Complete Texas Essential Knowledge and Skills for Biology — including Scientific & Engineering Practices, the qualitative Recurring Themes of systems, models, and patterns, all 4 STAAR reporting-category units, and the full redesigned 2025–2026 STAAR Biology EOC — with Readiness, Supporting, and Non-Tested designations for every content TEKS. Various resources with the TEKS are included.
This hub combines the full §112.42 Biology TEKS (the complete one-credit course) with the redesigned STAAR Biology EOC assessed-curriculum subset for the 2025–2026 school year.
Full Texas Administrative Code for high school Biology — Scientific & Engineering Practices (B.1–B.4), the qualitative Recurring Themes paragraph (b)(6), and all content student expectations (B.5–B.13). Adopted 2020, implemented beginning 2024–2025.
↗ TEA Official PDF — Ch. 112CThe TEKS subset assessed on the redesigned STAAR Biology End-of-Course exam, with Readiness, Supporting, and Non-Tested designations. Same difficulty as prior years, but content has shifted to fully reflect the revised science TEKS implemented in 2024–2025.
↗ STAAR Assessed Curriculum PDFStatements with "including" reference content that must be mastered. Statements with "such as" are possible illustrative examples only.
≥40% of instructional time spent on classroom, laboratory, and field investigations. Scientific & Engineering Practices (§112.42(c)(1)–(4)) are embedded throughout all content instruction.
Unlike grade-band hubs, Biology has no "tested grade" badge — the entire course is the End-of-Course exam. Instead, each individual SE is badged Readiness, Supporting, or Non-Tested.
Biology is a single course organized into 4 units that match the STAAR Biology EOC reporting categories. Scientific & Engineering Practices (B.1–B.4) and the qualitative Recurring Themes — systems, models, and patterns — are embedded across all content instruction in every unit.
Biomolecules and cell structure, prokaryotic vs. eukaryotic complexity, viruses, the cell cycle and cancer, photosynthesis/cellular respiration, enzymes, and animal & plant system interactions — B.5, B.6, B.11, B.12.
DNA structure, gene expression and protein synthesis, mutations, meiosis and crossing-over, Mendelian & non-Mendelian inheritance, and molecular technologies such as PCR and gel electrophoresis — B.7, B.8.
Evidence of common ancestry from the fossil record, biogeography, and homologies; rates of evolutionary change; natural selection acting on populations; speciation; and other mechanisms such as genetic drift and gene flow — B.9, B.10.
Ecological relationships (predation, parasitism, commensalism, mutualism, competition), trophic-level disruptions, the carbon and nitrogen cycles, and how environmental change affects biodiversity and ecosystem stability — B.13.
Investigating (B.1A–H, including Biology's lab-specific tool list — microscopes, micropipettes, gel electrophoresis, PCR apparatus), Analyzing Data (B.2A–D), Explanations & Communication (B.3A–C), and Scientists & STEM (B.4A–C). Embedded across all 4 units — 40% of instructional time.
Biology has no lettered Recurring Themes & Concepts standards. Instead, one qualitative paragraph describes systems, models, and patterns — every content SE is tagged with whichever of these three themes it most clearly illustrates.
These 10 Readiness Standards make up the largest portion of the 2025–2026 STAAR Biology EOC and are the highest-priority standards for instruction across all four units.
Compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity.
Relate disruptions of the cell cycle to how they lead to the development of diseases such as cancer.
Investigate and explain the role of enzymes in facilitating cellular processes.
Explain how the interactions that occur among systems that perform functions of transport, reproduction, and response in plants are facilitated by their structures.
Identify and illustrate changes in DNA and evaluate the significance of these changes.
Predict possible outcomes of genetic combinations using monohybrid and dihybrid crosses, including non-Mendelian traits of incomplete dominance, codominance, sex-linked traits, and multiple alleles.
Examine scientific explanations for varying rates of change such as gradualism, abrupt appearance, and stasis in the fossil record.
Analyze and evaluate how inherited variation, overproduction of offspring, and finite environmental resources result in differential reproductive success.
Analyze and evaluate how natural selection may lead to speciation.
Explain how environmental change, including change due to human activity, affects biodiversity and analyze how changes in biodiversity impact ecosystem stability.
These four practice standards apply across all 4 units and make up at least 40% of instructional time. They are structurally identical to the 6–8 §112.26–28 SEP text — but Biology's tool list (B.1D) is unique to the lab-science course, naming equipment such as micropipettes, gel electrophoresis, and PCR apparatus.
Select a unit to view its content TEKS, 10 key vocabulary words, and STAAR Biology EOC Readiness/Supporting/Non-Tested designations for every standard.
Students relate biomolecules to cell structure, compare prokaryotic and eukaryotic complexity, investigate viruses and the cell cycle (including its link to cancer), trace matter and energy through photosynthesis and cellular respiration, examine enzymes, and analyze how animal and plant systems interact.
Which biomolecule is the primary structural component of the cell membrane because its molecules naturally arrange into a bilayer in water?
Biomolecule Classes, Monomers, and Cell Functions
| Biomolecule | Monomer | Example Function |
|---|---|---|
| Carbohydrate | Simple sugar | Energy source / structural support |
| Protein | Amino acid | Enzyme catalysis |
| Nucleic acid | Amino acid | Stores genetic information |
| Lipid | Glycerol & fatty acids | Membrane structure |
Based on the table, which row contains an error in the monomer–biomolecule pairing?
A student claims that because two different proteins are both built from the same 20 types of amino acids, the two proteins must perform the same function in the cell. Which statement best evaluates this claim?
Which structure is present in eukaryotic cells but absent in prokaryotic cells?
Observed Features of Two Unidentified Cells
| Feature | Cell 1 | Cell 2 |
|---|---|---|
| Approximate diameter | 1–2 µm | 20–30 µm |
| Membrane-bound nucleus | Absent | Present |
| Mitochondria | Absent | Present |
| DNA location | Free in cytoplasm | Enclosed in nucleus |
Based on the data, which statement is best supported?
Mitochondria have their own DNA, are about the same size as many bacteria, and are surrounded by two membranes. Which explanation for eukaryotic cellular complexity is best supported by this evidence?
Which statement describes a key structural difference between a virus and a living cell?
Structures Present in Three Particles
| Structure | Bacterial Cell | Virus | Human Cell |
|---|---|---|---|
| Genetic material | Yes | Yes | Yes |
| Ribosomes | Yes | No | Yes |
| Protein capsid | No | Yes | No |
| Able to reproduce independently | Yes | No | Yes |
Based on the table, which conclusion is best supported?
A new virus variant has capsid proteins that allow it to attach to a wider range of host cell types than the original virus. Which prediction about disease spread is best supported by this structural change?
During which phase of the cell cycle does a cell replicate its DNA?
Approximate Time Spent in Each Cell Cycle Phase (24-hour cycle)
| Phase | Approx. Time |
|---|---|
| Interphase | 22 hours |
| Mitosis | 1.5 hours |
| Cytokinesis | 0.5 hours |
Based on the data, which statement is best supported?
A model of DNA replication shows the double helix unwinding, with each original strand paired with a newly built complementary strand. A student claims this model shows that DNA replication produces two molecules, each containing one original strand and one new strand. Which statement best evaluates this claim?
Which statement best describes cell differentiation?
Genes "Active" (Expressed) in Two Cell Types
| Gene | Muscle Cell | Nerve Cell |
|---|---|---|
| Gene for muscle contraction protein | Active | Inactive |
| Gene for neurotransmitter receptor | Inactive | Active |
| Gene for basic cell-membrane proteins | Active | Active |
Both cell types contain the same complete genome. Based on the table, what best explains why the two cells look and function differently?
Two genetically identical plant cells are grown in different environments: Cell X receives a chemical signal common near a root tip, and Cell Y receives a chemical signal common near a shoot tip. Cell X differentiates into a root cell, while Cell Y differentiates into a leaf cell. Which conclusion is best supported by this scenario?
Which best describes how disruptions of the cell cycle can lead to cancer?
Number of Cells Over Time in Two Tissue Samples
| Time (weeks) | Normal Tissue (cell count) | Tumor Tissue (cell count) |
|---|---|---|
| 0 | 1,000 | 1,000 |
| 2 | 1,050 | 2,000 |
| 4 | 1,100 | 4,100 |
| 6 | 1,160 | 8,300 |
Based on the data, which statement is best supported?
A tumor suppressor gene normally produces a protein that pauses the cell cycle when DNA damage is detected. A particular tumor's cells are found to have a mutation that prevents this protein from being made. Which prediction is best supported by this information?
Which equation correctly represents cellular respiration?
Oxygen Bubbles Produced by Elodea per Minute at Different Light Intensities
| Light Intensity | Bubbles/min |
|---|---|
| Low | 4 |
| Medium | 12 |
| High | 21 |
Based on the data, which statement is best supported?
A student claims that during cellular respiration, "the cell uses up matter to create energy, so the total mass of the products is less than the mass of the reactants." Which statement best evaluates this claim?
What is the primary role of an enzyme in a cellular reaction?
Catalase Activity (Bubbles/min) at Different Temperatures
| Temperature (°C) | Bubbles/min |
|---|---|
| 10 | 5 |
| 25 | 14 |
| 37 | 22 |
| 60 | 2 |
Based on the data, which statement is best supported?
An enzyme that normally functions at human body temperature (37°C) is heated to 70°C and then cooled back to 37°C. When tested, it shows almost no activity at 37°C after the heating. Which explanation best accounts for this result?
Which two systems primarily work together to deliver absorbed nutrients from food to cells throughout the body?
Blood Glucose and Insulin Levels After a Meal
| Time After Meal | Blood Glucose | Insulin Level |
|---|---|---|
| 0 min | Normal | Low |
| 30 min | High | High |
| 90 min | Normal | Low |
Based on the data, which statement best describes the system interaction shown?
An animal develops a chronic digestive system disorder that reduces its ability to absorb nutrients from food. Which prediction about other body systems is best supported?
Which plant tissue transports water and minerals from the roots to the leaves?
Water Loss from a Plant Under Different Conditions
| Condition | Relative Transpiration Rate |
|---|---|
| Cool, humid, no wind | Low |
| Hot, dry, windy | High |
| Hot, dry, windy + stomata coated (blocked) | Very low |
Based on the data, which conclusion is best supported?
A seedling is placed on a windowsill with light coming from only one side. After several days, the stem has bent toward the light source. A student claims this happened because "cells on the shaded side of the stem grew longer than cells on the lit side." Which statement best evaluates this claim?
Students identify the components and role of DNA in gene expression, model protein synthesis, examine how changes in DNA arise and matter, analyze meiosis and crossing-over, predict outcomes of genetic crosses including non-Mendelian inheritance, and discuss molecular technologies such as PCR and gel electrophoresis.
A nucleotide is made up of which three components?
One Strand of a DNA Molecule
| Position | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| Base | A | T | G | G | C | A |
Based on complementary base pairing, which sequence represents the other strand of this DNA molecule?
The RNA world hypothesis proposes that early self-replicating RNA molecules existed before DNA-based life. A student claims, "Since this is called a hypothesis, scientists have already proven it is correct." Which statement best evaluates this claim?
During which process is mRNA used as a template to assemble a chain of amino acids?
Partial Codon Chart
| Codon | Amino Acid |
|---|---|
| AUG | Methionine (Start) |
| UUU | Phenylalanine |
| GGC | Glycine |
| UAA | (Stop) |
An mRNA strand reads: AUG–UUU–GGC–UAA. What sequence of amino acids will this mRNA produce?
A gene's DNA sequence is altered so that the mRNA codon at one position changes from GGC (glycine) to GAC (aspartic acid), while every other codon stays the same. Which statement best predicts the effect on the resulting protein?
Which type of mutation is most likely to have NO effect on the resulting protein?
Effects of Four Mutations on a Gene's Protein
| Mutation | Type | Effect on Protein |
|---|---|---|
| 1 | Substitution (3rd base of codon) | No change — same amino acid |
| 2 | Substitution (1st base of codon) | One amino acid changed |
| 3 | Substitution creating UAA | Protein cut short (truncated) |
| 4 | Single nucleotide deletion | Entire downstream sequence altered |
Based on the table, which mutation is a frameshift mutation?
Two mutations occur in different genes. Mutation X is a substitution in the third position of a codon that does not change the amino acid produced. Mutation Y is a deletion of one nucleotide near the beginning of a gene. A student claims both mutations are equally likely to significantly affect the organism. Which statement best evaluates this claim?
What is the main outcome of meiosis?
Chromosome Number at Stages of Meiosis in a Cell with 8 Chromosomes (4 Pairs)
| Stage | Chromosome Number |
|---|---|
| Before meiosis (diploid cell) | 8 |
| After meiosis I (each cell) | 4 |
| After meiosis II (each gamete) | 4 |
Based on the table, which statement is best supported?
A student observes that two full siblings (same parents) are noticeably different in several inherited traits. The student claims this can only be explained by new mutations occurring in each sibling. Which statement best evaluates this claim?
An organism with the genotype "Bb" is described as which of the following?
Punnett Square for a Cross Between Two Heterozygous Pea Plants (Tt × Tt), where T (Tall) is dominant over t (short)
| T | t | |
|---|---|---|
| T | TT | Tt |
| t | Tt | tt |
Based on the Punnett square, what is the expected ratio of tall to short offspring?
A parent with blood type A (genotype AO) and a parent with blood type B (genotype BO) have a child. A student claims the child cannot have blood type AB, because neither parent has type AB blood. Which statement best evaluates this claim?
Students evaluate evidence of common ancestry from the fossil record, biogeography, and homologies; examine varying rates of evolutionary change; analyze how natural selection produces change in populations and can lead to speciation; and analyze other evolutionary mechanisms such as genetic drift, gene flow, mutation, and recombination.
The bones in a human arm, a bat wing, and a whale flipper have a similar arrangement but different functions. What type of evidence does this represent?
Percent DNA Sequence Similarity to Species X
| Species | % Similarity to Species X |
|---|---|
| Species Y | 98% |
| Species Z | 85% |
| Species W | 60% |
Based on the data, which conclusion is best supported?
Whales have small, non-functional pelvic bones embedded in their bodies, similar in position to the pelvic bones that support hind limbs in other mammals. A student claims these bones serve no purpose and therefore provide no scientific information. Which statement best evaluates this claim?
A lineage shows little change for millions of years in the fossil record. What term best describes this pattern?
Average Shell Thickness (mm) of a Fossil Mollusk Lineage at Different Time Intervals
| Age (million years ago) | Average Shell Thickness |
|---|---|
| 10 | 2.1 mm |
| 8 | 2.3 mm |
| 6 | 2.4 mm |
| 4 | 2.6 mm |
| 2 | 2.8 mm |
Based on the data, which rate-of-change pattern is best supported?
A fossil lineage shows almost no change for 5 million years, then a new, distinctly different form appears in rock layers dated only 50,000 years later. A student claims this proves evolution does not occur gradually and must always happen in sudden jumps. Which statement best evaluates this claim?
Natural selection most directly results in a change in which of the following?
Frequency of Dark-Colored Moths in a Population Over Time
| Generation | % Dark-Colored Moths |
|---|---|
| 1 | 10% |
| 5 | 35% |
| 10 | 68% |
| 15 | 87% |
Based on the data, which statement is best supported?
A student writes: "Giraffes evolved long necks because individual giraffes kept stretching their necks to reach high leaves, and this stretching was passed on to their offspring." Which statement best evaluates this claim?
Which three elements must be present together for natural selection to occur?
Fish Population: Eggs Laid vs. Offspring Surviving to Adulthood
| Generation | Eggs Laid | Surviving Adults |
|---|---|---|
| 1 | 2,000 | 40 |
| 2 | 1,950 | 38 |
| 3 | 2,100 | 42 |
Based on the data, which conclusion is best supported?
A student claims, "If a population had unlimited food, water, and space, natural selection would happen even faster, because more offspring could survive." Which statement best evaluates this claim?
What is required for two populations of a common ancestor to become separate species?
Interbreeding Success Between Two Populations Separated by a Mountain Range
| Generations Since Separation | % Successful Interbreeding When Reunited |
|---|---|
| 10 | 95% |
| 500 | 40% |
| 2,000 | 2% |
Based on the data, which conclusion is best supported?
A river changes course and splits a single fish population into two groups living in separate channels. A student claims that simply being physically separated automatically and immediately makes them two different species. Which statement best evaluates this claim?
Which evolutionary mechanism involves random changes in allele frequency that are especially significant in small populations?
Allele Frequency Change After One Generation in Two Populations
| Population | Size | Allele Frequency Change |
|---|---|---|
| Population 1 | 10,000 individuals | 49% → 50% |
| Population 2 | 20 individuals | 49% → 75% |
Based on the data, which conclusion is best supported?
A small population of beetles, isolated on a remote island for one generation, shows a large increase in the frequency of a particular shell-color allele. There is no evidence this allele provides any survival or reproductive advantage on the island. Which evolutionary mechanism best explains this change?
Students investigate ecological relationships such as predation, parasitism, commensalism, mutualism, and competition; analyze how disruptions to the cycling of matter and flow of energy through trophic levels affect ecosystem stability; explain the carbon and nitrogen cycles; and analyze how environmental change, including human activity, affects biodiversity and ecosystem stability.
A tapeworm lives inside the digestive tract of a dog, absorbing nutrients and harming the dog's health. Which type of relationship does this describe?
Predator and Prey Population Sizes Over Time
| Year | Prey Population | Predator Population |
|---|---|---|
| 1 | 500 | 20 |
| 2 | 800 | 25 |
| 3 | 600 | 40 |
| 4 | 300 | 30 |
| 5 | 450 | 18 |
Based on the data, which statement is best supported?
A bird species regularly removes and eats ticks from the backs of large grazing mammals. A student claims this must be parasitism because the bird benefits from the relationship. Which statement best evaluates this claim?
Which statement best distinguishes matter and energy as they move through an ecosystem?
Effect of a Decomposer Die-Off on Soil Nutrient Levels and Producer Growth Over Time
| Month | Soil Nutrient Level | Producer Biomass |
|---|---|---|
| 1 (before die-off) | High | High |
| 3 (after die-off) | Low | Declining |
| 6 (after die-off) | Very Low | Low |
Based on the data, which conclusion is best supported?
A student claims, "Since energy keeps entering an ecosystem from the sun every day, energy must cycle through the ecosystem just like matter does." Which statement best evaluates this claim?
Which process converts atmospheric nitrogen gas into a form that plants can use?
Nitrogen Runoff and Dissolved Oxygen Levels in a Coastal Bay Over Time
| Year | Nitrogen Runoff (relative units) | Dissolved Oxygen (mg/L) |
|---|---|---|
| 2018 | 20 | 7.5 |
| 2020 | 45 | 5.2 |
| 2022 | 70 | 2.1 |
Based on the data, which conclusion is best supported?
A student claims, "Burning fossil fuels can't really disrupt the carbon cycle, because the carbon released was already part of the natural cycle millions of years ago when those organisms were alive." Which statement best evaluates this claim?
Which statement best describes the relationship between biodiversity and ecosystem stability?
Number of Native Plant Species and Ecosystem Recovery Time After Drought in Three Prairie Plots
| Plot | Native Species Count | Years to Recover After Drought |
|---|---|---|
| Plot A | 45 | 2 |
| Plot B | 20 | 5 |
| Plot C | 8 | 9+ (not yet recovered) |
Based on the data, which conclusion is best supported?
A wetland ecosystem loses one species of frog to disease, but a student notes that 30 other amphibian and insect species still remain, and concludes the wetland's stability was not affected at all because "one species barely matters." Which statement best evaluates this claim?
Enter your first day of school and choose your own ending date (such as your district's last instructional day or your STAAR Biology EOC test date) — get a complete scope and sequence with units sequenced for maximum STAAR readiness, ending with a dedicated review unit before the EOC. By default, pacing automatically skips standard Texas school breaks (Thanksgiving week, ~2.5-week winter break from Dec 18, spring break from Mar 15, and 2 days for Easter) — or upload your district calendar to pace around your district's actual dates instead.
Every Biology SE has predictable student misconceptions. Know them before you teach so you can address them directly — not after the test.
See how each Biology unit builds on Grade 8 Organisms & Environments and previews where the thread continues in Environmental Systems and AP Biology. Click any Biology SE code to jump to its full card in the Standards Browser above.
| Thread | ⬅ Incoming · Grade 8 | 🧬 Biology (this course) | ➡ Outgoing Preview |
|---|---|---|---|
| Cell Structure & Organelles | 8.13A Identifies the function of cell organelles — cell membrane, nucleus, mitochondria, chloroplasts, and more. |
B.5A B.5B B.5C Relates biomolecules to cell structure/function, compares prokaryotic and eukaryotic cells, and investigates membrane transport and homeostasis. |
AP Biology: cell membrane dynamics, organelle interdependence, and compartmentalization in metabolism. |
| Genes, Traits & Inheritance | 8.13B Describes the function of genes within chromosomes in determining inherited traits of offspring. |
B.7A B.7B B.8A B.8B Identifies DNA components, describes transcription/translation, and predicts inheritance patterns including meiosis and Punnett squares. |
AP Biology: chromosomal inheritance, linkage, gene regulation, and population genetics (Hardy-Weinberg). |
| Variation, Adaptation & Survival | 8.13C Describes how variations of traits within a population lead to adaptations that influence survival and reproductive success. |
B.10A B.10B B.10C B.10D Analyzes natural selection as population-level change, examines the elements of natural selection and how they lead to speciation, and analyzes genetic drift, gene flow, mutation, and recombination. |
AP Biology: quantitative population genetics, mechanisms of speciation, and phylogenetic analysis using cladograms. |
| Evidence for Evolution | 8.13C Connects trait variation and adaptation to survival, laying groundwork for evolutionary evidence. |
B.9A B.9B Analyzes fossil record, biogeography, and homology evidence for common ancestry, and examines scientific explanations for varying rates of change in the fossil record. |
Environmental Systems & AP Biology: deeper phylogenetics, molecular clock analysis, and macroevolutionary patterns. |
| Ecosystem Interactions & Energy Flow | 8.12A 8.12C Explains how disruptions impact energy transfer in food webs and describes how biodiversity contributes to ecosystem stability. |
B.13A B.13B B.13C Investigates predation, symbiosis, and competition; analyzes how matter cycling and energy flow through trophic levels affect ecosystem stability; explains the significance of the carbon and nitrogen cycles. |
Environmental Systems: quantitative ecosystem modeling, biogeochemical cycle budgets, and human environmental impact assessment. |
| Biodiversity, Environmental Change & Human Impact | 8.12B Describes how primary and secondary ecological succession affect populations and species diversity after disruption. |
B.13D Explains how environmental change, including change due to human activity, affects biodiversity and analyzes how changes in biodiversity impact ecosystem stability. |
Environmental Systems: quantitative biodiversity indices, sustainability, and human population impact on ecosystem stability at larger scales. |
Texas Scientific & Engineering Practices (SEPs) and Recurring Themes & Concepts (RTCs) aren't unique content — they're the qualitative reasoning skills woven through every grade level. Biology's own practice standards are detailed on the 🔩 Practices section above. Below, see how the same underlying skills spiral in sophistication from middle school through AP Biology's quantitative Science Practices.
| SEP/RTC Thread | ⬅ Grade 8 (§112.28(c)(1)–(5)) | 🧬 Biology (§112.42(c)(1)–(4)) | ➡ AP Biology Science Practices |
|---|---|---|---|
| Asking Questions & Investigating | 8.1A–H Asks questions framed within a hypothesis, plans and conducts investigations with appropriate safety practices, and uses tools including the periodic table, scientific calculators, and timing devices. |
B.1A–H Same investigative skill set, now applied with lab-specific tools — microscopes, micropipettes, gel electrophoresis, and PCR apparatus — for cellular and molecular work (see B.1D tool list above). |
Science Practice 3 — Questions and Methods: Students pose scientific questions and justify the selection of data or evidence needed to answer them, including experimental controls. |
| Models & Visual Representations | 8.1G Develops and uses models to represent phenomena, including the strengths and limitations of those models — e.g. food web diagrams, Earth-Sun-Moon models. |
B.1G Models become biology-specific: Punnett squares, meiosis diagrams, energy pyramids, and homology comparisons — still evaluated for what they capture and what they simplify away. |
Science Practice 2 — Visual Representations: Students analyze and interpret visual representations of biological data and processes — pedigrees, phylogenetic trees, and metabolic pathway diagrams. |
| Analyzing Data & Identifying Patterns | 8.2A–D Identifies advantages/limitations of models, analyzes data to identify patterns, and uses mathematical calculations — proportions, ratios, percentages — to determine outcomes. |
B.2A–C Pattern-finding extends to biological datasets: population graphs, enzyme-activity curves, allele-frequency tables, and trophic-level energy calculations using the 10% rule. |
Science Practices 4 & 5 — Representing/Describing Data and Statistical Tests: Students collect and analyze data, apply statistical tests (e.g., chi-square), and describe trends with appropriate uncertainty. |
| Constructing Explanations & Argumentation | 8.3A–B Develops explanations supported by evidence and communicates conclusions through both verbal and written means, individually and collaboratively. |
B.3A–B Explanations now require evaluating competing biological claims with evidence — e.g., weighing rate-of-change explanations in the fossil record (B.9B) or a natural-selection misconception against data. |
Science Practices 1 & 6 — Concept Explanation and Argumentation: Students explain biological concepts/processes and construct scientific arguments using evidence to support, refute, or qualify a claim. |
| Impact on Science & Society | 8.4A–C Relates the impact of research on scientific thought and society, debates the validity of claims in advertising, and researches STEM careers. |
B.4A–C Applied to biology-specific issues — the societal impact of human activities on biodiversity and ecosystem stability (B.13D), genetic engineering, and biology-related career pathways. |
Embedded across all 6 AP Science Practices via real research scenarios in free-response questions — e.g., evaluating proposed conservation interventions using data. |
| RTC: Patterns | 8.5A Identifies patterns in data and the natural world, such as recurring sequences in the rock cycle or wave behavior. |
Embedded Biology-wide Patterns recur constantly — Mendelian inheritance ratios, predator-prey cycles, fossil-record rate-of-change patterns, and population growth curves. |
AP Biology's Big Idea 1 (Evolution) and Big Idea 4 (Systems Interactions) formalize pattern recognition into statistical pattern testing (e.g., Hardy-Weinberg deviations). |
| RTC: Systems & System Models | 8.5D Models phenomena as systems with interacting parts, such as Earth's four spheres or an ecosystem's organism-population-community hierarchy. |
Embedded Biology-wide Cells, body systems, and ecosystems are all modeled as interacting systems — e.g., how matter cycling and energy flow through trophic levels form an ecosystem system (B.13). |
AP Biology's Big Idea 4 (Interactions): systems exhibit complex, multi-level properties from molecular signaling to community-level ecology. |
| RTC: Stability & Change | 8.5G Examines how systems can remain stable or change over time, such as how resource management decisions affect long-term stability. |
Embedded Biology-wide Central to evolution (allele-frequency change over generations) and ecology (ecosystem stability and biodiversity change in B.13D). |
AP Biology's Big Idea 1 (Evolution): populations evolve in response to environmental change, formalized through allele-frequency modeling across generations. |
Enter your class performance data for each STAAR-assessed Biology SE and instantly see a heat map of student mastery. Select a unit to see that unit's assessed standards. Click any cell's code to jump to its full card in the Standards Browser.
Enter your class's % correct for each of the 25 STAAR-assessed Biology SEs, grouped by unit (B.5C and B.7D are Non-Tested and excluded). Instantly see which units need the most attention. Bars below show each unit's share of the 25 assessed SEs.
Enter STAAR Biology EOC performance data for multiple classrooms simultaneously. See a campus-wide heatmap showing which standards need campus-level intervention and which teachers' students are excelling — built for science coordinators and instructional coaches.