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.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.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.13

  The student describes the principles of food products and processing systems. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.A: evaluate food products and processing systems.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.B: determine trends in world food production.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.C: discuss current issues in food production.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.D: use tools, equipment, and personal protective equipment common to food products and processing systems.

• 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

• Livestock Production: 130.7.c.1

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

  • Livestock Production: 130.7.c.1.B: apply competencies related to resources, information, interpersonal skills, and systems of operation in animal systems.

• Livestock Production: 130.7.c.3

  The student demonstrates technical skills relating to the interrelated human, scientific, and technological dimensions of animal systems. The student is expected to:

  • Livestock Production: 130.7.c.3.A: assess the importance of the United States' impact on world commodity markets.

• 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.11.E: locate relevant sources
  • English I: 110.36.c.11.F: synthesize information from a variety of sources
  • English I: 110.36.c.11.I: 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: 110.36.c.4.G: evaluate details read to determine key ideas
  • English I: 110.36.c.4.H: 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: 110.36.c.5.D: paraphrase and summarize texts in ways that maintain meaning and logical order

• 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 III: 110.38.c.4.H: 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: 110.37.c.11.A: develop questions for formal and informal inquiry
  • English II: 110.37.c.11.E: locate relevant sources
  • English II: 110.37.c.11.F: synthesize information from a variety of sources
  • English II: 110.37.c.11.I: 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: 110.38.c.5.D: paraphrase and summarize texts in ways that maintain meaning and logical order

• 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.D: paraphrase and summarize texts in ways that maintain meaning and logical order

• 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 III: 110.38.c.11.E: locate relevant sources
  • English III: 110.38.c.11.F: synthesize information from a variety of sources
  • English III: 110.38.c.11.I: 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: 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.4.H: 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: 110.39.c.5.D: paraphrase and summarize texts in ways that maintain meaning and logical order

• 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
  • English IV: 110.39.c.11.E: locate relevant sources
  • English IV: 110.39.c.11.F: synthesize information from a variety of sources
  • English IV: 110.39.c.11.I: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

• Energy and Natural Resource Technology: 130.11.c.1

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

  • Energy and Natural Resource Technology: 130.11.c.1.A: identify career development, education, and entrepreneurship opportunities in the field of energy and natural resources.

• Energy and Natural Resource Technology: 130.11.c.4

  The student discusses the importance and scope of natural resources. The student is expected to:

  • Energy and Natural Resource Technology: 130.11.c.4.A: identify various types of natural resources.
  • Energy and Natural Resource Technology: 130.11.c.4.B: discuss renewable and non-renewable energy resources and their impact on the environment.
  • Energy and Natural Resource Technology: 130.11.c.4.C: analyze the impacts of natural resources and their effects on the agricultural economy.

• Advanced Energy and Natural Resource Technology: 130.12.c.1

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

  • Advanced Energy and Natural Resource Technology: 130.12.c.1.B: apply competencies related to resources, information, interpersonal skills, and systems of operation in energy and natural resources.

• Advanced Energy and Natural Resource Technology: 130.12.c.4

  The student determines and evaluates the importance and scope of energy and natural resources. The student is expected to:

  • Advanced Energy and Natural Resource Technology: 130.12.c.4.A: identify various types of natural resources.
  • Advanced Energy and Natural Resource Technology: 130.12.c.4.B: identify renewable, non-renewable, and sustainable energy resources and determine their availability.
  • Advanced Energy and Natural Resource Technology: 130.12.c.4.C: evaluate the impacts of energy production on natural resources and the agricultural economy.

• 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.A: explain the significance of food science systems.

• 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.A: explain the importance of the food processing industry in the free enterprise system.
  • Food Processing: 130.16.c.3.B: explain trends in the consumption of food products.

• Horticultural Science: 130.23.c.1

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

  • Horticultural Science: 130.23.c.1.B: apply competencies related to resources, information, interpersonal skills, and systems of operation in horticulture.

• Horticultural Science: 130.23.c.3

  The student develops technical skills associated with the management and production of horticultural plants. The student is expected to:

  • Horticultural Science: 130.23.c.3.F: describe the processes of fruit, nut, and vegetable production.

• 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.1.H: distinguish among scientific hypotheses, theories, and laws

• Biology: 112.42.c.11

  Science concepts--biological structures, functions, and processes. The student knows the significance of matter cycling, energy flow, and enzymes in living organisms. The student is expected to:

  • Biology: 112.42.c.11.B: investigate and explain the role of enzymes in facilitating cellular processes

• 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

• 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.B: apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
  • Earth Systems Science: 112.49.c.1.D: use appropriate tools such as a drawing compass, magnetic compass, bar magnets, topographical and geological maps, satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), hand lenses, and fossil and rock sample kits
  • 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.1.G: develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
  • Earth Systems Science: 112.49.c.1.H: distinguish between scientific hypotheses, theories, and laws

• 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.A: interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies
  • 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.9.C: model the processes of mass wasting, erosion, and deposition by water, wind, ice, glaciation, gravity, and volcanism in constantly reshaping Earth's surface
  • Earth Systems Science: 112.49.c.9.D: evaluate how weather and human activity affect the location, quality, and supply of available freshwater resources