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.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.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.11.D: identify plants of importance to agriculture, food, and natural resources

• 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.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.G: The student is expected to evaluate details read to determine key ideas.

• 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 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.G: The student is expected to 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: 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.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.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.G: The student is expected to evaluate details read to understand key ideas.

• 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 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 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.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.G: The student is expected to evaluate details read to analyze key ideas.

• 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 I: 110.36.c.3

  Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.

  • English I: 3: The student is expected to self-select text and read independently for a sustained period of time.

• English II: 110.37.c.3

  Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.

  • English II: 3: The student is expected to self-select text and read independently for a sustained period of time.

• English III: 110.38.c.3

  Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.

  • English III: 3: The student is expected to self-select text and read independently for a sustained period of time.

• English IV: 110.39.c.3

  Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads appropriate texts independently.

  • English IV: 3: The student is expected to self-select text and read independently for a sustained period of time.

• Biology: 112.34.c.7

  Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life.

  • Biology: 7.E: The student is expected to analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species.

• Integrated Physics and Chemistry: 112.38.c.6

  Science concepts. The student knows that relationships exist between the structure and properties of matter.

  • Integrated Physics and Chemistry: 6.A: The student is expected to examine differences in physical properties of solids, liquids, and gases as explained by the arrangement and motion of atoms or molecules.

• 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 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.10

  The student describes the processing, packaging, quality analysis, and marketing of fruits, nuts, and vegetables and their by-products. The student is expected to:

  • Food Technology and Safety: 130.15.c.10.A: identify, classify, and grade fruits, nuts, and vegetables.

• 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.

• Biology: 112.42.c.10

  Science concepts--biological evolution. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life that has multiple mechanisms. The student is expected to:

  • Biology: 112.42.c.10.C: analyze and evaluate how natural selection may lead to speciation

• Integrated Physics and Chemistry: 112.44.c.7

  Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to:

  • Integrated Physics and Chemistry: 112.44.c.7.A: model basic atomic structure and relate an element's atomic structure to its bonding, reactivity, and placement on the Periodic Table