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.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.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.A: describe animal growth and development.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.12.C: identify and evaluate breeds and classes of livestock.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.12.D: explain animal selection, reproduction, breeding, and genetics.

• 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.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.B: identify regulations relating to safety, health, and environmental systems in agriculture, food, and natural resources.
  • 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.

• Social Studies: 6.113.18.c.8

  Economics. The student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to:

  • Social Studies: 6.113.18.c.8.A: define and give examples of agricultural, retail, manufacturing (goods), and service industries

• ELA: 7.110.23.b.5

  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.

  • ELA: 7.110.23.b.5.H: synthesize information to create new understanding

• Social Studies: 6.113.18.c.19

  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:

  • Social Studies: 6.113.18.c.19.C: organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

• Social Studies: 6.113.18.c.21

  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

  • Social Studies: 6.113.18.c.21.C: express ideas orally based on research and experiences

• Science: 6.112.26.b.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:

  • Science: 6.112.26.b.1.A: ask questions and define problems based on observations or information from text, phenomena, models, or investigations
  • Science: 6.112.26.b.1.D: use appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, hand lenses, and lab notebooks or journals;
  • Science: 6.112.26.b.1.E: collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
  • Science: 6.112.26.b.1.H: distinguish between scientific hypotheses, theories, and laws.

• Social Studies: 6.113.18.c.22

  Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

  • Social Studies: 6.113.18.c.22.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

• Science: 6.112.26.b.3

  Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

  • Science: 6.112.26.b.3.A: develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
  • Science: 6.112.26.b.3.B: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

• Science: 6.112.26.b.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:

  • Science: 6.112.26.b.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 to investigate STEM careers.

• Science: 6.112.26.b.5

  Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

  • Science: 6.112.26.b.5.A: identify and apply patterns to understand and connect scientific phenomena or to design solutions;
  • Science: 6.112.26.b.5.G: analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.

• Social Studies: 7.113.19.c.20

  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:

  • Social Studies: 7.113.19.c.20.C: organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
  • Social Studies: 7.113.19.c.20.E: formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic

• Science: 6.112.26.b.10

  Earth and space. The student understands the rock cycle and the structure of Earth. The student is expected to:

  • Science: 6.112.26.b.10.A: differentiate between the biosphere, hydrosphere, atmosphere, and geosphere and identify components of each system;
  • Science: 6.112.26.b.10.C: describe how metamorphic, igneous, and sedimentary rocks form and change through geologic processes in the rock cycle.

• Science: 6.112.26.b.11

  Earth and space. The student understands how resources are managed. The student is expected to:

  • Science: 6.112.26.b.11.A: research and describe why resource management is important in reducing global energy poverty, malnutrition, and air and water pollution; and
  • Science: 6.112.26.b.11.B: explain how conservation, increased efficiency, and technology can help manage air, water, soil, and energy resources.

• Science: 6.112.26.b.12

  Organisms and environments. The student knows that interdependence occurs between living systems and the environment. The student is expected to:

  • Science: 6.112.26.b.12.A: investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as availability of light and water, range of temperatures, or soil composition;

• Social Studies: 8.113.20.c.29

  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:

  • Social Studies: 8.113.20.c.29.C: organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
  • Social Studies: 8.113.20.c.29.E: formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic

• Science: 7.112.27.b.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:

  • Science: 7.112.27.b.1.A: ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
  • Science: 7.112.27.b.1.C: use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;
  • Science: 7.112.27.b.1.E: collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
  • Science: 7.112.27.b.1.F: construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data
  • Science: 7.112.27.b.1.H: distinguish between scientific hypotheses, theories, and laws.

• Science: 7.112.27.b.3

  Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

  • Science: 7.112.27.b.3.A: develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
  • Science: 7.112.27.b.3.B: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

• Science: 7.112.27.b.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:

  • Science: 7.112.27.b.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 to investigate STEM careers

• Science: 7.112.27.b.5

  Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

  • Science: 7.112.27.b.5.A: identify and apply patterns to understand and connect scientific phenomena or to design solutions;
  • Science: 7.112.27.b.5.G: analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.

• Science: 8.112.28.b.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:

  • Science: 8.112.28.b.1.A: ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
  • Science: 8.112.28.b.1.C: use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;
  • Science: 8.112.28.b.1.E: collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
  • Science: 8.112.28.b.1.F: construct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;
  • Science: 8.112.28.b.1.H: distinguish between scientific hypotheses, theories, and laws.

• Science: 8.112.28.b.3

  Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

  • Science: 8.112.28.b.3.A: develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
  • Science: 8.112.28.b.3.B: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

• Science: 8.112.28.b.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

  • Science: 8.112.28.b.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 to investigate STEM careers.

• Science: 8.112.28.b.5

  Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

  • Science: 8.112.28.b.5.A: identify and apply patterns to understand and connect scientific phenomena or to design solutions;
  • Science: 8.112.28.b.5.G: analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.

• Science: 8.112.28.b.10

  Earth and space. The student knows that interactions between Earth, ocean, and weather systems impact climate. The student is expected to:

  • Science: 8.112.28.b.10.A: describe how energy from the Sun, hydrosphere, and atmosphere interact and influence weather and climate;
  • Science: 8.112.28.b.10.B: identify global patterns of atmospheric movement and how they influence local weather; and

• Science: 8.112.28.b.12

  Organisms and environments. The student understands stability and change in populations and ecosystems. The student is expected to:

  • Science: 8.112.28.b.12.A: explain how disruptions such as population changes, natural disasters, and human intervention impact the transfer of energy in food webs in ecosystems;
  • Science: 8.112.28.b.12.B: describe how primary and secondary ecological succession affect populations and species diversity after ecosystems are disrupted by natural events or human activity; and

• Science: 7.112.27.b.11

  Earth and space. The student understands how human activity can impact the hydrosphere. The student is expected to:

  • Science: 7.112.27.b.11.A: analyze the beneficial and harmful influences of human activity on groundwater and surface water in a watershed; and
  • Science: 7.112.27.b.11.B: describe human dependence and influence on ocean systems and explain how human activities impact these systems.

• ELA: 6.110.22.b.5

  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. The student is expected to:

  • ELA: 6.110.22.b.5.H: synthesize information to create new understanding

• ELA: 6.110.22.b.6

  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. The student is expected to:

  • ELA: 6.110.22.b.6.C: use text evidence to support an appropriate response
  • ELA: 6.110.22.b.6.H: respond orally or in writing with appropriate register, vocabulary, tone, and voice

• ELA: 6.110.22.b.11

  Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

  • ELA: 6.110.22.b.11.D: compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure

• ELA: 6.110.22.b.12

  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. The student is expected to:

  • ELA: 6.110.22.b.12.D: identify and gather relevant information from a variety of sources
  • ELA: 6.110.22.b.12.F: synthesize information from a variety of sources
  • ELA: 6.110.22.b.12.J: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

• ELA: 7.110.23.b.6

  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. The student is expected to:

  • ELA: 7.110.23.b.6.C: use text evidence to support an appropriate response
  • ELA: 7.110.23.b.6.H: respond orally or in writing with appropriate register, vocabulary, tone, and voice

• ELA: 7.110.23.b.11

  Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

  • ELA: 7.110.23.b.11.D: compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure

• ELA: 7.110.23.b.12

  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. The student is expected to:

  • ELA: 7.110.23.b.12.D: identify and gather relevant information from a variety of sources
  • ELA: 7.110.23.b.12.F: synthesize information from a variety of sources
  • ELA: 7.110.23.b.12.J: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

• ELA: 8.110.24.b.6

  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. The student is expected to:

  • ELA: 8.110.24.b.6.C: use text evidence to support an appropriate response
  • ELA: 8.110.24.b.6.H: respond orally or in writing with appropriate register, vocabulary, tone, and voice

• ELA: 8.110.24.b.11

  Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

  • ELA: 8.110.24.b.11.D: compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure

• ELA: 8.110.24.b.12

  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. The student is expected to:

  • ELA: 8.110.24.b.12.D: identify and gather relevant information from a variety of sources
  • ELA: 8.110.24.b.12.F: synthesize information from a variety of sources
  • ELA: 8.110.24.b.12.J: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

• Math: 6.111.26.b.1

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

  • Math: 6.111.26.b.1.D: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

• Math: 6.111.26.b.5

  Proportionality. The student applies mathematical process standards to solve problems involving proportional relationships. The student is expected to:

  • Math: 6.111.26.b.5.A: represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions

• Math: 6.111.26.b.12

  Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to:

  • Math: 6.111.26.b.12.A: represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots

• Math: 7.111.27.b.1

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

  • Math: 7.111.27.b.1.D: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

• Math: 7.111.27.b.6

  Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to:

  • Math: 7.111.27.b.6.G: solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents

• Math: 8.111.28.b.1

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

  • Math: 8.111.28.b.1.D: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

• Technology Applications: 126.17.c.1

  Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

  • Technology Applications: 126.17.c.1.A: decompose real-world problems into structured parts by using visual representation
  • Technology Applications: 126.17.c.1.B: analyze the patterns and sequences found in visual representations such as learning maps, concept maps, or other representations of data
  • Technology Applications: 126.17.c.1.D: design a plan collaboratively using visual representation to document a problem, possible solutions, and an expected timeline for the development of a coded solution

• Technology Applications: 126.18.c.1

  Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

  • Technology Applications: 126.18.c.1.A: decompose real-world problems into structured parts using flowcharts
  • Technology Applications: 126.18.c.1.B: analyze the patterns and sequences found in flowcharts