S.1.12.C | TEKS Guide

SCIENCE.1.12.C — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

S.1.12.C

identify and illustrate how living organisms depend on each other through food chains.

S.2.12.B

create and describe food chains identifying producers and consumers to demonstrate how animals depend on other living things; and

S.3.12.B

identify and describe the flow of energy in a food chain and predict how changes in a food chain such as removal of frogs from a pond or bees from a field affect the ecosystem;

S.4.12.B

describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers; and

S.5.12.B

predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web; and

S.6.12.B

describe and give examples of predatory, competitive, and symbiotic relationships between organisms, including mutualism, parasitism, and commensalism; and

S.7.12.A

diagram the flow of energy within trophic levels and describe how the available energy decreases in successive trophic levels in energy pyramids; and

S.7.12.B

describe how ecosystems are sustained by the continuous flow of energy and the recycling of matter and nutrients within the biosphere.

S.8.12.A

explain how disruptions such as population changes, natural disasters, and human intervention impact the transfer of energy in food webs in ecosystems;

BIO.13.B

analyze how ecosystem stability is affected by disruptions to the cycling of matter and flow of energy through trophic levels using models;

AQUA.7.A

identify how energy flows and matter cycles through both freshwater and marine aquatic systems, including food webs, chains, and pyramids;

AQUA.8.C

use data from short-term or long-term studies to analyze interrelationships between producers, consumers, and decomposers in aquatic ecosystems.

ENVIR.5.E

use models to predict how the introduction of an invasive species may alter the food chain and affect existing populations in an ecosystem;

ENVIR.5.F

use models to predict how species extinction may alter the food chain and affect existing populations in an ecosystem; and

ENVIR.7.D

identify and describe how energy is used, transformed, and conserved as it flows through ecosystems.

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Recurring themes and concepts — Connections to the content

Recurring themes and concepts provide a connective structure for scientific ideas across disciplines. The connection(s) below show some ways that teachers can help students understand how the content they are learning fits into the broader understanding of science. These connections do not represent all possible connections that might be made but highlight some that are appropriate for this grade level.

Patterns

Patterns are regular sequences that can be found throughout nature.

In a food chain, the order of the organisms follows a consistent general pattern starting with a producer and ending with a consumer.

Model the interdependence and parts of a system

A system is a whole made of parts that work together. It has components and boundaries. It can interact with or be part of other systems.

Each organism in an ecosystem needs a sufficient supply of its food source to survive. The balance between population size and resources available is maintained by the consumers. For example, too many rabbits can eat all the plants, which will cause the rabbits to die. Wolves eat rabbits, keeping the population smaller.

Flow of energy and cycling of matter through systems

Energy flows within a system or between systems through transfers and transformations. Matter is cycled within systems through physical and chemical processes. It is important to note that in kindergarten–grade 2, the foundation of flow of energy and cycling of matter is built by identifying the forms of energy and properties of matter. In grades 3–8, students learn that matter and energy are conserved, changing forms but maintaining quantities.

A food chain follows the flow of energy from producers to consumers. The matter in an organism is cycled up through the food chain as it is consumed by the next organism.

Cross-curricular Connections

The cross-curricular connections are designed to help educators make content connections between the science TEKS and math, English language arts and reading, social studies, and technology applications. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.

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Math

English Language Arts and Reading

Science.1.12.C

SCIENCE.1.12.C — Vertical Alignment

Recurring themes and concepts — Connections to the content

Cross-curricular Connections