Lighthouse Initiative for Texas Classrooms

Introduction to the Texas Essential Knowledge and Skills (TEKS) Charts

The goal of the Texas Essential Knowledge and Skills (TEKS) chart portion of this Web site is to coordinate the TEKS with information covered and skills needed in the AP* courses. Being required to teach the TEKS should not be seen as a hindrance to a Pre-AP* program. The proper mixing of the TEKS and Pre-AP strategies should provide a stronger background for Texas students to prepare them to be successful in AP courses, college, and life.

These charts will help you to integrate the TEKS with the necessary skills for AP science courses. It may allow teachers to better plan their time and focus on the most important areas.

We have chosen to categorize the TEKS as to the amount of time and emphasis that we feel needs to be placed on each in a Pre-AP course. Some TEKS are minor topics that could be covered in a few days or less or are a repeat of topics heavily covered in earlier years. We have used a normal font to distinguish these low emphasis TEKS. TEKS that we feel should receive considerable time but were still not to be a major part of the course are designated with italic font. TEKS in bold font are those that we feel should be a major emphasis in our course. Considerable time and depth are desirable on these topics. These should be revisited multiple times in Pre-AP courses.

In IPC and biology, we have placed a column that designates the TEKS that are officially tested on the TAKS test. In all courses, we included columns that indicate whether a TEKS is tested on a designated AP exam.

The Examples/Activities column gives Pre-AP level activities appropriate to the designated TEKS. Released AP exam questions are cited next to appropriate TEKS. Many of the free-response questions should be available on the College Board's Web site. Although these questions may not be appropriate in their entirety for all levels of Pre-AP students, they are cited to give the teacher an idea of the eventual desired end product of their students' study of this topic at the AP level. Teachers may find that these questions can be rewritten at the proper level for their Pre-AP students. Some teachers will find that these questions are already at an appropriate level and may be used in part or in whole in a Pre-AP course.

Early exposure to actual AP questions can result in increased student success, increased student confidence, and increased student enrollment in AP courses.

The commentary section provides more specific information about the levels to which the TEKS should be taught in a Pre-AP course and other helpful information.

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