to: environments

Page 21 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (4) Science concepts. Students (B) apply systems thinking to the (i) apply systems thinking to the know that aquatic environments examination of aquatic environments, examination of aquatic environments, are the product of Earth systems including positive and negative feedback including positive feedback cycles interactions. The student is cycles expected to: (4) Science concepts. Students (B) apply systems thinking to the (ii) apply systems thinking to the know that aquatic environments examination of aquatic environments, examination of aquatic environments, are the product of Earth systems including positive and negative feedback including negative feedback cycles interactions. The student is cycles expected to: (4) Science concepts. Students (C) collect and evaluate global (i) collect global environmental data using know that aquatic environments environmental data using technology technology are the product of Earth systems such as maps, visualizations, satellite interactions. The student is data, Global Positioning System (GPS), expected to: Geographic Information System (GIS), weather balloons, buoys, etc (4) Science concepts. Students (C) collect and evaluate global (ii) evaluate global environmental data know that aquatic environments environmental data using technology using technology are the product of Earth systems such as maps, visualizations, satellite interactions. The student is data, Global Positioning System (GPS), expected to: Geographic Information System (GIS), weather balloons, buoys, etc (5) Science concepts. The student (A) evaluate data over a period of time (i) evaluate data over a period of time from conducts long-term studies on from an established aquatic environment an established aquatic environment local aquatic environments. Local documenting seasonal changes and the documenting seasonal changes natural environments are to be behavior of organisms preferred over artificial or virtual environments. The student is expected to:

Page 22 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (5) Science concepts. The student (A) evaluate data over a period of time (ii) evaluate data over a period of time from conducts long-term studies on from an established aquatic environment an established aquatic environment local aquatic environments. Local documenting seasonal changes and the documenting the behavior of organisms natural environments are to be behavior of organisms preferred over artificial or virtual environments. The student is expected to:

(5) Science concepts. The student (B) collect baseline quantitative data, (i) collect baseline quantitative data, conducts long-term studies on including pH, salinity, temperature, including pH from an aquatic environment local aquatic environments. Local mineral content, nitrogen compounds, natural environments are to be and turbidity from an aquatic preferred over artificial or virtual environment environments. The student is expected to:

(5) Science concepts. The student (B) collect baseline quantitative data, (ii) collect baseline quantitative data, conducts long-term studies on including pH, salinity, temperature, including salinity from an aquatic local aquatic environments. Local mineral content, nitrogen compounds, environment natural environments are to be and turbidity from an aquatic preferred over artificial or virtual environment environments. The student is expected to:

(5) Science concepts. The student (B) collect baseline quantitative data, (iii) collect baseline quantitative data, conducts long-term studies on including pH, salinity, temperature, including temperature from an aquatic local aquatic environments. Local mineral content, nitrogen compounds, environment natural environments are to be and turbidity from an aquatic preferred over artificial or virtual environment environments. The student is expected to:

Page 23 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (5) Science concepts. The student (B) collect baseline quantitative data, (iv) collect baseline quantitative data, conducts long-term studies on including pH, salinity, temperature, including mineral content from an aquatic local aquatic environments. Local mineral content, nitrogen compounds, environment natural environments are to be and turbidity from an aquatic preferred over artificial or virtual environment environments. The student is expected to:

(5) Science concepts. The student (B) collect baseline quantitative data, (v) collect baseline quantitative data, conducts long-term studies on including pH, salinity, temperature, including nitrogen compounds from an local aquatic environments. Local mineral content, nitrogen compounds, aquatic environment natural environments are to be and turbidity from an aquatic preferred over artificial or virtual environment environments. The student is expected to:

(5) Science concepts. The student (B) collect baseline quantitative data, (vi) collect baseline quantitative data, conducts long-term studies on including pH, salinity, temperature, including turbidity from an aquatic local aquatic environments. Local mineral content, nitrogen compounds, environment natural environments are to be and turbidity from an aquatic preferred over artificial or virtual environment environments. The student is expected to:

(5) Science concepts. The student (C) analyze interrelationships among conducts long-term studies on producers, consumers, and local aquatic environments. Local decomposers in a local aquatic natural environments are to be ecosystem preferred over artificial or virtual environments. The student is expected to:

Page 24 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (5) Science concepts. The student (D) identify the interdependence of (i) identify the interdependence of conducts long-term studies on organisms in an aquatic environment organisms in an aquatic environment local aquatic environments. Local such as in a pond, river, lake, ocean, or natural environments are to be aquifer and the biosphere preferred over artificial or virtual environments. The student is expected to:

(6) Science concepts. The student (A) identify the role of carbon, nitrogen, (i) identify the role of [the] carbon cycle in knows the role of cycles in an water, and nutrient cycles in an aquatic an aquatic environment, including aquatic environment. The student environment, including upwellings and upwellings is expected to: turnovers (6) Science concepts. The student (A) identify the role of carbon, nitrogen, (ii) identify the role of [the] nitrogen cycle in knows the role of cycles in an water, and nutrient cycles in an aquatic an aquatic environment, including aquatic environment. The student environment, including upwellings and upwellings is expected to: turnovers (6) Science concepts. The student (A) identify the role of carbon, nitrogen, (iii) identify the role of [the] water cycle in an knows the role of cycles in an water, and nutrient cycles in an aquatic aquatic environment, including upwellings aquatic environment. The student environment, including upwellings and is expected to: turnovers (6) Science concepts. The student (A) identify the role of carbon, nitrogen, (iv) identify the role of [the] nutrient cycle in knows the role of cycles in an water, and nutrient cycles in an aquatic an aquatic environment, including aquatic environment. The student environment, including upwellings and upwellings is expected to: turnovers (6) Science concepts. The student (A) identify the role of carbon, nitrogen, (v) identify the role of [the] carbon cycle in knows the role of cycles in an water, and nutrient cycles in an aquatic an aquatic environment, including turnovers aquatic environment. The student environment, including upwellings and is expected to: turnovers (6) Science concepts. The student (A) identify the role of carbon, nitrogen, (vi) identify the role of [the] nitrogen cycle knows the role of cycles in an water, and nutrient cycles in an aquatic in an aquatic environment, including aquatic environment. The student environment, including upwellings and turnovers is expected to: turnovers (6) Science concepts. The student (A) identify the role of carbon, nitrogen, (vii) identify the role of [the] water cycle in knows the role of cycles in an water, and nutrient cycles in an aquatic an aquatic environment, including turnovers aquatic environment. The student environment, including upwellings and is expected to: turnovers

Page 25 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (6) Science concepts. The student (A) identify the role of carbon, nitrogen, (viii) identify the role of [the] nutrient cycle in knows the role of cycles in an water, and nutrient cycles in an aquatic an aquatic environment, including turnovers aquatic environment. The student environment, including upwellings and is expected to: turnovers (6) Science concepts. The student (B) examine the interrelationships (i) examine the interrelationships between knows the role of cycles in an between aquatic systems and climate aquatic systems and climate and weather, aquatic environment. The student and weather, including El Niño and La including El Niño is expected to: Niña, currents, and hurricanes (6) Science concepts. The student (B) examine the interrelationships (ii) examine the interrelationships between knows the role of cycles in an between aquatic systems and climate aquatic systems and climate and weather, aquatic environment. The student and weather, including El Niño and La including La Niña is expected to: Niña, currents, and hurricanes (6) Science concepts. The student (B) examine the interrelationships (iii) examine the interrelationships between knows the role of cycles in an between aquatic systems and climate aquatic systems and climate and weather, aquatic environment. The student and weather, including El Niño and La including currents is expected to: Niña, currents, and hurricanes (6) Science concepts. The student (B) examine the interrelationships (iv) examine the interrelationships between knows the role of cycles in an between aquatic systems and climate aquatic systems and climate and weather, aquatic environment. The student and weather, including El Niño and La including hurricanes is expected to: Niña, currents, and hurricanes (7) Science concepts. The student (A) identify sources and determine the (i) identify sources of water in a watershed, knows the origin and use of water amounts of water in a watershed, including rainfall in a watershed. The student is including rainfall, groundwater, and expected to: surface water (7) Science concepts. The student (A) identify sources and determine the (ii) identify sources of water in a watershed, knows the origin and use of water amounts of water in a watershed, including groundwater in a watershed. The student is including rainfall, groundwater, and expected to: surface water (7) Science concepts. The student (A) identify sources and determine the (iii) identify sources of water in a watershed, knows the origin and use of water amounts of water in a watershed, including surface water in a watershed. The student is including rainfall, groundwater, and expected to: surface water (7) Science concepts. The student (A) identify sources and determine the (iv) determine amounts of water in a knows the origin and use of water amounts of water in a watershed, watershed, including rainfall in a watershed. The student is including rainfall, groundwater, and expected to: surface water

Page 26 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (7) Science concepts. The student (A) identify sources and determine the (v) determine amounts of water in a knows the origin and use of water amounts of water in a watershed, watershed, including groundwater in a watershed. The student is including rainfall, groundwater, and expected to: surface water (7) Science concepts. The student (A) identify sources and determine the (vi) determine amounts of water in a knows the origin and use of water amounts of water in a watershed, watershed, including surface water in a watershed. The student is including rainfall, groundwater, and expected to: surface water (7) Science concepts. The student (B) identify factors that contribute to how knows the origin and use of water water flows through a watershed in a watershed. The student is expected to: (7) Science concepts. The student (C) identify water quantity and quality in a (i) identify water quantity in a local knows the origin and use of water local watershed. watershed in a watershed. The student is expected to: (7) Science concepts. The student (C) identify water quantity and quality in a (ii) identify water quality in a local watershed knows the origin and use of water local watershed. in a watershed. The student is expected to: (8) Science concepts. The (A) demonstrate basic principles of fluid (i) demonstrate basic principles of fluid student knows that geological dynamics, including hydrostatic pressure, dynamics, including hydrostatic pressure phenomena and fluid dynamics density, salinity, and buoyancy affect aquatic systems. The student is expected to: (8) Science concepts. The (A) demonstrate basic principles of fluid (ii) demonstrate basic principles of fluid student knows that geological dynamics, including hydrostatic pressure, dynamics, including density phenomena and fluid dynamics density, salinity, and buoyancy affect aquatic systems. The student is expected to: (8) Science concepts. The (A) demonstrate basic principles of fluid (iii) demonstrate basic principles of fluid student knows that geological dynamics, including hydrostatic pressure, dynamics, including salinity phenomena and fluid dynamics density, salinity, and buoyancy affect aquatic systems. The student is expected to:

Page 27 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement

(8) Science concepts. The (A) demonstrate basic principles of fluid (iv) demonstrate basic principles of fluid student knows that geological dynamics, including hydrostatic pressure, dynamics, including buoyancy phenomena and fluid dynamics density, salinity, and buoyancy affect aquatic systems. The student is expected to: (8) Science concepts. The (B) identify interrelationships between student knows that geological ocean currents, climates, and geologic phenomena and fluid dynamics features affect aquatic systems. The student is expected to: (8) Science concepts. The (C) describe and explain fluid dynamics (i) describe fluid dynamics in an upwelling student knows that geological in an upwelling and lake turnover phenomena and fluid dynamics affect aquatic systems. The student is expected to: (8) Science concepts. The (C) describe and explain fluid dynamics (ii) describe fluid dynamics in lake turnover student knows that geological in an upwelling and lake turnover phenomena and fluid dynamics affect aquatic systems. The student is expected to: (8) Science concepts. The (C) describe and explain fluid dynamics (iii) explain fluid dynamics in an upwelling student knows that geological in an upwelling and lake turnover phenomena and fluid dynamics affect aquatic systems. The student is expected to: (8) Science concepts. The (C) describe and explain fluid dynamics (iv) explain fluid dynamics in lake turnover student knows that geological in an upwelling and lake turnover phenomena and fluid dynamics affect aquatic systems. The student is expected to: (9) Science concepts. The student (A) differentiate among freshwater, knows the types and components brackish, and saltwater ecosystems; of aquatic ecosystems. The student is expected to:

Page 28 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (9) Science concepts. The student (B) identify the major properties and (i) identify the major properties of different knows the types and components components of different marine and marine life zones of aquatic ecosystems. The freshwater life zones student is expected to:

(9) Science concepts. The student (B) identify the major properties and (ii) identify the major components of knows the types and components components of different marine and different marine life zones of aquatic ecosystems. The freshwater life zones student is expected to:

(9) Science concepts. The student (B) identify the major properties and (iii) identify the major properties of different knows the types and components components of different marine and freshwater life zones of aquatic ecosystems. The freshwater life zones student is expected to:

(9) Science concepts. The student (B) identify the major properties and (iv) identify the major components of knows the types and components components of different marine and different freshwater life zones of aquatic ecosystems. The freshwater life zones student is expected to:

(9) Science concepts. The student (C) identify biological, chemical, (i) identify biological components of an knows the types and components geological, and physical components of aquatic life zone as they relate to the of aquatic ecosystems. The an aquatic life zone as they relate to the organisms in it student is expected to: organisms in it

(9) Science concepts. The student (C) identify biological, chemical, (ii) identify chemical components of an knows the types and components geological, and physical components of aquatic life zone as they relate to the of aquatic ecosystems. The an aquatic life zone as they relate to the organisms in it student is expected to: organisms in it

(9) Science concepts. The student (C) identify biological, chemical, (iii) identify geological components of an knows the types and components geological, and physical components of aquatic life zone as they relate to the of aquatic ecosystems. The an aquatic life zone as they relate to the organisms in it student is expected to: organisms in it

Page 29 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (9) Science concepts. The student (C) identify biological, chemical, (iv) identify physical components of an knows the types and components geological, and physical components of aquatic life zone as they relate to the of aquatic ecosystems. The an aquatic life zone as they relate to the organisms in it student is expected to: organisms in it

(10) Science concepts. The (A) classify different aquatic organisms (i) classify different aquatic organisms using student knows environmental using tools such as dichotomous keys tools adaptations of aquatic organisms. The student is expected to: (10) Science concepts. The (B) compare and describe how (i) compare how adaptations allow an student knows environmental adaptations allow an organism to exist organism to exist within an aquatic adaptations of aquatic organisms. within an aquatic environment environment The student is expected to: (10) Science concepts. The (B) compare and describe how (ii) describe how adaptations allow an student knows environmental adaptations allow an organism to exist organism to exist within an aquatic adaptations of aquatic organisms. within an aquatic environment environment The student is expected to: (10) Science concepts. The (C) compare differences in adaptations student knows environmental of aquatic organisms to fresh water and adaptations of aquatic organisms. marine environments The student is expected to: (11) Science concepts. The (A) identify how energy flows and matter (i) identify how energy flows through fresh student knows about the cycles through both fresh water and salt water aquatic systems, including food webs interdependence and interactions water aquatic systems, including food that occur in aquatic webs, chains, and pyramids environments. The student is expected to: (11) Science concepts. The (A) identify how energy flows and matter (ii) identify how energy flows through fresh student knows about the cycles through both fresh water and salt water aquatic systems, including food interdependence and interactions water aquatic systems, including food chains that occur in aquatic webs, chains, and pyramids environments. The student is expected to:

Page 30 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (11) Science concepts. The (A) identify how energy flows and matter (iii) identify how energy flows through fresh student knows about the cycles through both fresh water and salt water aquatic systems, including pyramids interdependence and interactions water aquatic systems, including food that occur in aquatic webs, chains, and pyramids environments. The student is expected to: (11) Science concepts. The (A) identify how energy flows and matter (iv) identify how matter cycles through student knows about the cycles through both fresh water and salt fresh water aquatic systems, including food interdependence and interactions water aquatic systems, including food webs that occur in aquatic webs, chains, and pyramids environments. The student is expected to: (11) Science concepts. The (A) identify how energy flows and matter (v) identify how matter cycles through fresh student knows about the cycles through both fresh water and salt water aquatic systems, including food interdependence and interactions water aquatic systems, including food chains that occur in aquatic webs, chains, and pyramids environments. The student is expected to: (11) Science concepts. The (A) identify how energy flows and matter (vi) identify how matter cycles through student knows about the cycles through both fresh water and salt fresh water aquatic systems, including interdependence and interactions water aquatic systems, including food pyramids that occur in aquatic webs, chains, and pyramids environments. The student is expected to: (11) Science concepts. The (A) identify how energy flows and matter (vii) identify how energy flows through salt student knows about the cycles through both fresh water and salt water aquatic systems, including food webs interdependence and interactions water aquatic systems, including food that occur in aquatic webs, chains, and pyramids environments. The student is expected to: (11) Science concepts. The (A) identify how energy flows and matter (viii) identify how energy flows through salt student knows about the cycles through both fresh water and salt water aquatic systems, including food interdependence and interactions water aquatic systems, including food chains that occur in aquatic webs, chains, and pyramids environments. The student is expected to:

Page 31 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (11) Science concepts. The (A) identify how energy flows and matter (ix) identify how energy flows through salt student knows about the cycles through both fresh water and salt water aquatic systems, including pyramids interdependence and interactions water aquatic systems, including food that occur in aquatic webs, chains, and pyramids environments. The student is expected to: (11) Science concepts. The (A) identify how energy flows and matter (x) identify how matter cycles through salt student knows about the cycles through both fresh water and salt water aquatic systems, including food webs interdependence and interactions water aquatic systems, including food that occur in aquatic webs, chains, and pyramids environments. The student is expected to: (11) Science concepts. The (A) identify how energy flows and matter (xi) identify how matter cycles through salt student knows about the cycles through both fresh water and salt water aquatic systems, including food interdependence and interactions water aquatic systems, including food chains that occur in aquatic webs, chains, and pyramids environments. The student is expected to: (11) Science concepts. The (A) identify how energy flows and matter (xii) identify how matter cycles through salt student knows about the cycles through both fresh water and salt water aquatic systems, including pyramids interdependence and interactions water aquatic systems, including food that occur in aquatic webs, chains, and pyramids environments. The student is expected to: (11) Science concepts. The (B) evaluate the factors affecting aquatic student knows about the population cycles interdependence and interactions that occur in aquatic environments. The student is expected to: (12) Science concepts. The (A) predict effects of chemical, organic, (i) predict effects of chemical changes from student understands how human physical, and thermal changes from humans on the living components of an activities impact aquatic humans on the living and nonliving aquatic ecosystem environments. The student is components of an aquatic ecosystem expected to:

Page 32 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (12) Science concepts. The (A) predict effects of chemical, organic, (ii) predict effects of organic changes from student understands how human physical, and thermal changes from humans on the living components of an activities impact aquatic humans on the living and nonliving aquatic ecosystem environments. The student is components of an aquatic ecosystem expected to: (12) Science concepts. The (A) predict effects of chemical, organic, (iii) predict effects of physical changes from student understands how human physical, and thermal changes from humans on the living components of an activities impact aquatic humans on the living and nonliving aquatic ecosystem environments. The student is components of an aquatic ecosystem expected to: (12) Science concepts. The (A) predict effects of chemical, organic, (iv) predict effects of thermal changes from student understands how human physical, and thermal changes from humans on the living components of an activities impact aquatic humans on the living and nonliving aquatic ecosystem environments. The student is components of an aquatic ecosystem expected to: (12) Science concepts. The (A) predict effects of chemical, organic, (v) predict effects of chemical changes from student understands how human physical, and thermal changes from humans on the nonliving components of an activities impact aquatic humans on the living and nonliving ecosystem environments. The student is components of an aquatic ecosystem expected to: (12) Science concepts. The (A) predict effects of chemical, organic, (vi) predict effects of organic changes from student understands how human physical, and thermal changes from humans on the nonliving components of an activities impact aquatic humans on the living and nonliving aquatic ecosystem environments. The student is components of an aquatic ecosystem expected to: (12) Science concepts. The (A) predict effects of chemical, organic, (vii) predict effects of physical changes student understands how human physical, and thermal changes from from humans on the nonliving components activities impact aquatic humans on the living and nonliving of an aquatic ecosystem environments. The student is components of an aquatic ecosystem expected to: (12) Science concepts. The (A) predict effects of chemical, organic, (viii) predict effects of thermal changes student understands how human physical, and thermal changes from from humans on the nonliving components activities impact aquatic humans on the living and nonliving of an aquatic ecosystem environments. The student is components of an aquatic ecosystem expected to:

Page 33 of 34 Updated 10/4/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (12) Science concepts. The (B) analyze the cumulative impact of student understands how human human population growth on an aquatic activities impact aquatic system environments. The student is expected to: (12) Science concepts. The (C) investigate the role of humans in (i) investigate the role of humans in student understands how human unbalanced systems such as invasive unbalanced systems activities impact aquatic species, fish farming, cultural environments. The student is eutrophication, or red tides expected to: (12) Science concepts. The (D) analyze and discuss how human (i) analyze how human activities influence student understands how human activities such as fishing, transportation, aquatic environments activities impact aquatic dams, and recreation influence aquatic environments. The student is environments expected to: (12) Science concepts. The (D) analyze and discuss how human (ii) discuss how human activities influence student understands how human activities such as fishing, transportation, aquatic environments activities impact aquatic dams, and recreation influence aquatic environments. The student is environments expected to: (12) Science concepts. The (E) understand the impact of various (i) understand the impact of various laws on student understands how human laws and policies such as The aquatic systems activities impact aquatic Endangered Species Act, right of capture environments. The student is laws, or Clean Water Act on aquatic expected to: systems (12) Science concepts. The (E) understand the impact of various (ii) understand the impact of various student understands how human laws and policies such as The policies on aquatic systems activities impact aquatic Endangered Species Act, right of capture environments. The student is laws, or Clean Water Act on aquatic expected to: systems

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