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.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.7
The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.7.B - use a variety of resources for research and development.
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.D - 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 over time
- 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.A - analyze economic information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
- 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
Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.23
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
- Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.23 - Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
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.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.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 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.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.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.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 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 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.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.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
United States History Studies Since 1877: 113.41.d.6
History. The student understands significant events, social issues, and individuals of the 1920s. The student is expected to:
- United States History Studies Since 1877: 113.41.d.6.B - analyze the impact of significant individuals such as Henry Ford, Marcus Garvey, and Charles A. Lindbergh
United States History Studies Since 1877: 113.41.d.31
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- United States History Studies Since 1877: 113.41.d.31.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Advanced Plant and Soil Science: 130.25.c.1
The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
- Advanced Plant and Soil Science: 130.25.c.1.B - apply competencies related to resources, information, interpersonal skills, and systems of operation in plant systems.
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.E - identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt
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
- 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
Advanced Plant and Soil Science: 130.25.c.6
The student analyzes plant and soil science as it relates to plant and soil relationships affecting the production of food, fiber, and other economic crops. The student is expected to:
- Advanced Plant and Soil Science: 130.25.c.6.A - explain the importance and interrelationship of soil and plants.
World History Studies: 113.42.d.31
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- World History Studies: 113.42.d.31.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Advanced Plant and Soil Science: 130.25.c.18
The student demonstrates skills related to the human, scientific, and technological dimensions of crop production and the resources necessary for producing domesticated plants. The student is expected to:
- Advanced Plant and Soil Science: 130.25.c.18.A - describe the growth and development of major crops.
- Advanced Plant and Soil Science: 130.25.c.18.B - apply principles of genetics and plant breeding.
- Advanced Plant and Soil Science: 130.25.c.18.C - examine the development of crop varieties through the origin of agriculture.
Ethnic Studies: African American Studies: 113.51.c.16
Science, technology, and society. The student understands how African American achievements in science and technology have contributed to economic and social development in the United States. The student is expected to:
- Ethnic Studies: African American Studies: 113.51.c.16.C - describe the contributions of significant African American individuals to science, philosophy, mathematics, and technology such as Benjamin Banneker, George Washington Carver, Granville Woods, Mary Jackson, Katherine Johnson, Henrietta Lacks, Dorothy Vaughan, Mae Jemison, and Neil deGrasse Tyson
- Ethnic Studies: African American Studies: 113.51.c.16.C - describe the contributions of significant African American individuals to science, philosophy, mathematics, and technology such as Benjamin Banneker, George Washington Carver, Granville Woods, Mary Jackson, Katherine Johnson, Henrietta Lacks, Dorothy Vaughan, Mae Jemison, and Neil deGrasse Tyson
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.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.7
Science concepts--mechanisms of genetics. The student knows the role of nucleic acids in gene expression. The student is expected to:
- Biology: 112.42.c.7.A - identify components of DNA, explain how the nucleotide sequence specifies some traits of an organism, and examine scientific explanations for the origin of DNA
- Biology: 112.42.c.7.B - describe the significance of gene expression and explain the process of protein synthesis using models of DNA and ribonucleic acid (RNA)
- Biology: 112.42.c.7.C - identify and illustrate changes in DNA and evaluate the significance of these changes
- Biology: 112.42.c.7.D - discuss the importance of molecular technologies such as polymerase chain reaction (PCR), gel electrophoresis, and genetic engineering that are applicable in current research and engineering practices
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.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.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.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.F - evaluate the impact of waste management methods such as reduction, reuse, recycling, upcycling, and composting on resource availability in the local environment
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.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.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.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.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.14
The student understands how human activities impact aquatic environments. The student is expected to:
- Aquatic Science: 112.47.c.14.A - analyze the cumulative impact of human population growth on an aquatic ecosystem
- 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
- Aquatic Science: 112.47.c.14.C - investigate the role of humans in unbalanced systems involving phenomena such as invasive species, fish farming, cultural eutrophication, or red tides
- Aquatic Science: 112.47.c.14.D - analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments
- Aquatic Science: 112.47.c.14.E - describe the impact such as costs and benefits of various laws and policies such as The Endangered Species Act, right of capture laws, or Clean Water Act on aquatic systems
- Aquatic Science: 112.47.c.14.F - analyze the purpose and effectiveness of human efforts to restore aquatic ecosystems affected by human activities
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.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.9
Science concepts. The student knows that the lithosphere continuously changes as a result of dynamic and complex interactions among Earth's systems. The student is expected to:
- Earth Systems Science: 112.49.c.9.B - investigate and model how surface water and ground water change the lithosphere through chemical and physical weathering and how they serve as valuable natural resources;
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.D - analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, and biodiversity
- 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.12.F - explain the cycling of carbon through different forms among Earth's systems and how biological processes have caused major changes to the carbon cycle in those systems over Earth's history
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
