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.

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

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

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.

Pg 7

TEKs is more specific to what they will be learning.

Very similar but different verbiage and different number of teks now

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

Compare how animals resemble parents (stayed the same)

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

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.

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

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.