Texas Content Area Standards

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.1

  The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.B: apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in agriculture, food, and natural resources.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.C: demonstrate knowledge of personal and occupational safety, environmental regulations, and first-aid policy in the workplace.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.4

  The student explains the historical, current, and future significance of the agriculture, food, and natural resources industry. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.B: analyze the scope of agriculture, food, and natural resources and its effect upon society.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.C: evaluate significant historical and current agriculture, food, and natural resources developments.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.F: compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environment, and animal welfare issues.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.6

  The student demonstrates appropriate personal and communication skills. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.A: demonstrate written and oral communication skills appropriate for formal and informal situations such as prepared and extemporaneous presentations.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.B: demonstrate effective listening skills appropriate for formal and informal situations.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.7

  The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.7.B: use a variety of resources for research and development.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.7.C: describe scientific methods of research.
  • Principles of Agricultures, Food, and Natural Resources: 130.2.c.7.A: discuss major research and developments in the fields of agriculture, food, and natural resources.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.10

  The student develops technical knowledge and skills related to soil systems. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.10.A: identify the components and properties of soils.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.11

  The student develops technical knowledge and skills related to plant systems. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.11.B: discuss and apply plant germination, growth, and development.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.11.E: use tools, equipment, and personal protective equipment common to plant systems.

• ELA: 6.110.22.b.1

  Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The student develops oral language through listening, speaking, and discussion.

  • ELA: 6.1.B: The student is expected to follow and give oral instructions that include multiple action steps.
  • ELA: 6.1.D: The student is expected to participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.

• ELA: 6.110.22.b.10

  Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  • ELA: 6.10.B: The student is expected to develop drafts into a focused, structured, and coherent piece of writing.
  • ELA: 6.10.B.i: The student is expected to develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion.
  • ELA: 6.10.C: The student is expected to revise drafts for clarity, development, organization, style, word choice, and sentence variety.
  • ELA: 6.10.D: The student is expected to edit drafts using standard English conventions.
  • ELA: 6.10.D.i: The student is expected to edit drafts using standard English conventions, including: complete complex sentences with subject- verb agreement and avoidance of splices, run-ons, and fragments.
  • ELA: 6.10.D.ii: The student is expected to edit drafts using standard English conventions, including: consistent, appropriate use of verb tenses.
  • ELA: 6.10.D.iii: The student is expected to edit drafts using standard English conventions, including: conjunctive adverbs.
  • ELA: 6.10.D.ix: The student is expected to edit drafts using standard English conventions, including: correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too.
  • ELA: 6.10.D.v: The student is expected to edit drafts using standard English conventions, including: pronouns, including relative.
  • ELA: 6.10.D.vi: The student is expected to edit drafts using standard English conventions, including: subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor.
  • ELA: 6.10.D.vii: The student is expected to edit drafts using standard English conventions, including: capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations.
  • ELA: 6.10.D.viii: The student is expected to edit drafts using standard English conventions, including: punctuation marks, including commas in complex sentences, transitions, and introductory elements.
  • ELA: 6.D.iv: The student is expected to edit drafts using standard English conventions, including: prepositions and prepositional phrases and their influence on subject-verb agreement.

• ELA: 6.110.22.b.11

  Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  • ELA: 6.11.B: The student is expected to compose informational texts, including multi- paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft.

• ELA: 6.110.22.b.12

  Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  • ELA: 6.12.D: The student is expected to identify and gather relevant information from a variety of sources.
  • ELA: 6.12.F: The student is expected to synthesize information from a variety of sources.
  • ELA: 6.12.G: The student is expected to differentiate between paraphrasing and plagiarism when using source materials.
  • ELA: 6.12.I: The student is expected to display academic citations and use source materials ethically.

• ELA: 7.110.23.b.1

  Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The student develops oral language through listening, speaking, and discussion.

  • ELA: 7.1.B: The student is expected to follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems.
  • ELA: 7.1.D: The student is expected to engage in meaningful discourse and provide and accept constructive feedback from others.

• ELA: 7.110.23.b.10

  Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  • ELA: 7.10.B: The student is expected to develop drafts into a focused, structured, and coherent piece of writing.
  • ELA: 7.10.B.i: The student is expected to develop drafts into a focused, structured, and coherent piece of writing by: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion.
  • ELA: 7.10.C: The student is expected to revise drafts for clarity, development, organization, style, word choice, and sentence variety.
  • ELA: 7.10.D.i: The student is expected to edit drafts using standard English conventions, including: complete complex sentences with subject- verb agreement and avoidance of splices, run-ons, and fragments.
  • ELA: 7.10.D.iii: The student is expected to edit drafts using standard English conventions, including: conjunctive adverbs.
  • ELA: 7.10.D.iv: The student is expected to edit drafts using standard English conventions, including: prepositions and prepositional phrases and their influence on subject-verb agreement.
  • ELA: 7.10.D.ix: The student is expected to edit drafts using standard English conventions, including: correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too.
  • ELA: 7.10.D.v: The student is expected to edit drafts using standard English conventions, including: pronoun-antecedent agreement.
  • ELA: 7.10.D.vi: The student is expected to edit drafts using standard English conventions, including: subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor.
  • ELA: 7.10.D.vii: The student is expected to edit drafts using standard English conventions, including: correct capitalization.
  • ELA: 7.10.D.viii: The student is expected to edit drafts using standard English conventions, including: punctuation, including commas to set off words, phrases, and clauses, and semicolons.
  • ELA: 7.D.ii: The student is expected to edit drafts using standard English conventions, including: consistent, appropriate use of verb tenses.

• ELA: 7.110.23.b.11

  Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  • ELA: 7.11.B: The student is expected to compose informational texts, including multi- paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft.

• ELA: 7.110.23.b.12

  Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  • ELA: 7.12.D: The student is expected to identify and gather relevant information from a variety of sources.
  • ELA: 7.12.F: The student is expected to synthesize information from a variety of sources.
  • ELA: 7.12.G: The student is expected to synthesize information from a variety of sources.
  • ELA: 7.12.I: The student is expected to display academic citations and use source materials ethically.

• ELA: 8.110.24.b.1

  Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The student develops oral language through listening, speaking, and discussion.

  • ELA: 8.1.B: The student is expected to follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems.
  • ELA: 8.1.D: The student is expected to participate collaboratively in discussions, plant agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

• ELA: 8.110.24.b.10

  Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  • ELA: 8.10.B: The student is expected to develop drafts into a focused, structured, and coherent piece of writing.
  • ELA: 8.10.B.i: The student is expected to develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion.
  • ELA: 8.10.C: The student is expected to revise drafts for clarity, development, organization, style, word choice, and sentence variety.
  • ELA: 8.10.D: The student is expected to edit drafts using standard English conventions.
  • ELA: 8.10.D.i: The student is expected to edit drafts using standard English conventions, including: complete complex sentences with subject- verb agreement and avoidance of splices, run-ons, and .fragments
  • ELA: 8.10.D.ii: The student is expected to edit drafts using standard English conventions, including: consistent, appropriate use of verb tenses and active and passive voice.
  • ELA: 8.10.D.iii: The student is expected to edit drafts using standard English conventions, including: prepositions and prepositional phrases and their influence on subject-verb agreement.
  • ELA: 8.10.D.iv: The student is expected to edit drafts using standard English conventions, including: pronoun-antecedent agreement.
  • ELA: 8.10.D.v: The student is expected to edit drafts using standard English conventions, including: correct capitalization.
  • ELA: 8.10.D.vi: The student is expected to edit drafts using standard English conventions, including: punctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses.
  • ELA: 8.10.vii: The student is expected to edit drafts using standard English conventions, including: correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too.

• ELA: 8.110.24.b.11

  Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  • ELA: 8.11.B: The student is expected to compose informational texts, including multi- paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft.

• ELA: 8.110.24.b.12

  Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  • ELA: 8.12.D: The student it expected to identify and gather relevant information from a variety of sources.
  • ELA: 8.12.F: The student is expected to synthesize information from a variety of sources.
  • ELA: 8.12.G: The student is expected to differentiate between paraphrasing and plagiarism when using source materials.
  • ELA: 8.12.I: The student is expected to display academic citations and use source materials ethically.

• Social Studies: 6.113.18.c.21

  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

  • Social Studies: 6.113.18.c.21.C: express ideas orally based on research and experiences

• Science: 6.112.26.b.1

  Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

  • Science: 6.112.26.b.1.B: use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
  • Science: 6.112.26.b.1.D: use appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, hand lenses, and lab notebooks or journals;
  • Science: 6.112.26.b.1.E: collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
  • Science: 6.112.26.b.1.H: distinguish between scientific hypotheses, theories, and laws.

• Science: 6.112.26.b.2

  Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

  • Science: 6.112.26.b.2.B: analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
  • Science: 6.112.26.b.2.C: use mathematical calculations to assess quantitative relationships in data; and

• Science: 6.112.26.b.5

  Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

  • Science: 6.112.26.b.5.A: identify and apply patterns to understand and connect scientific phenomena or to design solutions;

• Science: 7.112.27.b.1

  Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

  • Science: 7.112.27.b.1.A: ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
  • Science: 7.112.27.b.1.B: use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
  • Science: 7.112.27.b.1.D: use appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, hand lenses, and lab notebooks or journals;
  • Science: 7.112.27.b.1.E: collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
  • Science: 7.112.27.b.1.H: distinguish between scientific hypotheses, theories, and laws.

• Science: 7.112.27.b.2

  Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

  • Science: 7.112.27.b.2.B: analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
  • Science: 7.112.27.b.2.C: use mathematical calculations to assess quantitative relationships in data; and

• Science: 7.112.27.b.5

  Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

  • Science: 7.112.27.b.5.A: identify and apply patterns to understand and connect scientific phenomena or to design solutions;

• Science: 8.112.28.b.1

  Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

  • Science: 8.112.28.b.1.A: ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
  • Science: 8.112.28.b.1.B: use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
  • Science: 8.112.28.b.1.D: use appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, weather maps, hand lenses, and lab notebooks or journals;
  • Science: 8.112.28.b.1.E: collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
  • Science: 8.112.28.b.1.H: distinguish between scientific hypotheses, theories, and laws.

• Science: 8.112.28.b.2

  Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

  • Science: 8.112.28.b.2.B: analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
  • Science: 8.112.28.b.2.C: use mathematical calculations to assess quantitative relationships in data; and

• Science: 8.112.28.b.5

  Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

  • Science: 8.112.28.b.5.A: identify and apply patterns to understand and connect scientific phenomena or to design solutions;