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.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.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.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.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.7.C: describe scientific methods of research.
  • Principles of Agricultures, Food, and Natural Resources: 130.2.c.7.A: discuss major research and developments in the fields of agriculture, food, and natural resources.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.11

  The student develops technical knowledge and skills related to plant systems. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.11.C: describe plant reproduction, genetics, and breeding.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.12

  The student develops technical knowledge and skills related to animal systems. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.12.D: explain animal selection, reproduction, breeding, and genetics.

• 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

• 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.B: follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

• 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 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.B: follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately

• 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 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.B: follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately

• 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

• 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

• Advanced Animal Science: 130.10.c.8

  The student applies the principles of molecular genetics and heredity. The student is expected to:

  • Advanced Animal Science: 130.10.c.8.C: identify the parts of the nucleotide and the difference between the nucleotides found in deoxyribonucleic acid (DNA) versus ribonucleic acid (RNA).
  • Advanced Animal Science: 130.10.c.8.D: explain the functions of DNA and RNA.

• 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

• 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

• 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

• 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

• 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.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.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.6

  Science concepts--biological structures, functions, and processes. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:

  • Biology: 112.42.c.6.A: explain the importance of the cell cycle to the growth of organisms, including an overview of the stages of the cell cycle and deoxyribonucleic acid (DNA) replication 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.8

  Science concepts--mechanisms of genetics. The student knows the role of nucleic acids and the principles of inheritance and variation of traits in Mendelian and non-Mendelian genetics. The student is expected to:

  • Biology: 112.42.c.8.A: analyze the significance of chromosome reduction, independent assortment, and crossing over during meiosis in increasing diversity in populations of organisms that reproduce sexually