Texas Content Area Standards

• World Geography Studies: 113.43.d.21

  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

  • World Geography Studies: 113.43.d.21.F: formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose

• Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.21

  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

  • Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.21.F: formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose

• 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.11

  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.

  • English I: 110.36.c.11.A: develop questions for formal and informal inquiry
  • English I: 110.36.c.11.I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

• 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.A: engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax
  • English II: 110.37.c.1.B: follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes
  • 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.A: engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax
  • English III: 110.38.c.1.B: follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately
  • 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 II: 110.37.c.11

  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.

  • English II: 110.37.c.11.A: develop questions for formal and informal inquiry
  • English II: 110.37.c.11.I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

• English III: 110.38.c.11

  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.

  • English III: 110.38.c.11.A: develop questions for formal and informal inquiry
  • English III: 110.38.c.11.I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

• 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.A: engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies
  • English IV: 110.39.c.1.B: follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately
  • 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.11

  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.

  • English IV: 110.39.c.11.A: develop questions for formal and informal inquiry
  • English IV: 110.39.c.11.I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

• Algebra I: 111.39.c.1

  Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

  • Algebra I: 111.39.c.1.A: apply mathematics to problems arising in everyday life, society, and the workplace
  • Algebra I: 111.39.c.1.B: use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
  • Algebra I: 111.39.c.1.E: create and use representations to organize, record, and communicate mathematical ideas

• Statistics: 111.47.c.1

  Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

  • Statistics: 111.47.c.1.A: apply mathematics to problems arising in everyday life, society, and the workplace
  • Statistics: 111.47.c.1.B: use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
  • Statistics: 111.47.c.1.D: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

• Mathematical Models with Applications: 111.43.c.9

  Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences.

  • Mathematical Models with Applications: 111.43.c.9.A: interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions

• Advanced Quantitative Reasoning: 111.44.c.1

  Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

  • Advanced Quantitative Reasoning: 111.44.c.1.A: apply mathematics to problems arising in everyday life, society, and the workplace
  • Advanced Quantitative Reasoning: 111.44.c.1.B: use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
  • Advanced Quantitative Reasoning: 111.44.c.1.E: create and use representations to organize, record, and communicate mathematical ideas

• Energy and Natural Resource Technology: 130.11.c.4

  The student discusses the importance and scope of natural resources. The student is expected to:

  • Energy and Natural Resource Technology: 130.11.c.4.A: identify various types of natural resources.
  • Energy and Natural Resource Technology: 130.11.c.4.B: discuss renewable and non-renewable energy resources and their impact on the environment.

• Advanced Energy and Natural Resource Technology: 130.12.c.4

  The student determines and evaluates the importance and scope of energy and natural resources. The student is expected to:

  • Advanced Energy and Natural Resource Technology: 130.12.c.4.A: identify various types of natural resources.
  • Advanced Energy and Natural Resource Technology: 130.12.c.4.B: identify renewable, non-renewable, and sustainable energy resources and determine their availability.

• Advanced Energy and Natural Resource Technology: 130.12.c.12

  The student learns the processes for producing energy and green products from agricultural, biomass, fossil fuel, wind, solar, and geothermal sources. The student is expected to:

  • Advanced Energy and Natural Resource Technology: 130.12.c.12.A: identify agricultural and silvicultural crops and bio-products suitable for renewable production.
  • Advanced Energy and Natural Resource Technology: 130.12.c.12.B: discuss production processes for agricultural- and silvicultural-based bio-products.

• Wildlife, Fisheries, and Ecology Management: 130.17.c.10

  The student demonstrates concepts related to optimum production. The student is expected to:

  • Wildlife, Fisheries, and Ecology Management: 130.17.c.10.A: discuss the importance and progress of aquaculture as an emerging industry.

• World History Studies: 113.42.d.28

  Social studies skills. The student understands how historians use historiography to interpret the past and applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

  • World History Studies: 113.42.d.28.E: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time

• Biology: 112.42.c.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:

  • Biology: 112.42.c.1.A: ask questions and define problems based on observations or information from text, phenomena, models, or investigations
  • Biology: 112.42.c.1.B: use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
  • Biology: 112.42.c.1.E: collect quantitative data using the International System of Units (SI) and qualitative data as evidence
  • Biology: 112.42.c.1.F: organize quantitative and qualitative data using scatter plots, line graphs, bar graphs, charts, data tables, digital tools, diagrams, scientific drawings, and student-prepared models
  • Biology: 112.42.c.1.G: develop and use models to represent phenomena, systems, processes, or solutions to engineering problems

• Biology: 112.42.c.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:

  • Biology: 112.42.c.2.D: evaluate experimental and engineering designs

• Biology: 112.42.c.3

  Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

  • Biology: 112.42.c.3.A: develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories
  • Biology: 112.42.c.3.B: communicate explanations and solutions individually and collaboratively in a variety of settings and formats
  • Biology: 112.42.c.3.C: engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence

• 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.A: analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student

• Biology: 112.42.c.5

  Science concepts--biological structures, functions, and processes. The student knows that biological structures at multiple levels of organization perform specific functions and processes that affect life. The student is expected to:

  • Biology: 112.42.c.5.A: relate the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids, to the structure and function of a cell
  • Biology: 112.42.c.5.B: compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity

• Biology: 112.42.c.11

  Science concepts--biological structures, functions, and processes. The student knows the significance of matter cycling, energy flow, and enzymes in living organisms. The student is expected to:

  • Biology: 112.42.c.11.A: explain how matter is conserved and energy is transferred during photosynthesis and cellular respiration using models, including the chemical equations for these processes

• Biology: 112.42.c.13

  Science concepts--interdependence within environmental systems. The student knows that interactions at various levels of organization occur within an ecosystem to maintain stability. The student is expected to:

  • Biology: 112.42.c.13.A: investigate and evaluate how ecological relationships, including predation, parasitism, commensalism, mutualism, and competition, influence ecosystem stability
  • Biology: 112.42.c.13.B: analyze how ecosystem stability is affected by disruptions to the cycling of matter and flow of energy through trophic levels using models
  • Biology: 112.42.c.13.C: explain the significance of the carbon and nitrogen cycles to ecosystem stability and analyze the consequences of disrupting these cycles
  • Biology: 112.42.c.13.D: explain how environmental change, including change due to human activity, affects biodiversity and analyze how changes in biodiversity impact ecosystem stability

• Environmental Systems: 112.50.c.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 explain phenomena or design solutions using appropriate tools and models. The student is expected to:

  • Environmental Systems: 112.50.c.1.A: ask questions and define problems based on observations or information from text, phenomena, models, or investigations
  • Environmental Systems: 112.50.c.1.B: apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problem
  • Environmental Systems: 112.50.c.1.E: collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
  • Environmental Systems: 112.50.c.1.F: organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers, or cellphone applications
  • Environmental Systems: 112.50.c.1.G: develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
  • Environmental Systems: 112.50.c.1.H: distinguish between scientific hypotheses, theories, and laws

• Environmental Systems: 112.50.c.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:

  • Environmental Systems: 112.50.c.2.D: evaluate experimental and engineering designs

• Environmental Systems: 112.50.c.3

  Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

  • Environmental Systems: 112.50.c.3.A: develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories
  • Environmental Systems: 112.50.c.3.B: communicate explanations and solutions individually and collaboratively in a variety of settings and formats
  • Environmental Systems: 112.50.c.3.C: engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

• Environmental Systems: 112.50.c.5

  Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. The student is expected to:

  • Environmental Systems: 112.50.c.5.B: explain the cycling of water, phosphorus, carbon, silicon, and nitrogen through ecosystems, including sinks, and the human interactions that alter these cycles using tools such as models;

• Environmental Systems: 112.50.c.6

  Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:

  • Environmental Systems: 112.50.c.6.C: document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability
  • Environmental Systems: 112.50.c.6.E: analyze and evaluate the economic significance and interdependence of resources within the local environmental system

• Environmental Systems: 112.50.c.9

  Science concepts. The student knows that environments change naturally. The student is expected to:

  • Environmental Systems: 112.50.c.9.E: analyze the impact of natural global climate change on ice caps, glaciers, ocean currents, and surface temperatures.

• Environmental Systems: 112.50.c.10

  Science concepts. The student knows how humans impact environmental systems through emissions and pollutants. The student is expected to:

  • Environmental Systems: 112.50.c.10.E: distinguish between the causes and effects of global warming and ozone depletion, including the causes, the chemicals involved, the atmospheric layer, the environmental effects, the human health effects, and the relevant wavelengths on the electromagnetic spectrum (IR and UV)

• Environmental Systems: 112.50.c.11

  Science concepts. The student understands how individual and collective actions impact environmental systems. The student is expected to:

  • Environmental Systems: 112.50.c.11.A: evaluate the negative effects of human activities on the environment, including overhunting, overfishing, ecotourism, all-terrain vehicles, and personal watercraft
  • Environmental Systems: 112.50.c.11.B: evaluate the positive effects of human activities on the environment, including habitat restoration projects, species preservation efforts, nature conservancy groups, game and wildlife management, and ecotourism
  • Environmental Systems: 112.50.c.11.C: research the advantages and disadvantages of "going green" such as organic gardening and farming, natural methods of pest control, hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars.

• Environmental Systems: 112.50.c.12

  Science concepts. The student understands how ethics and economic priorities influence environmental decisions. The student is expected to:

  • Environmental Systems: 112.50.c.12.A: evaluate cost-benefit trade-offs of commercial activities such as municipal development, food production, deforestation, over-harvesting, mining, and use of renewable and non-renewable energy sources;
  • Environmental Systems: 112.50.c.12.C: analyze how ethical beliefs influence environmental scientific and engineering practices such as methods for food production, water distribution, energy production, and the extraction of minerals
  • Environmental Systems: 112.50.c.12.D: discuss the impact of research and technology on social ethics and legal practices in situations such as the design of new buildings, recycling, or emission standards

• 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

• Aquatic Science: 112.47.c.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 explain phenomena or design solutions using appropriate tools and models. The student is expected to:

  • Aquatic Science: 112.47.c.1.A: ask questions and define problems based on observations or information from text, phenomena, models, or investigations
  • Aquatic Science: 112.47.c.1.B: apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
  • Aquatic Science: 112.47.c.1.E: collect quantitative data using the International System of Units (SI) and qualitative data as evidence
  • Aquatic Science: 112.47.c.1.F: organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers, or cellphone applications
  • Aquatic Science: 112.47.c.1.G: develop and use models to represent phenomena, systems, processes, or solutions to engineering problems

• Aquatic Science: 112.47.c.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:

  • Aquatic Science: 112.47.c.2.D: evaluate experimental and engineering designs

• Aquatic Science: 112.47.c.3

  Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

  • Aquatic Science: 112.47.c.3.A: develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories
  • Aquatic Science: 112.47.c.3.B: communicate explanations and solutions individually and collaboratively in a variety of settings and formats
  • Aquatic Science: 112.47.c.3.C: engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence

• 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.A: analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student

• Aquatic Science: 112.47.c.9

  The student knows the role of cycles in an aquatic environment. The student is expected to:

  • Aquatic Science: 112.47.c.9.A: identify the role of carbon, nitrogen, water, and nutrient cycles in an aquatic environment, including upwellings and turnovers

• Earth Systems Science: 112.49.c.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 explain phenomena or design solutions using appropriate tools and models. The student is expected to:

  • Earth Systems Science: 112.49.c.1.A: ask questions and define problems based on observations or information from text, phenomena, models, or investigations
  • Earth Systems Science: 112.49.c.1.B: apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
  • Earth Systems Science: 112.49.c.1.E: collect quantitative data using the International System of Units (SI) and qualitative data as evidence
  • Earth Systems Science: 112.49.c.1.F: organize quantitative and qualitative data using scatter plots, line graphs, bar graphs, charts, data tables, digital tools, diagrams, scientific drawings, and student-prepared models
  • Earth Systems Science: 112.49.c.1.G: develop and use models to represent phenomena, systems, processes, or solutions to engineering problems

• Earth Systems Science: 112.49.c.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:

  • Earth Systems Science: 112.49.c.2.D: evaluate experimental and engineering designs

• Earth Systems Science: 112.49.c.3

  Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

  • Earth Systems Science: 112.49.c.3.A: develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories;
  • Earth Systems Science: 112.49.c.3.B: communicate explanations and solutions individually and collaboratively in a variety of settings and formats
  • Earth Systems Science: 112.49.c.3.C: engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence

• Earth Systems Science: 112.49.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:

  • Earth Systems Science: 112.49.c.4.A: analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student

• 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.E: predict how human use of Texas's naturally occurring resources such as fossil fuels, minerals, soil, solar energy, and wind energy directly and indirectly changes the cycling of matter and energy through Earth's systems

• Earth Systems Science: 112.49.c.13

  Science concepts. The student explores global policies and careers related to the life cycles of Earth's resources. The student is expected to:

  • Earth Systems Science: 112.49.c.13.A: analyze the policies related to resources from discovery to disposal, including economics, health, technological advances, resource type, concentration and location, waste disposal and recycling, mitigation efforts, and environmental impacts
  • Earth Systems Science: 112.49.c.13.B: explore global and Texas-based careers that involve the exploration, extraction, production, use, disposal, regulation, and protection of Earth's resources