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.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.

• 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.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.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.A: The student is expected to establish purpose for reading assigned and self-selected texts.
  • English I: 4.E: The student is expected to make connections to personal experiences, ideas in other texts, and society.
  • English I: 4.F: The student is expected to make inferences and use evidence to support understanding.
  • English I: 4.G: The student is expected to evaluate details read to determine key ideas.
  • English I: 4.I: The student is expected to monitor comprehension and make adjustments such as rereading, 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: 5.B: The student is expected to write responses that demonstrate understanding of texts, including comparing texts within and across genres.
  • English I: 5.D: The student is expected to paraphrase and summarize texts in ways that maintain meaning and logical order.
  • English I: 5.E: The student is expected to interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.

• 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.A: The student is expected to establish purpose for reading assigned and self-selected texts.
  • English II: 4.E: The student is expected to make connections to personal experiences, ideas in other texts, and society.
  • English II: 4.F: The student is expected to make inferences and use evidence to support understanding.
  • English II: 4.G: The student is expected to evaluate details read to determine key ideas.
  • English II: 4.I: The student is expected to monitor comprehension and make adjustments such as rereading, 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: 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.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.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.A: The student is expected to establish purpose for reading assigned and self-selected texts.
  • English III: 4.E: The student is expected to make connections to personal experiences, ideas in other texts, and society.
  • English III: 4.F: The student is expected to make inferences and use evidence to support understanding.
  • English III: 4.G: The student is expected to evaluate details read to understand key ideas.
  • English III: 4.I: The student is expected to monitor comprehension and make adjustments such as rereading, 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: 5.B: The student is expected to write responses that demonstrate analysis of texts, including comparing texts within and across genres.
  • English III: 5.D: The student is expected to paraphrase and summarize texts in ways that maintain meaning and logical order.
  • English III: 5.E: The student is expected to 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: 5.B: The student is expected to write responses that demonstrate understanding of texts, including comparing texts within and across genres.
  • English II: 5.D: The student is expected to paraphrase and summarize texts in ways that maintain meaning and logical order.
  • English II: 5.E: The student is expected to 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: 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.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.A: The student is expected to establish purpose for reading assigned and self-selected texts.
  • English IV: 4.E: The student is expected to make connections to personal experiences, ideas in other texts, and society.
  • English IV: 4.F: The student is expected to make inferences and use evidence to support understanding.
  • English IV: 4.G: The student is expected to evaluate details read to analyze key ideas.
  • English IV: 4.I: The student is expected to monitor comprehension and make adjustments such as rereading, 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: 5.B: The student is expected to write responses that demonstrate analysis of texts, including comparing texts within and across genres.
  • English IV: 5.D: The student is expected to paraphrase and summarize texts in ways that maintain meaning and logical order.
  • English IV: 5.E: The student is expected to interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.

• 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.
  • Environmental Systems: 9.F: The student is expected to evaluate cost-benefit trade-offs of commercial activities such as municipal development, farming, deforestation, over-harvesting, and mining.
  • Environmental Systems: 9.G: The student is expected to analyze how ethical beliefs can be used to influence scientific practices such as methods for increasing food production.

• 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.

• 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: 9.A: The student is expected to interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-lead plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions.

• Mathematical Models with Applications: 111.43.c.1

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

  • Mathematical Models with Applications: 1.A: The student is expected to apply mathematics to problems arising in everyday life, society, and the workplace.

• Advanced Quantitative Reasoning: 111.44.c.1

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

  • Advanced Quantitative Reasoning: 1.A: The student is expected to apply mathematics to problems arising in everyday life, society, and the workplace.

• Advanced Quantitative Reasoning: 111.44.c.2

  Numeric reasoning. The student applies the process standards in mathematics to generate new understandings by extending existing knowledge. The student generates new mathematical understandings through problems involving numerical data that arise in everyday life, society, and the workplace. The student extends existing knowledge and skills to analyze real-world situations.

  • Advanced Quantitative Reasoning: 2.A: The student is expected to use precision and accuracy in real-life situations related to measurements and significant figures.

• Environmental Systems: 112.37.c.3

  Scientific process. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.

  • Environmental Systems: 3.E: The student is expected to describe the connection between environmental science and future careers.

• Environmental Systems: 112.37.c.7

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

  • Environmental Systems: 7.A: The student is expected to relate carrying capacity to population dynamics.
  • Environmental Systems: 7.B: The student is expected to calculate birth rates and exponential growth of populations.

• 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.8

  The student identifies methods of maintaining and improving rangeland for wildlife management. The student is expected to:

  • Range Ecology and Management: 130.19.C.8.B: identify plants species harmful to wildlife.
  • Range Ecology and Management: 130.19.C.8.C: analyze how wildlife species use range plants.

• 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.

• 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.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.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.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.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

• 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