TEKS in Focus April

The upcoming TEKS featured will display removals and additions in bold to help build a better understanding of the

curriculum.

TEKS in Focus highlights key concepts and student expectations to assist educators in implementing the science

Texas Essential Knowledge and Skills (TEKS). The vertical progression of a concept within the science TEKS is

provided with a side-by-side view of the changes being implemented in 2024.

Focus: Vertical Alignment of Physical and Chemical Properties

Elementary

Level of

Study

Prior TEKS TEKS Implementing in 2024

Kindergarten

K.5 Matter and energy. The student knows

that objects have properties and patterns.

The student is expected to:

K.5.A observe and record properties of

objects, including bigger or smaller, heavier

or lighter, shape, color, and texture; and

K.6 Matter and its properties. The student

knows that objects have physical properties

that determine how they are described and

classified. The student is expected to:

identify and record observable physical

properties of objects, including shape, color,

texture, and material, and generate ways to

classify objects.

Grade 1

1.5.A classify objects by observable

properties such as larger and smaller,

heavier and lighter, shape, color, and

texture;

1.6.A classify objects by observable physical

properties, including shape, color, and texture,

and attributes such as larger and smaller and

heavier and lighter;

Grade 2

2.5.A classify matter by physical properties,

including relative temperature, texture,

flexibility, and whether material is a solid or

liquid;

2.6.A classify matter by observable physical

properties, including texture, flexibility, and

relative temperature, and identify whether a

material is a solid or liquid;

Grade 3

3.5.A measure test, and record physical

properties of matter, including temperature,

mass, magnetism, and the ability to sink or

float;

3.6.A measure, test, and record physical

properties of matter, including temperature,

mass, magnetism, and the ability to sink or float

in water;

Grade 4

4.5.A measure, compare, and contrast

physical properties of matter, including

mass, volume, states (solid, liquid, and gas),

temperature, magnetism, and the ability to

sink or float;

4.6.A classify and describe matter using

observable physical properties, including

temperature, mass, magnetism, relative

density (the ability to sink or float in water),

and physical state (solid, liquid, gas);

Grade 5

5.5.A classify matter based on measurable,

testable, and observable physical properties,

including mass, magnetism, physical state

(solid, liquid, and gas), relative density

(sinking and floating using water as a

reference point), solubility in water, and the

ability to conduct or insulate thermal energy

or electric energy;

5.6.A compare and contrast matter based on

measurable, testable, or observable physical

properties, including mass, magnetism, relative

density (sinking and floating using water as a

reference point), physical state (solid, liquid,

gas), volume, solubility in water, and the ability

to conduct or insulate thermal energy and

electric energy;

Key Changes in Physical Properties: Elementary

• Kindergarten: addition of classification of properties

• Grades 1–3: added specificity

• Grade 4: added specificity and removed volume

• Grade 5: added volume

The upcoming TEKS featured will display removals and additions in bold to help build a better understanding of the

curriculum.

Focus: Vertical Alignment of Physical and Chemical Properties

Middle School

Level of

Study

Prior TEKS TEKS Implementing in 2024

Grade 6

6.6.A compare metals, nonmetals, and

metalloids using physical properties such as

luster, conductivity, or malleability;

6.6.B calculate density to identify an unknown

substance;

6.5 Matter and energy. The student knows the

differences between elements and

compounds. The student is expected to:

6.5.B recognize that a limited number of the

many known elements comprise the largest

portion of solid Earth, living matter, oceans,

and the atmosphere; and The elemental

composition of the Earth was deleted from

middle school.

6.6 Matter and energy. The student knows

matter has physical properties that can be

used for classification. The student is

expected to:

6.6.C test the physical properties of minerals,

including hardness, color, luster, and streak.

6.6.A compare solids, liquids, and gases in terms of

their structure, shape, volume, and kinetic energy of

atoms and molecules;

6.6.C identify elements on the periodic table as

metals, nonmetals, metalloids , and rare Earth

elements based on their physical properties and

importance to modern life;

6.6.D compare the density of substances relative to

various fluids; and

Grade 7

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Grade 8

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8.6.C describe the properties of cohesion, adhesion,

and surface tension in water and relate to observable

phenomena such as the formation of droplets,

transport in plants, and insects walking on water;

8.6.D compare and contrast the properties of acids

and bases, including pH relative to water; and

Key Changes in Physical and Chemical Properties: Middle School

• Grade 6: elements and compounds moved to grade 7. Classification by physical properties moved to

elementary. The properties of minerals and elemental composition of Earth were removed. A comparison

of states of matter with kinetic energy of atoms and molecules was added. Students are no longer

expected to calculate density, but rather, compare densities relative to various fluids.

• Grade 8: properties of water (cohesion, adhesion, and surface tension) were added. The properties of

acids and bases were added.

The upcoming TEKS featured will display removals and additions in bold to help build a better understanding of the

curriculum.

Focus: Vertical Alignment of Physical and Chemical Properties

High School

Level of

Study

Prior TEKS

TEKS Implementing in 2024

Chemistry

Chem.4.A differentiate between physical

and chemical changes and properties;

Chem.4.B identify extensive properties such

as mass and volume and intensive

properties such as density and melting

point;

Chem.4.C compare solids, liquids, and gases

in terms of compressibility, structure,

shape, and volume; and

Chem.4.D classify matter as pure

substances or mixtures through

investigation of their properties.

Chem.5.B identify and explain the

properties of chemical families, including

alkali metals, alkaline earth metals,

halogens, noble gases, and transition metals,

using the Periodic Table; and

Chem.10.E distinguish among types of

solutions such as electrolytes and

nonelectrolytes; unsaturated, saturated,

and supersaturated solutions; and strong

and weak acids and bases;

Chem.10.G define acids and bases and

distinguish between Arrhenius and

Bronsted-Lowry definitions and predict

products in acid‐base reactions that form

water; and

Chem.10.H define pH and calculate the pH

of a solution using the hydrogen ion

concentration.

Chem.5.B predict the properties of elements in

chemical families, including alkali metals,

alkaline earth metals, halogens, noble gases,

and transition metals, based on valence

electrons patterns using the Periodic Table; and

Chem.6.B describe the structure of atoms and

ions, including the masses, electrical charges,

and locations of protons and neutrons in the

nucleus and electrons in the electron cloud;

Chem 12.C differentiate between strong and

weak acids and bases;

Chem.12.B define acids and bases and

distinguish between Arrhenius and Bronsted-

Lowry definitions;

Chem.12.E define pH and calculate the pH of a

solution using the hydrogen ion concentration.

Key Changes in Physical and Chemical Properties: Chemistry

• Many of the concepts related to introducing physical and chemical properties to students have moved to

rades 3–8

• B

asic atomic structure has moved from grade 8 to high school chemistry.

• Defining acids and bases and predicting the products of reactions were split into two separate Student

Expectations.

• The types of solutions and acids and bases were split into two separate Student Expectations.

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TEKS in Focus spotlights concepts or student expectations to bolster TEKS alignment, rigor, and collective

understanding monthly. It does not suggest an order or timing but is designed to help educators comprehend TEKS

changes, serving as a guide when relevant to classroom instruction.