Texas Content Area Standards

• 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.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: 110.36.c.11.A: develop questions for formal and informal inquiry

• 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 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.G: evaluate details read to understand key ideas

• 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: 110.37.c.11.A: develop questions for formal and informal inquiry

• 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: 110.38.c.11.A: develop questions for formal and informal inquiry

• 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.G: evaluate details read to analyze key ideas

• 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: 110.39.c.11.A: develop questions for formal and informal inquiry

• Food Technology and Safety: 130.15.c.1

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

  • Food Technology and Safety: 130.15.c.1.B: apply competencies related to resources, information, interpersonal skills, and systems of operation in food processing.

• Food Technology and Safety: 130.15.c.3

  The student explains the impact of food science systems. The student is expected to:

  • Food Technology and Safety: 130.15.c.3.B: define trends in food production, world population, and supply and demand for food products.

• Food Technology and Safety: 130.15.c.4

  The student analyzes the nutritive value of food constituents. The student is expected to:

  • Food Technology and Safety: 130.15.c.4.A: define the terms used in food technology.
  • Food Technology and Safety: 130.15.c.4.B: compare and contrast the nutritive value of food groups.

• Food Technology and Safety: 130.15.c.11

  The student describes the processing, packaging, quality analysis, and marketing of milk and dairy products for distribution. The student is expected to:

  • Food Technology and Safety: 130.15.c.11.A: describe methods of preparing milk for processing.
  • Food Technology and Safety: 130.15.c.11.B: evaluate methods of processing milk and dairy products.
  • Food Technology and Safety: 130.15.c.11.C: identify dairy products, including cultured milk products and frozen dairy desserts.

• Food Processing: 130.16.c.1

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

  • Food Processing: 130.16.c.1.B: apply competencies related to resources, information, interpersonal skills, and systems of operation in the food processing industry, including the value-added products industry.

• Food Processing: 130.16.c.3

  The student knows the relationship of the food processing industry to the free enterprise system. The student is expected to:

  • Food Processing: 130.16.c.3.B: explain trends in the consumption of food products.

• 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.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.1.G: develop and use models to represent phenomena, systems, processes, or solutions to engineering problems

• 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.A: analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student
  • 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.12

  Science concepts--biological structures, functions, and processes. The student knows that multicellular organisms are composed of multiple systems that interact to perform complex functions. The student is expected to:

  • Biology: 112.42.c.12.A: analyze the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals
  • Biology: 112.42.c.12.B: explain how the interactions that occur among systems that perform functions of transport, reproduction, and response in plants are facilitated by their structures