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.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.B: identify animal anatomy and physiology.

• 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.

• 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.

• Livestock Production: 130.7.c.6

  The student determines nutritional requirements of ruminant and non-ruminant animals, including poultry. The student is expected to:

  • Livestock Production: 130.7.c.6.A: describe the digestive systems of ruminant and non-ruminant animals.

• 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.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.E: The student is expected to interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
  • English I: 5.F: The student is expected to respond using acquired content and academic vocabulary as appropriate.

• 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.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.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.E: The student is expected to interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
  • English III: 5.F: The student is expected to respond using acquired content and academic vocabulary as appropriate.

• 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.E: The student is expected to interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
  • English II: 5.F: The student is expected to respond using acquired content and academic vocabulary as appropriate.

• 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.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.E: The student is expected to interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
  • English IV: 5.F: The student is expected to respond using acquired content and academic vocabulary as appropriate.

• Biology: 112.34.c.12

  Science concepts. The student knows that interdependence and interactions occur within an environmental system.

  • Biology: 12.D: The student is expected to describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles.

• Earth and Space Science: 112.36.c.15

  Fluid Earth. The student knows that interactions among Earth's five subsystems influence climate and resource availability, which affect Earth's habitability.

  • Earth and Space Science: 15.D: The student is expected to explain the global carbon cycle, including how carbon exists in different forms within the five subsystems and how these forms affect life.

• Environmental Systems: 112.37.c.4

  Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes.

  • Environmental Systems: 4.C: The student is expected to diagram abiotic cycles, including the rock, hydrologic, carbon, and nitrogen cycles.

• Advanced Animal Science: 130.10.c.10

  The student determines nutritional requirements of ruminant and non-ruminant animals. The student is expected to:

  • Advanced Animal Science: 130.10.c.10.A: describe the structures and functions of the digestive system of ruminant animals, including cattle, and non-ruminant animals, including poultry.

• Biology: 112.42.c.13

  Science concepts--interdependence within environmental systems. The student knows that interactions at various levels of organization occur within an ecosystem to maintain stability. The student is expected to:

  • Biology: 112.42.c.13.C: explain the significance of the carbon and nitrogen cycles to ecosystem stability and analyze the consequences of disrupting these cycles

• Earth Systems Science: 112.49.c.12

  Science concepts. The student understands how Earth's systems affect and are affected by human activities, including resource use and management. The student is expected to:

  • Earth Systems Science: 112.49.c.12.B: analyze the impact on humans of naturally occurring extreme weather events such as flooding, hurricanes, tornadoes, and thunderstorms