While Rita Williams was teaching 6th grade science at Dunbar Intermediate School in Dickinson, Texas, the state introduced the Texas Assessment of Knowledge and Skills (TAKS) tests. This mandatory system requires special preparation by teachers and students as well. Rita wanted to make sure that sea turtle curriculum meets the TEKS (Texas Essential Knowledge and Skills) requirements as she prepared her students for the test that would follow. Following are her hints and tips for Texas teachers who want to instruct about sea turtles while following the state-mandated TEKS.

Rita recommends using Science TEKS Toolkit to assist with correlation.

Knowledge and Skills and Student Expectations
6.2
B. Collect data by observing and measuring
C. Analyze and interpret information to construct explanations from direct and indirect evidence.
D. Communicate valid conclusions
E. Construct graphs, tables, maps, charts to organize, examine and evaluate data.
Example: Utilize data about number of sea turtle strandings and shrimping season; graph number of turtle nestings over the past ten years.

Critical Thinking, Problem Solving and Decision Making
6.3
A. Represent natural work using models, identify limitations
D. Evaluate research on scientific thought, society, environment
(A presentation by a conservationist interested in sea turtles is appropriate at this time. A video can be obtained from HEART (Help Endangered Animals-Ridley Turtles) or the Sea Turtle Restoration Project as well as the school library.
E. Connect science concepts with history and scientists.
Examine career of Dr. Donna Shaver, Padre Island National Seashore biologist

Tools
6.4
B. Identify patterns in information - percent average, range, frequency
Determine average number of eggs laid by Kemp's Ridley Sea Turtles, determine range of clutch size.

Living Systems: Structures and Functions
6.10
A. Differentiate between structure and function
Examine difference between shell structure, flippers vs. feet

Internal and External Stimuli: Organism Response
6.11
A. Identify responses to internal stimuli
Discuss "imprinting" and the cues thought to cause sea turtles to return to the same nesting beach

B. Identify responses to external stimuli
Examine how temperature differences determine sex differences in incubating eggs.

C. Identify components of ecosystems to which organisms respond
Place Kemp's ridley sea turtle in its ecosystem and determine which components can positively/negatively affect sea turtles; which are natural and which are manmade.

See background information at http://www.gpz.org/conserv/ridley/turtleproj.html. There are many "real world" graphs and charts which can be used to illustrate various points.
Stranding information found at www.ridleyturtles.org