Given the descriptions or chemical formulas, students will use relative masses of elements in substance to calculate and determine the ratio of atoms of each element in a compound so as to determine percent composition or empirical formula.

This resource provides flexible alternative or additional learning opportunities for students to identify the main functions of the digestive system.

This resource provides flexible alternate or additional learning opportunities for students to recognize the development and components of the cell theory, TEKS (7)(12)(F).

This resource provides flexible alternative or additional learning opportunities for students to differentiate between elements and compounds on the most basic level, Science TEKS (6)(5)(C).

This Tier 1 resource provides flexible alternative or additional learning opportunities for students to distinguish between physical and chemical changes in matter in the digestive system.

Tier I resource for teaching about what happens at plate boundaries.

Tier I resource for instruction on the lunar phases.

Given field and laboratory scenarios, students will collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings and graphic organizers.

Given scenarios of comparative and experimental investigations, students will plan and implement investigations by making observations and asking well-defined questions and formulating testable hypothesis.

Given descriptions of investigation, students will select appropriate tools and technology to collect, record, and analyze information.

Given illustrations or descriptions, students will differentiate between elements and compounds.

Given illustrations or descriptions, students will identify that protons determine an element’s identity and valance electrons determine its chemical properties including reactivity.

Given chemical equations containing coefficients, students will recognize if they are balanced or not and how that relates to the law of conservation of mass.

Given descriptions, illustrations, or scenarios, students will compare and contrast potential and kinetic energy.

Given descriptions, illustrations, or scenarios, students will identify energy transformations, such as how energy in a flashlight battery changes from chemical energy to electric energy to light energy.

Given descriptions, illustrations, graphs, charts, or equations, students will differentiate between speed, velocity, and acceleration.

Given diagrams, data, or scenarios, students will calculate average speed using distance and time measurements.

Given illustrations or descriptions, students will compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability.

Given descriptions, illustrations, or scenarios, students will interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements.

Given descriptions or chemical formulas containing subscripts, students will identify substances and determine the number of atoms of each element.