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I noticed that the TEKS have more detailed information describing more specific details needed to teach instead of a broad topic.

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We're going from identifying and comparing to describing, creating, and explaining

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The TEKS are more specific in what is required from the students.

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2001 TEKS are described in more detail

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TEK 13.C is new to 2nd grade.

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I see more details than just compare and contrast.

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2021 Teks is more detailed and more attainable.

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The TEKS are more detailed and engaging.

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I see more details. Its still would be easuer if the students and teachers had a book

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I noticed that they added more details to the TEK.

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I noticed that There are more details to focus on. It is not just basic need but looking at the whole ecosystem.

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Identify, Record, and compare how structures and groups help organisms meet needs of life. In life cycles, identify that some offspring start out looking different from parents.

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I noticed it lists the plant parts and what part of the life cycle to pay attention to.

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Students will describe characteristics of the environment as oppose to identifying the basic needs of plants and animals.

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Students will describe characteristics of the environment as oppose to identifying the basic needs of plants and animals.

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The TEKS:

12: it is more detailed, it has A, B and C description. They need to describe, create and explain.

13: They separate animals and plants. Identify parts of the plants, and behavior of animals.

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I noticed that it was updated to more specific and detailed skills where students will have to show deeper understanding of the content of patterns, cycles and systems and their relationship within each other.

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I noticed that the new TEKS emphasizes which environmental factors (rainfall) is needed for plants and animals. There is more science vocabulary in the in the TEKS. The new TEKS emphasizes plants and how they reproduce in the environment.

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The TEKS have more specific details than the older teks

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I noticed that the Teks are very detailed.

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The TEKS for 2021 are more explanatory and detailed.

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Instead of Identifying and Comparing we are moving the rigor up to Describing and Creating examples. Also the plant pollination part is added. Students will be examining how parts of the ecosystems affect the different organisms.

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2021 TEKS is adding more information for how the students would need to identify, more specific details for the students to meet the TEKS.

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I observed that the TEKS are more detailed and achievable for 2nd-grade students.

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Saginaw 2nd - The newer ones are more detailed and explanatory.

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The skills are being explored in greater depth.

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The skills are being explored in greater depth.

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I noticed that the Teks are similar to the old Teks. They just added just a different wording. Also, there are some new Teks.

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Went from observe/investigate to identify/record/compare/investigate/describe; no longer teaching migration, hibernation, and dormancy (THANK GOD!); and now touching on how the young animals DON'T look like the adult

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1 Brand New TEK and 1 TEK has gone to 3rd grade.

For investigating life cycles, we will look at butterflies and frogs (no longer grasshoppers).

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Strand 13- Arlington k-8--Michelle Khuong.

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Strand 13- Arlington k-8--Michelle Khuong.

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The teks are about life process of plants and animals.

The TEKS emphasizes observe, record and compare of how plants and animals going through phases to meet their needs.

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Students are doing more recording for what they are learning. They are required to describe what they investigate.

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Students are needing to record and compare according to the new TEKS. 2017 the students just needed to compare and not record. More details according to the new TEKS

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Factors in the environment section has been moved to 3rd grade. Focus is not on specific animals or plants but covers all in general.

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They are the same for the most part. I noticed the word observe is not being used anymore. There were also 2 that got added (C)

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These TEKS also define the objectives better and add that more scientific vocabulary. They moved a TEKS to 3rd grade and added a new one that will give the students the background knowledge to learn the moved one.

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I found that the vocabulary is more specific, advanced like adding observe, record and compare. Students are looking for more specific information in steps.

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The details are more specific, and one of the TEKS has been moved to 3rd grade.

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I notice that students will have to understand concepts more in deep that they will be able to apply their knowledge comparing how organisms function to stay alive.

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Strand 12: the objectives are still the same but uses more simpler, attainable and understandable words in 2021

Strand 13:

a) let's us choose 2 different animals in order to compare them rather than just observing one animal

b) general options: mammals, birds, fish than specific.

c) parts of the plants removed

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More detailed in 2021 and student friendly than 2017.

Very similar but different verbiage and different number of teks now

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They are more specific and the students need to do more activities, I observe that the change is to expand the information

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Identify verses investigate.

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1. What has been removed? The parts of the pant.

2. What has been added? specifying animal groups when talking about life cycles: mammals, birds, and fish

3. What has moved? The words energy transfer in 9.c and the use of plans for shelter, to only focus on the food chain.

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The TEKS allow students to reflect. with more detail.

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The TEKS are requiring identifying, describe, and illustrate, which it supports students to understand the concept skill better. Specially for the EB students.

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The TEKS is more specific on the student observations and details

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I noticed compare and contrast 1st grade

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I noticed compare and contrast 1st grade

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1. 2021 TEKS are more detailed, rigorous, and vocabulary student-friendly than 2017.

2. 2021 TEKS does not have the parts of the plant and the 2017 did.

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On strand 12, I noticed that the teks are still very similar but less complex. Student-friendly.

On strand 13 I noticed that instead of identifying students are encouraged to investigate and explore the characteristics of animals, where they live, move, and what they eat.

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The changes to the TEKS for 1st-grade science, particularly regarding living and nonliving things, reflect a shift toward more concrete and age-appropriate learning objectives

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Now the students should illustrate.

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I notice the content is the same they simplified the objective.

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2021 has specific objectives not broad, more detailed too

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The newer teks are the same but just simplified into wording that is more understandable

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MSGR- Identify & Illustrate organism vs gather evidence among living organism

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Strand focuses on teaching students about the relationships between living organisms and their surroundings. Students begin understanding fundamental biological concepts, such as basic needs, life cycles, interdependence, and adaptations, using hands-0n activities and observations.

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MSGR- Identify & Illustrate organism vs gather evidence among living organism

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In Kinder they focus on plants in 1st grade Living things in general. The way they presented the TEKS on 1st grade is concise yet complete and easy to understand.

Pg 7

TEKs is more specific to what they will be learning.

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investigation, more complex action REPLACE identification.

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We are noticing that life cycle of a mammal was added and life cycle animals are not as specific as before.

Also noticed that "identify parts of plants" has been removed now.

Compare how animals resemble parents (stayed the same)

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We are now identifying, describing and recording instead of just observing. The word sort has also been added.

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Verbs were also changed example( identify vs Investigate. Life cycle includes mammals and parts of the plants was removed

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I noticed one of the TEKS 10B was removed from first grade.

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They are not learning about plants anymore

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TEKS 13 has shifted to emphasize inquiry-based or hands-on exploration and integration.

This standard is well-suited for 1st graders as it introduces a fundamental concept in biology in an accessible way. Using observable traits such as fur color, size, or features like beaks or fins allows students to make tangible connections

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The 2021 objectives are more detailed and in strand 13 it only focuses in the study of animals and removed the study about plants

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Identify, record observation and compare of basic life cycle instead of just investigate

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In strand 12, there is an emphasis on animals' dependence on the environment for survival (shelter, air, water, nutrients) as opposed to the animals' needs in general.

In strand 13, the students move to synthesizing the new information about the structures of plants and how they are vital to interacting with the environment.

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The change I see in TEKs on slide 12 is that students are going from observing to more hands on activity work with animals and their environment.

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In 2021, students will gain a better understanding of organisms and their environment, but it doesn't chance a lot

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the change is the students will be observing more hands on activity

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English

Now not only one concept is studied, but several are interrelated, creating a more universal understanding.

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More specific teks and focused more on sorting skills which is essential to kinder students, not just to observe and identify.

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The students needs to observe more than show them

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The students needs to observe more than show them

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(12) The student knows that plants and animals depend on the environment to meet their basic needs for survival. there is an emphasis on animal's (shelter, air, water, nutrients)

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Removed 9 (A) living and non living

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Alington K8 - Kinder

The change I notice in the TEKS is that students are transitioning from simple observation to more hands-on, interactive activities involving work with animals and their environment.

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The students will observe how plants and animals need air, water, nutrients, soil, shelter and space to grow.

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students are going from observing to more hands on activity

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students are going from observing to more hands on activity

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It seems that the changes are more hands on.

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In TEKS 13, there is a significant change: it no longer focuses on identifying living and non-living things, but instead emphasizes animals' dependence on their environment for survival.

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The new TEKS emphasize hands-on activities like classification and observation, while the removed TEKS focused on distinguishing living from nonliving things.

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Students understand that organisms have features and processes that help them live and interact with their environment.