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.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.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.1.D: analyze employers' expectations such as appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.E: identify careers in agriculture, food, and natural resources with required aptitudes in science, technology, engineering, mathematics, language arts, and social studies.

• 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.15

  The student explains the relationship between agriculture, food, and natural resources and the environment. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.15.A: determine the effects of agriculture, food, and natural resources upon safety, health, and the environment.

• World Geography Studies: 113.43.c.8

  Geography. The student understands how people, places, and environments are connected and interdependent.

  • World Geography Studies: 113.43.c.8.A: compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology
  • World Geography Studies: 113.43.c.8.C: evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non-renewable resources

• World Geography Studies: 113.43.c.19

  Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment.

  • World Geography Studies: 113.43.c.19.C: analyze the environmental, economic, and social impacts of advances in technology on agriculture and natural resources

• 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.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.A: establish purpose for reading assigned and self-selected texts
  • English I: 110.36.c.4.G: evaluate details read to determine key ideas
  • English I: 110.36.c.4.I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

• English I: 110.36.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 I: 110.36.c.5.B: write responses that demonstrate understanding of texts, including comparing texts within and across genres
  • English I: 110.36.c.5.E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
  • English I: 110.36.c.5.F: respond using acquired content and academic vocabulary as appropriate

• 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.A: establish purpose for reading assigned and self-selected texts
  • English II: 110.37.c.4.F: make inferences and use evidence to support understanding
  • English II: 110.37.c.4.G: evaluate details read to determine key ideas
  • English II: 110.37.c.4.I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

• 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.A: establish purpose for reading assigned and self-selected texts
  • English III: 110.38.c.4.F: make inferences and use evidence to support understanding
  • English III: 110.38.c.4.G: evaluate details read to understand key ideas
  • English III: 110.38.c.4.I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down

• 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.B: write responses that demonstrate analysis of texts, including comparing texts within and across genres
  • English III: 110.38.c.5.E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
  • 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.B: write responses that demonstrate understanding of texts, including comparing texts within and across genres
  • English II: 110.37.c.5.E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
  • 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.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.A: establish purpose for reading assigned and self-selected texts
  • English IV: 110.39.c.4.F: make inferences and use evidence to support understanding
  • English IV: 110.39.c.4.G: evaluate details read to analyze key ideas
  • English IV: 110.39.c.4.I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down

• 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.B: write responses that demonstrate analysis of texts, including comparing texts within and across genres
  • English IV: 110.39.c.5.E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
  • English IV: 110.39.c.5.F: respond using acquired content and academic vocabulary as appropriate

• Energy and Natural Resource Technology: 130.11.c.1

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

  • Energy and Natural Resource Technology: 130.11.c.1.B: apply competencies related to resources, information, interpersonal skills, and systems of operation in energy and natural resources.

• 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.
  • Energy and Natural Resource Technology: 130.11.c.4.C: analyze the impacts of natural resources and their effects on the agricultural economy.

• Energy and Natural Resource Technology: 130.11.c.8

  The student explains the effects of natural resource use. The student is expected to:

  • Energy and Natural Resource Technology: 130.11.c.8.A: identify the progression of use of natural resources leading to environmental degradation.
  • Energy and Natural Resource Technology: 130.11.c.8.B: explain the impact of human population dynamics on the environment.
  • Energy and Natural Resource Technology: 130.11.c.8.C: discuss the abuse of natural resources.
  • Energy and Natural Resource Technology: 130.11.c.8.D: communicate the environmental consequences of natural resource use such as the impact on living organisms.

• Advanced Energy and Natural Resource Technology: 130.12.c.1

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

  • Advanced Energy and Natural Resource Technology: 130.12.c.1.B: apply competencies related to resources, information, interpersonal skills, and systems of operation in energy and natural resources.

• 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.

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

• 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.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.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

• 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.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.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.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.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.C: evaluate the effects of fluctuations in abiotic factors on local ecosystems and local biomes
  • Environmental Systems: 112.50.c.5.E: use models to predict how the introduction of an invasive species may alter the food chain and affect existing populations in an ecosystem
  • Environmental Systems: 112.50.c.5.F: use models to predict how species extinction may alter the food chain and affect existing populations in an ecosystem
  • Environmental Systems: 112.50.c.5.G: predict changes that may occur in an ecosystem if genetic diversity is increased or decreased

• 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.A: compare and contrast land use and management methods and how they affect land attributes such as fertility, productivity, economic value, and ecological stability
  • Environmental Systems: 112.50.c.6.B: relate how water sources, management, and conservation affect water uses and quality
  • 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.D: identify how changes in limiting resources such as water, food, and energy affect local ecosystems
  • 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.7

  Science concepts. The student knows the sources and flow of energy through an environmental system. The student is expected to:

  • Environmental Systems: 112.50.c.7.A: describe the interactions between the components of the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere
  • Environmental Systems: 112.50.c.7.C: explain the flow of heat energy in an ecosystem, including conduction, convection, and radiation
  • Environmental Systems: 112.50.c.7.D: identify and describe how energy is used, transformed, and conserved as it flows through ecosystems

• Environmental Systems: 112.50.c.8

  Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems. The student is expected to:

  • Environmental Systems: 112.50.c.8.A: compare exponential and logistical population growth using graphical representations
  • Environmental Systems: 112.50.c.8.B: identify factors that may alter carrying capacity such as disease; natural disaster; available food, water, and livable space; habitat fragmentation; and periodic changes in weather
  • Environmental Systems: 112.50.c.8.C: calculate changes in population size in ecosystems
  • Environmental Systems: 112.50.c.8.D: analyze and make predictions about the impact on populations of geographic locales due to diseases, birth and death rates, urbanization, and natural events such as migration and seasonal changes

• 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.C: examine how natural processes such as succession and feedback loops can restore habitats and ecosystems
  • 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.C: investigate the effects of pollutants such as chlorofluorocarbons, greenhouse gases, pesticide runoff, nuclear waste, aerosols, metallic ions, and heavy metals, as well as thermal, light, and noise pollution
  • Environmental Systems: 112.50.c.10.D: evaluate indicators of air, soil, and water quality against regulatory standards to determine the health of an ecosystem
  • 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.B: evaluate the economic impacts of individual actions on the environment such as overbuilding, habitat destruction, poaching, and improper waste disposal
  • 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.12.E: argue from evidence whether or not a healthy economy and a healthy environment are mutually exclusive

• Career Preparation General: 127.20.d.8

  The student identifies skills and attributes necessary for professional success. The student is expected to:

  • Career Preparation General: 127.20.d.8.A: evaluate and compare career options, including salaries and benefits.