State Standards for Texas
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.A - identify career development, education, and entrepreneurship opportunities in the field of agriculture, food, and natural resources.
- 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.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.A - define the scope of agriculture.
- 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.E - describe how emerging technologies and globalization impacts agriculture, food, and natural resources.
- 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.4.D - identify potential future scenarios for agriculture, food, and natural resources systems, including global impacts.
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.9
The student uses information technology tools to access, manage, integrate, and create information related to agriculture, food, and natural resources. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.9.C - analyze the benefits and limitations of emerging technology such as online mapping systems, drones, and robotics.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.9.D - explain the benefits of computer-based and mobile application equipment in agriculture, food, and natural resources.
World Geography Studies: 113.43.d.20
Science, technology, and society. The student understands how current technology affects human interaction. The student is expected to:
- World Geography Studies: 113.43.d.20.A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS)
World Geography Studies: 113.43.d.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
- World Geography Studies: 113.43.d.22.C - use social studies terminology correctly
Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
- Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.22.A - use social studies terminology correctly
English I: 110.36.c.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English I: 110.36.c.1.A - engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;
- English I: 110.36.c.1.B - follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;
- English I: 110.36.c.1.D - participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making
English I: 110.36.c.4
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- English I: 110.36.c.4.G - evaluate details read to determine key ideas
English II: 110.37.c.4
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- English II: 110.37.c.4.G - evaluate details read to determine key ideas
English II: 110.37.c.1
Developing and sustaining foundation language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English II: 110.37.c.1.D - participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making
English III: 110.38.c.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English III: 110.38.c.1.D - participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria
English III: 110.38.c.4
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- English III: 110.38.c.4.G - evaluate details read to understand key ideas
English III: 110.38.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English III: 110.38.c.5.F - respond using acquired content and academic vocabulary as appropriate
English II: 110.37.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English II: 110.37.c.5.F - respond using acquired content and academic vocabulary as appropriate
English IV: 110.39.c.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English IV: 110.39.c.1.D - participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria
English IV: 110.39.c.4
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- English IV: 110.39.c.4.G - evaluate details read to analyze key ideas
English IV: 110.39.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English IV: 110.39.c.5.F - respond using acquired content and academic vocabulary as appropriate
United States History Studies Since 1877: 113.41.d.26
Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to:
- United States History Studies Since 1877: 113.41.d.26.A - explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States
- United States History Studies Since 1877: 113.41.d.26.C - describe the effect of technological innovations in the workplace such as assembly line manufacturing and robotics
United States History Studies Since 1877: 113.41.d.29
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
- United States History Studies Since 1877: 113.41.d.29.B - use social studies terminology correctly
World History Studies: 113.42.d.27
Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to:
- World History Studies: 113.42.d.27.D - explain the role of telecommunication technology, computer technology, transportation technology, and medical advancements in developing the modern global economy and society
World History Studies: 113.42.d.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
- World History Studies: 113.42.d.30.A - use social studies terminology correctly
Biology: 112.42.c.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:
- Biology: 112.42.c.4.C - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field in order to investigate STEM careers
Environmental Systems: 112.50.c.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:
- Environmental Systems: 112.50.c.4.C - research and explore resources such as museums, planetariums, observatories, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field in order to investigate STEM careers
Environmental Systems: 112.50.c.13
Science concepts. The student knows how legislation mediates human impacts on the environment. The student is expected to:
- Environmental Systems: 112.50.c.13.A - describe past and present state and national legislation, including Texas automobile emissions regulations, the National Park Service Act, the Clean Air Act, the Clean Water Act, the Soil and Water Resources Conservation Act, and the Endangered Species Act
- Environmental Systems: 112.50.c.13.B - evaluate the goals and effectiveness of past and present international agreements such as the environmental Antarctic Treaty System, the Montreal Protocol, the Kyoto Protocol, and the Paris Climate Accord
Aquatic Science: 112.47.c.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:
- Aquatic Science: 112.47.c.4.C - research and explore resources such as museums, planetariums, observatories, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field in order to investigate STEM careers
Aquatic Science: 112.47.c.6
Students know that aquatic environments are the product of interactions among Earth systems. The student is expected to:
- Aquatic Science: 112.47.c.6.C - evaluate environmental data using technology such as maps, visualizations, satellite data, Global Positioning System (GPS), Geographic Information System (GIS), weather balloons, and buoys to model the interactions that affect aquatic ecosystems
Earth Systems Science: 112.49.c.12
Science concepts. The student understands how Earth's systems affect and are affected by human activities, including resource use and management. The student is expected to:
- Earth Systems Science: 112.49.c.12.A - evaluate the impact on humans of natural changes in Earth's systems such as earthquakes, tsunamis, and volcanic eruptions
- Earth Systems Science: 112.49.c.12.C - analyze the natural and anthropogenic factors that affect the severity and frequency of extreme weather events and the hazards associated with these events
