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.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.4.D: identify potential future scenarios for agriculture, food, and natural resources systems, including global impacts.

• United States History Since 1877: 113.41.c.12

  Geography. The student understands the impact of geographic factors on major events. The student is expected to analyze the impact of physical and human geographic factors on the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina.

  • U.S. History Since 1877: 12: Geography. The student understands the impact of geographic factors on major events. The student is expected to analyze the impact of physical and human geographic factors on the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina.

• 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.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.10.B: identify and describe the process of soil formation.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.10.C: conduct experiments related to soil chemistry.

• 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.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.15.C: identify and design methods to maintain and improve safety, health, and environmental systems in agriculture, food, and natural resources.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.15.D: research and analyze alternative energy sources that stem from or impact agriculture, food, and natural resources.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.15.E: evaluate energy and water conservation methods.

• 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: 1.A: The student is expected to engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.
  • English I: 1.B: The student is expected to follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes.
  • English I: 1.C: The student is expected to give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
  • English I: 1.D: The student is expected to 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: 11.E: The student is expected to locate relevant sources.
  • English I: 11.F: The student is expected to synthesize information from a variety of sources.
  • English I: 11.G.i: The student is expected to examine sources for credibility and bias, including omission.
  • English I: 11.I: The student is expected to 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: 4.E: The student is expected to make connections to personal experiences, ideas in other texts, and society.
  • English I: 4.G: The student is expected to evaluate details read to determine key ideas.
  • English I: 4.H: The student is expected to synthesize information from two texts to create new understanding.

• 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: 5.D: The student is expected to paraphrase and summarize texts in ways that maintain meaning and logical order.
  • English I: 5.F: The student is expected to 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: 4.E: The student is expected to make connections to personal experiences, ideas in other texts, and society.
  • English II: 4.G: The student is expected to evaluate details read to determine key ideas.
  • English II: 4.H: The student is expected to synthesize information from multiple texts to create new understanding.

• 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: 1.A: The student is expected to engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.
  • English II: 1.B: The student is expected to follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes.
  • English II: 1.C: The student is expected to give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
  • English II: 1.D: The student is expected to 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: 1.A: The student is expected to 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: 1.B: The student is expected to follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately.
  • English III: 1.C: The student is expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
  • English III: 1.D: The student is expected to participate collaboratively, offering ideas or judgements 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: 4.E: The student is expected to make connections to personal experiences, ideas in other texts, and society.
  • English III: 4.G: The student is expected to evaluate details read to understand key ideas.
  • English III: 4.H: The student is expected to synthesize information from a variety of text types to create new understanding.

• 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: 11.E: The student is expected to locate relevant sources.
  • English II: 11.F: The student is expected to synthesize information from a variety of sources.
  • English II: 11.G.i: The student is expected to examine sources for credibility and bias, including omission.
  • English II: 11.I: The student is expected to use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

• 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: 5.D: The student is expected to paraphrase and summarize texts in ways that maintain meaning and logical order.
  • English III: 5.F: The student is expected to 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: 5.D: The student is expected to paraphrase and summarize texts in ways that maintain meaning and logical order.
  • English II: 5.F: The student is expected to respond using acquired content and academic vocabulary as appropriate.

• 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: 11.E: The student is expected to locate relevant sources.
  • English III: 11.F: The student is expected to synthesize information from a variety of sources.
  • English III: 11.G.i: The student is expected to examine sources for credibility, bias, and accuracy.
  • English III: 11.I: The student is expected to 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: 1.A: The student is expected to 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: 1.B: The student is expected to follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately.
  • English IV: 1.C: The student is expected to formulate sound arguments and present using elements of classical speeches such as introduction, first and second transitions, body, conclusion, the art of persuasion, rhetorical devices, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
  • English IV: 1.D: The student is expected to participate collaboratively, offering ideas or judgements 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: 4.E: The student is expected to make connections to personal experiences, ideas in other texts, and society.
  • English IV: 4.G: The student is expected to evaluate details read to analyze key ideas.
  • English IV: 4.H: The student is expected to synthesize information from a variety of text types to create new understanding.

• 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: 5.D: The student is expected to paraphrase and summarize texts in ways that maintain meaning and logical order.
  • English IV: 5.F: The student is expected to respond using acquired content and academic vocabulary as appropriate.

• 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: 11.E: The student is expected to locate relevant sources.
  • English IV: 11.F: The student is expected to synthesize information from a variety of sources.
  • English IV: 11.G.i: The student is expected to examine sources for credibility, bias, and accuracy.
  • English IV: 11.I: The student is expected to use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

• Environmental Systems: 112.37.c.9

  Science concepts. The student knows the impact of human activities on the environment.

  • Environmental Systems: 9.A: The student is expected to identify causes of air, soil, and water pollution, including point and nonpoint sources.

• English I: 110.36.c.9

  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 use appropriate conventions.

  • English I: 9.A: The student is expected to plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing.

• English II: 110.37.c.9

  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 use appropriate conventions.

  • English II: 9.A: The student is expected to plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing.

• English III: 110.38.c.9

  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 use appropriate conventions.

  • English III: 9.A: The student is expected to plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing.

• English IV: 110.39.c.9

  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 use appropriate conventions.

  • English IV: 9.A: The student is expected to plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing.

• Aquatic Science: 112.32.c.12

  Science concepts. The student understands how human activities impact aquatic environments.

  • Aquatic Science: 12.A: The student is expected to predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystem.

• Biology: 112.34.c.2

  Scientific processes. The student uses scientific practices and equipment during laboratory and field investigations.

  • Biology: 2.E: The student is expected to plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology.
  • Biology: 2.F: The student is expected to collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as data-collecting probes, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, balances, gel electrophoresis apparatuses, micropipettes, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures.
  • Biology: 2.G: The student is expected to analyze, evaluate, make inferences, and predict trends from data.
  • Biology: 2.H: The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.

• Environmental Systems: 112.37.c.5

  Science concepts. The student knows the interrelationships among the resources within the local environmental system.

  • Environmental Systems: 5.A: The student is expected to summarize methods of land use and management and describe its effects on land fertility.

• Energy and Natural Resource Technology: 130.11.c.5

  The student identifies water use and management in agricultural settings. The student is expected to:

  • Energy and Natural Resource Technology: 130.11.c.5.C: discuss how agricultural uses may impact water resources.
  • Energy and Natural Resource Technology: 130.11.c.5.F: evaluate how the different agricultural water uses may impact water availability.

• Energy and Natural Resource Technology: 130.11.c.7

  The student examines soil erosion as related to agricultural production. The student is expected to:

  • Energy and Natural Resource Technology: 130.11.c.7.A: identify agricultural production practices that can contribute to soil erosion.
  • Energy and Natural Resource Technology: 130.11.c.7.B: analyze effects of soil erosion.
  • Energy and Natural Resource Technology: 130.11.c.7.D: identify soil erosion control methods and programs.

• Advanced Energy and Natural Resource Technology: 130.12.c.10

  The student examines soil erosion as related to natural resource management and energy production. The student is expected to:

  • Advanced Energy and Natural Resource Technology: 130.12.c.10.B: analyze the components and functions of soils
  • Advanced Energy and Natural Resource Technology: 130.12.c.10.D: compare soil erosion control methods.

• Wildlife, Fisheries, and Ecology Management: 130.17.c.6

  The student examines natural cycles and ecological concepts. The student is expected to:

  • Wildlife, Fisheries, and Ecology Management: 130.17.c.6.A: explain the hydrologic, nitrogen, carbon, and nutrient cycles.
  • Wildlife, Fisheries, and Ecology Management: 130.17.c.6.B: evaluate the impact of natural cycles on succession.
  • Wildlife, Fisheries, and Ecology Management: 130.17.c.6.C: analyze the effects of natural cycles on population dynamics.

• Range Ecology and Management: 130.19.C.5

  The student analyzes the biotic and abiotic components of a rangeland. The student is expected to:

  • Range Ecology and Management: 130.19.C.5.A: discuss components of rangeland with an emphasis on soil.
  • Range Ecology and Management: 130.19.C.5.B: determine components of rangeland with an emphasis on topography.
  • Range Ecology and Management: 130.19.C.5.C: classify range sites by soil properties.

• Advanced Plant and Soil Science: 130.25.c.8

  The student explains the relationship of biotic and abiotic factors within habitats and ecosystems. The student is expected to:

  • Advanced Plant and Soil Science: 130.25.c.8.C: evaluate the impact of human activity such as pest control, hydroponics, and sustainable agriculture on ecosystems.

• Advanced Plant and Soil Science: 130.25.c.9

  The student analyzes soil science as it relates to food and fiber production. The student is expected to:

  • Advanced Plant and Soil Science: 130.25.c.9.C: recognize the importance of conservation of soil and agencies involved in conservation.

• Advanced Plant and Soil Science: 130.25.c.10

  The student describes the relationship between resources within environmental systems. The student is expected to:

  • Advanced Plant and Soil Science: 130.25.c.10.A: summarize methods of land use and management.
  • Advanced Plant and Soil Science: 130.25.c.10.B: identify sources, use, quality, and conservation of water.
  • Advanced Plant and Soil Science: 130.25.c.10.C: explore the use and conservation of renewable and non-renewable resources.

• 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.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.D: use appropriate tools such as microscopes, slides, Petri dishes, laboratory glassware, metric rulers, digital balances, pipets, filter paper, micropipettes, gel electrophoresis and polymerase chain reaction (PCR) apparatuses, microcentrifuges, water baths, incubators, thermometers, hot plates, data collection probes, test tube holders, lab notebooks or journals, hand lenses, and models, diagrams, or samples of biological specimens or structures
  • 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.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.B: analyze data by identifying significant statistical features, patterns, sources of error, and limitations

• 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.B: communicate explanations and solutions individually and collaboratively in a variety of settings and formats

• 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.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.A: identify sources of emissions in air, soil, and water, including point and nonpoint sources

• Aquatic Science: 112.47.c.14

  The student understands how human activities impact aquatic environments. The student is expected to:

  • Aquatic Science: 112.47.c.14.B: predict effects of chemical, organic, physical, and thermal changes due to humans on the living and nonliving components of an aquatic ecosystem