Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of this chapter shall be effective September 1, 1998.

Source: The provisions of this §119.1 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 6-7.

(b) Introduction. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to horticultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in horticulture. The student is expected to:

(A) identify career development opportunities in the field of horticulture;

(B) apply competencies related to resources, information,, and systems of operation in horticultural settings;

(C) demonstrate knowledge of personal and horticultural safety practices in the workplace; and

(D) identify employers' expectations, appropriate work habits, and good citizenship skills.

(2) The student recognizes the aesthetic and financial benefits of the horticultural industry. The student is expected to:

(A) prepare a landscape plan;

(B) prepare a horticultural business plan; and

(C) identify local examples of appealing and unappealing landscape plans.

(3) The student classifies and identifies plants common to the horticultural industry. The student is expected to:

(A) name plants scientifically; and

(B) recognize and identify leaf, flower, bud, and stem characteristics.

(4) The student identifies benefits and concerns of horticulture in relation to the environment. The student is expected to:

(A) demonstrate safe practices in selecting, applying, storing, and disposing of chemicals;

(B) identify appropriate sites for horticultural structures; and

(C) know proper measures for storing and disposing of growth medium and wastewater.

(5) The student describes basic plant structures and physiological processes. The student is expected to:

(A) control the greenhouse environment;

(B) determine irrigation functions and techniques; and

(C) select and identify growth materials.

(6) The student demonstrates management and marketing skills needed to establish entrepreneurship in horticultural science. The student is expected to:

(A) calculate production costs, profit, and loss;

(B) describe labeling, pricing, displaying, and advertising in relation to horticultural marketing; and

(C) describe financial controls, credit, records, and accounts in relation to horticultural management.

(7) The student analyzes the cost and maintenance of tools, equipment, and structures used in the horticultural industry. The student is expected to:

(A) identify greenhouse structures and equipment;

(B) identify nursery structures and equipment;

(C) select and operate horticultural equipment; and

(D) maintain and repair horticultural equipment.

(8) The student applies technical skills in floral design, landscaping, and the production of horticultural products. The student is expected to:

(A) identify, construct, develop, and evaluate floral designs;

(B) identify, select, establish, and maintain turfgrasses, indigenous plants, and landscapes;

(C) propagate, reproduce, transplant, and grow nursery stock, vegetables, ornamentals, fruits, and nuts; and

(D) identify and control diseases and pests in horticultural settings.

Source: The provisions of this §119.2 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 6-7.

(b) Introduction. To be prepared for careers in mechanized agricultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to mechanized agricultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of mechanized agriculture;

(B) apply competencies related to resources, information,, and systems of operation of mechanized agriculture;

(C) demonstrate knowledge of personal and mechanical safety practices in the workplace; and

(D) identify employers' expectations, appropriate work habits, and good citizenship skills.

(2) The student identifies and safely uses hand and power tools. The student is expected to:

(A) identify and demonstrate safe use of hand tools;

(B) identify and demonstrate safe use of power tools; and

(C) identify and use measuring and layout tools.

(3) The student identifies and uses fasteners and building materials. The student is expected to:

(A) identify and safely use fasteners;

(B) identify and select wood and other building materials;

(C) identify and select concrete and masonry building materials;

(D) place, finish, and cure concrete; and

(E) demonstrate masonry construction techniques.

(4) The student plans and constructs buildings and equipment. The student is expected to:

(A) select and plan appropriate buildings and equipment;

(B) draw and read plans for cost-effective construction;

(C) compute a bill of materials; and

(D) construct buildings and equipment.

(5) The student selects and applies paint and preservatives. The student is expected to:

(A) select appropriate paints and preservatives; and

(B) demonstrate proper application, cleanup, and disposal of paints and preservatives.

(6) The student performs basic skills needed to install and maintain agricultural water supply and sanitation systems. The student is expected to:

(A) identify and perform basic plumbing skills; and

(B) plan, establish, and maintain water management systems.

(7) The student performs basic maintenance of electric motors and circuits. The student is expected to:

(A) demonstrate the basic principles and safe use of electricity;

(B) plan electrical circuits and equipment placements;

(C) install and repair electrical circuits and equipment; and

(D) install and maintain electric motors and circuits.

(8) The student performs basic electric and oxy-fuel welding and soldering skills. The student is expected to:

(A) demonstrate oxyfuel cutting and welding procedures;

(B) demonstrate arc welding procedures;

(C) perform gas metal-arc, plasma-arc, and shielded-arc procedures; and

(D) demonstrate soldering procedures.

(9) The student services and repairs small engines. The student is expected to:

(A) know the principles of operation of small engines;

(B) maintain and troubleshoot small engines;

(C) demonstrate correct disassembly and reassemble of small engines; and

(D) demonstrate compliance with small engine safety regulations.

(10) The student performs agricultural machinery and equipment inspections, adjustments, and maintenance services. The student is expected to:

(A) demonstrate safe operation and maintenance of agricultural equipment components;

(B) perform maintenance service on component systems;

(C) identify and adjust equipment according to manufacturers' specifications; and

(D) demonstrate effective repair and reconditioning of equipment.

(11) The student plans, builds, and maintains fences. The student is expected to:

(A) plan, build, and maintain wire fences;

(B) plan, build, and maintain privacy fences; and

(C) plan, build, and maintain electric fences.

Statutory Authority: The provisions of this Subchapter B issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of Chapter 119, Subchapters B-F, shall supersede §75.82 of this title (relating to Agricultural Science and Technology) beginning September 1, 1998.

Source: The provisions of this §119.11 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12. This course may be offered to students in Grade 8 for high school credit.

(b) Introduction. To be prepared for careers in the broad field of agriculture/agribusiness, students need to attain academic skills and knowledge, to acquire knowledge and skills related to agriculture/agribusiness and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agriculture/agribusiness;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agriculture/agribusiness;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan supervised agricultural experience programs.

(2) The student identifies concepts related to cultural diversity. The student is expected to:

(A) identify significant similarities and differences in international agriculture;

(B) explain the variety of world markets; and

(C) know marketing factors and practices that impact other cultures.

(3) The student describes the historical, current, and future significance of the agricultural industry. The student is expected to:

(A) define agriculture;

(B) identify the scope of agriculture and its effect upon society;

(C) identify significant historical and current agricultural developments; and

(D) identify potential future scenarios for food and fiber systems.

(4) The student analyzes the structure of agricultural leadership organizations. The student is expected to:

(A) describe life skills for effective leadership;

(B) identify opportunities for leadership development; and

(C) demonstrate democratic principles in conducting effective meetings.

(5) The student explains the food and fiber system at local, state, national, and international levels. The student is expected to:

(A) identify reasons for world trade;

(B) identify the political impact of agriculture;

(C) identify the interdependency of agriculture and the environment;

(D) demonstrate the impacts of agriculture upon land, air, and water resources;

(E) identify alternative fuels; and

(F) know environmental protection and remediation methods.

(6) The student demonstrates appropriate personal and communication skills. The student is expected to:

(A) describe professional and ethical work habits;

(B) define the uses of proper etiquette and behavior;

(C) identify appropriate personal appearance and health habits;

(D) identify written and oral communication skills;

(E) apply preparation skills to prepared and extemporaneous oral presentations; and

(F) demonstrate speaking skills.

(7) The student applies appropriate research methods on agricultural topics. The student is expected to:

(A) define major fields of agricultural research and development;

(B) identify and apply research in the food and fiber products industries;

(C) explain and interpret the labeling of agricultural products; and

(D) describe the scientific method of research.

(8) The student identifies basic plant and animal science concepts. The student is expected to:

(A) define terms related to food and fiber production;

(B) describe the animal products industry;

(C) describe the plant products industry;

(D) describe the fiber products industry; and

(E) list basic management practices.

(9) The student safely applies basic science and mathematical skills to mechanical agricultural systems. The student is expected to:

(A) explain the impact of mechanization on world agricultural production;

(B) demonstrate safety and appropriate laboratory procedures;

(C) identify metal and prepare a shop plan or working drawing; and

(D) perform basic metal-working skills.

(a) General requirements. This course is recommended for students in Grades 9-12. This course may be offered to students in Grade 8 for high school credit.

(b) Introduction. To be prepared for careers in the broad field of agriculture/agribusiness, students need to attain academic knowledge and skills, to acquire knowledge and skills related to the broad field of agriculture/agribusiness and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agriculture/agribusiness;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agriculture/agribusiness;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student identifies the nature and properties of soils and soil formations. The student is expected to:

(A) identify the components and properties of soils;

(B) describe the process of soil formation; and

(C) classify soil formations.

(3) The student performs technical skills related to plant and soil science and technology. The student is expected to:

(A) describe the structure and functions of plant parts;

(B) discuss plant germination, growth, and development;

(C) know plant reproduction, genetics, and breeding; and

(D) identify plants of importance to agriculture.

(4) The student performs technical skills related to animal science and technology. The student is expected to:

(A) explain animal growth and development;

(B) describe animal anatomy and physiology;

(C) identify breeds and classes of livestock; and

(D) discuss animal selection, reproduction, breeding, and genetics.

(5) The student describes the principles of food science technology. The student is expected to:

(A) identify the importance of food science technology; and

(B) determine trends in world food production.

(6) The student safely performs basic mechanical skills in agricultural applications. The student is expected to:

(A) identify major areas of mechanized agriculture;

(B) demonstrate safety and appropriate laboratory procedures;

(C) perform basic agricultural construction skills;

(D) identify lumber and computes a bill of materials; and

(E) identify and use fasteners.

(7) The student explains the relationship between agriculture and the environment. The student is expected to:

(A) determine the effects of chemicals upon the environment;

(B) identify requirements for the proper use of agricultural chemicals;

(C) list alternative energy sources; and

(D) identify fuel and water conservation methods.

(8) The student demonstrates agricultural and personal business management skills. The student is expected to:

(A) prepare a personal budget;

(B) maintain a record-keeping system; and

(C) identify opportunities for entrepreneurship.

Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of Chapter 119, Subchapters B-F, shall supersede §75.82 of this title (relating to Agricultural Science and Technology) beginning September 1, 1998.

Source: The provisions of this §119.21 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in the fields of environmental and natural resource systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to environmental and natural resources and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of environmental and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in environmental and natural resources;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student determines the importance and scope of natural resources, energy, and environment. The student is expected to:

(A) identify various types of natural resources;

(B) define the impact of natural resources on the agricultural economy; and

(C) define the geographic and demographic distribution of natural resources.

(3) The student analyzes conservation and environmental policies related to local, state, and national levels. The student is expected to:

(A) identify factors affecting natural resources;

(B) identify ecological controls of natural resources; and

(C) define the roles of government, society, and property owners in natural resource policy.

(4) The student recognizes the importance of land use planning. The student is expected to:

(A) identify the principles of land use;

(B) define considerations for land use management; and

(C) compare land use policy trends.

(5) The student identifies water and wastewater use and management in all settings. The student is expected to:

(A) list the applications of water resource management;

(B) identify urban and agricultural uses of water;

(C) define the parameters for wastewater management;

(D) list causes and effects of non-point source pollution associated with agriculture; and

(E) review water use legislation.

(6) The student recognizes the use of natural resources for energy. The student is expected to:

(A) identify natural resources used for energy;

(B) identify agricultural products used for energy;

(C) discuss renewable and non-renewable energy resources; and

(D) identify policies affecting energy.

(7) The student describes air quality improvement. The student is expected to:

(A) discuss air quality standards;

(B) list policies relating to air quality;

(C) identify sources and effects of air and noise pollution; and

(D) list air pollution control programs.

(8) The student determines methods of controlling soil erosion. The student is expected to:

(A) identify sources and types of erosion;

(B) list harmful effects of erosion;

(C) discuss legal aspects of erosion; and

(D) list erosion control methods and programs.

(9) The student discusses the identifying, handling, storing, and disposing of hazardous materials. The student is expected to:

(A) identify types of waste;

(B) list safe handling, storing, and disposal procedures for hazardous materials; and

(C) discuss programs and policies relating to hazardous materials.

Source: The provisions of this §119.22 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in the fields of environmental and natural resource systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to environmental and natural resources and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of environmental and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems in environmental and natural resources;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student determines the nature and origins of aquaculture. The student is expected to:

(A) identify the types and nature of aquaculture production; and

(B) know the current status and potential of aquaculture at local, state, national, and international levels; and

(C) discuss the origins of productive aquaculture.

(3) The student determines the biological principles, growth habits, anatomy, and morphology of aquaculture plants and animals. The student is expected to:

(A) know the biological principles of aquaculture species;

(B) discuss the growth of aquatic organisms; and

(C) identify anatomical and morphological structures of aquatic organisms.

(4) The student describes water resource management. The student is expected to:

(A) determine the properties of water;

(B) identify appropriate water quality factors;

(C) define adequate water resources;

(D) manage water quality factors; and

(E) work with and dispose of water.

(5) The student identifies aquaculture production systems. The student is expected to:

(A) identify pond, cage, tank, and raceway growth and harvest systems;

(B) define seed plant and organism production;

(C) grow and process aquacrops; and

(D) identify personal safety measures.

Source: The provisions of this §119.23 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to horticulture and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of horticulture;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in horticulture;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student develops technical skills in dealing with horticultural plants. The student is expected to:

(A) classify horticultural plants;

(B) propagate plants;

(C) manage the growth environment;

(D) propagate and grow horticultural plants;

(E) create floral designs;

(F) plan and establish landscapes; and

(G) know fruit, nut, and vegetable production.

(3) The student controls common pests of horticultural plants. The student is expected to:

(A) identify common horticultural pests; and

(B) demonstrate safe practices in selecting, applying, storing, and disposing of chemicals.

(4) The student demonstrates marketing and management skills used in the operation of horticultural businesses. The student is expected to:

(A) identify and maintain hand and power tools and equipment;

(B) select appropriate tools and equipment;

(C) identify options and opportunities for business ownership; and

(D) know the role of small business in free enterprise.

Source: The provisions of this §119.24 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in mechanized agricultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to mechanized agricultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of mechanized agriculture;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of mechanized agriculture;

(C) demonstrate knowledge of personal and mechanical safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student identifies and safely uses tools and equipment. The student is expected to:

(A) identify and use hand and power tools; and

(B) select and use measuring and marking devices.

(3) The student identifies and performs basic electric wiring skills. The student is expected to:

(A) identify basic principles of electric wiring and wiring terminology;

(B) perform basic electric wiring skills; and

(C) maintain electric motors.

(4) The student performs basic plumbing skills. The student is expected to:

(A) identify plumbing tools and fixtures;

(B) install pipe and plumbing fixtures; and

(C) maintain water systems.

(5) The student performs basic concrete construction skills. The student is expected to:

(A) estimate materials and construct forms; and

(B) reinforce, place, finish, and cure concrete.

(6) The student performs basic carpentry skills. The student is expected to:

(A) identify building materials;

(B) plan cost-effective construction;

(C) apply basic carpentry skills; and

(D) apply paints and preservatives.

(7) The student identifies fencing methods. The student is expected to:

(A) select fencing materials; and

(B) plan and construct fences.

(8) The student performs cold and hot metal skills. The student is expected to:

(A) identify types of metal;

(B) cut, file, shape, and drill metal;

(C) select and operate oxy-fuel welding and cutting equipment; and

(D) select and operate electric-arc welding equipment.

Source: The provisions of this §119.25 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in mechanized agricultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to mechanized agricultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of mechanized agriculture;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of mechanized agriculture;

(C) demonstrate knowledge of personal and mechanical safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student identifies hazards and home safety needs. The student is expected to:

(A) identify home safety needs; and

(B) identify hazards in the home or farmstead.

(3) The student selects, maintains, and uses home maintenance tools, equipment, and materials. The student is expected to:

(A) identify and use wood and metal working tools;

(B) organize and store tools and equipment; and

(C) select and use wood and metal fasteners.

(4) The student services home plumbing systems. The student is expected to:

(A) repair water pipes and fixtures;

(B) service and clean plumbing systems;

(C) repair water hoses; and

(D) replace irrigation systems, bubblers, and heads.

(5) The student services and maintains simple electrical circuits. The student is expected to:

(A) demonstrate safe electrical practices;

(B) define electrical power consumption terminology;

(C) estimate loads and circuit needs;

(D) install, replace, and repair outlets, switches, light fixtures, and electric cords; and

(E) install circuit protection devices.

(6) The student services home heating and cooling systems. The student is expected to:

(A) identify the parts of the home ventilation systems;

(B) check for gas leaks;

(C) service filters and electric motors;

(D) calculate insulation values and heating/cooling loads;

(E) plan attic ventilation;

(F) perform energy efficiency checks;

(G) list solar heating applications; and

(H) maintain fireplaces, wood heaters, and chimneys.

(7) The student repairs and maintains the interior and exterior of a residential structure. The student is expected to:

(A) calculate square footage and paint coverage;

(B) prepare surfaces;

(C) select appropriate paints or preservatives;

(D) demonstrate proper application and safe use of paint and preservatives;

(E) locate studs, repair sheet rock, trim, and wall board;

(F) repair masonry walls; and

(G) develop a pest control program.

(8) The student services and maintains small gasoline engines and personal vehicles. The student is expected to:

(A) maintain correct fluid levels;

(B) service drive belts, air cleaners, and batteries;

(C) replace spark plugs and other engine components;

(D) maintain tires;

(E) lubricate bearings and joints;

(F) identify common causes of engine failure; and

(G) winterize engines.

Source: The provisions of this §119.26 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in value-added and food processing systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to value-added and food processing and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of value-added and food processing;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of value-added and food processing;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student explains the impact of the food technology industry. The student is expected to:

(A) know the significance of food science and technology;

(B) define trends in food production, world population, and supply and demand for food products; and

(C) discuss trends in animal/food science research.

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

(A) define the terms used in food technology; and

(B) compare and contrast the nutritive value of food groups.

(4) The student identifies procedures and regulations involved in sanitation in the food industry. The student is expected to:

(A) identify food industry inspection standards;

(B) list procedures for insect and rodent control; and

(C) identify appropriate chemicals for the food industry.

(5) The student identifies regulations involved in the processing and labeling of foods. The student is expected to:

(A) list regulations dealing with preserving red meat, poultry, and fish; and

(B) know packaging, labeling, and storage requirements for red meat, poultry, and fish.

(6) The student describes the processing, packaging, quality analysis, and marketing of red meats and their by-products. The student is expected to:

(A) describe preparing livestock carcasses for market;

(B) describe United States Department of Agriculture (USDA) inspection and grading procedures;

(C) identify wholesale and retail cuts;

(D) evaluate and grade beef, pork, and lamb carcasses and wholesale cuts; and

(E) identify methods of fabricating and marketing processed meats.

(7) The student describes the processing, packaging, quality analysis, and marketing of eggs, poultry, fish, and their by-products. The student is expected to:

(A) describe processing techniques;

(B) demonstrate poultry carcass and retail cuts evaluation;

(C) identify grades and classes of eggs, poultry, fish, and seafood;

(D) fabricate specialty and value-added products;

(E) know quality and portion control procedures; and

(F) describe marketing procedures for eggs, poultry, fish, and seafood.

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

(A) identify, classify, and grade fruits, nuts, and vegetables;

(B) demonstrate trimming, washing, waxing, peeling, blanching, and other marketing techniques;

(C) know critical issues in transporting, receiving, and storing fruits, nuts, and vegetables; and

(D) discuss preserving, packaging, and storing fruits, nuts, and vegetables.

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

(A) describe methods of preparing milk for processing;

(B) know methods of processing milk and dairy products;

(C) identify cultured milk products and frozen dairy desserts;

(D) process, classify, and grade cheese; and

(E) identify dairy products.

Source: The provisions of this §119.27 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in food and fiber production systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to food and fiber production and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of food and fiber production;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in food and fiber production;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student identifies the importance and influence of soils, soil fertility, and soil conservation to society. The student is expected to:

(A) describe the physical and chemical properties of soils;

(B) explain the importance of soil and water conservation for future generations; and

(C) list methods for improving soil fertility.

(3) The student knows the importance of plants and their influence on society. The student is expected to:

(A) identify major crops of economic importance;

(B) describe plant anatomy and physiology;

(C) explain plant reproduction;

(D) identify plant nutrient requirements;

(E) perform basic plant management practices; and

(F) select varieties of plants.

(4) The student know the importance of animals and their influence on society. The student is expected to:

(A) identify trends in production and consumption of animal products;

(B) describe animal anatomy and physiology;

(C) explain animal reproduction;

(D) identify the nutritional requirements of animals;

(E) perform basic animal management practices; and

(F) select livestock and poultry.

Statutory Authority: The provisions of this Subchapter D issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of Chapter 119, Subchapters B-F, shall supersede §75.82 of this title (relating to Agricultural Science and Technology) beginning September 1, 1998.

Source: The provisions of this §119.41 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in agribusiness marketing and management systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to agribusiness marketing and management and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agribusiness marketing and management;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agribusiness marketing and management;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student defines and examines agribusiness management and marketing and its importance to the local and international economy. The student is expected to:

(A) describe the roles and functions of management;

(B) identify key economic principles of free enterprise; and

(C) analyze the economic opportunities of agribusiness.

(3) The student defines the importance of records and budgeting in agribusiness. The student is expected to:

(A) demonstrate record-keeping procedures;

(B) identify methods of obtaining agribusiness loans; and

(C) compare methods of capital resource acquisition.

(4) The student describes issues related to government policy and recognizes concepts related to cultural diversity. The student is expected to:

(A) analyze methods of decision making;

(B) examine the effects of government policies and regulations in making management decisions;

(C) describe the management of human resources with respect to cultural diversity;

(D) identify laws pertaining to land/property ownership and uses, taxes, wills, and liabilities; and

(E) develop a personal economic philosophy.

(5) The student describes the marketing of agricultural products. The student is expected to:

(A) describe the purpose and importance of marketing;

(B) develop a marketing plan;

(C) identify the competitive environment and the impact of foreign markets;

(D) compare types of markets and influence factors; and

(E) identify methods of managing risk.

Source: The provisions of this §119.42 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in agribusiness marketing and management systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to agribusiness marketing and management and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agribusiness marketing and management;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agribusiness marketing and management;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student defines and examines agribusiness management and marketing and its importance. The student is expected to:

(A) analyze the legal structure of agribusiness; and

(B) define the organizational structures of agribusiness.

(3) The student defines key issues of business success and failure. The student is expected to:

(A) relate the decision-making process with budgeting issues;

(B) analyze business records and record-keeping procedures;

(C) determine methods of financing agribusiness; and

(D) identify methods of obtaining capital resources.

(4) The student knows the efficiency aspects of agribusiness management. The student is expected to:

(A) develop a marketing plan;

(B) use management software and information technology; and

(C) develop an entrepreneurial plan, based on personal economic philosophy.

Source: The provisions of this §119.43 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in agribusiness marketing and management systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to agribusiness marketing and management and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agribusiness marketing and management;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agribusiness marketing and management;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student defines the meaning and concepts of entrepreneurship. The student is expected to:

(A) identify the components of a business plan; and

(B) analyze and explain business-related laws.

(3) The student knows key factors for successful entrepreneurship. The student is expected to:

(A) evaluate product/service promotion strategies;

(B) demonstrate business records management; and

(C) identify human resource management skills.

(4) The student demonstrates the importance of planning for successful entrepreneurship. The student is expected to:

(A) develop a financial management plan;

(B) develop a marketing plan; and

(C) present a business proposal.

Source: The provisions of this §119.44 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in agribusiness marketing and management systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to agribusiness marketing and management and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agribusiness marketing and management;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agribusiness marketing and management;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates utilization of electronic information and data technology to agricultural systems. The student is expected to:

(A) analyze computer operating systems and technologies;

(B) identify software for appropriate tasks;

(C) apply word processing technology to agricultural documents; and

(D) produce business letters, invoices, charts, reports, and research papers.

(3) The student applies spreadsheet technology to agricultural systems. The student is expected to:

(A) perform appropriate mathematical processes;

(B) generate documentation required to obtain financing for operational and capital resources; and

(C) produce budgets, payrolls, cash flow statements, profit and loss analyses, balance sheets, inventories, tax documents, and currency conversions.

(4) The student applies database technology to agricultural systems. The student is expected to:

(A) explain the relationships between data fields, records, and files;

(B) locate, sort, and organize agricultural data;

(C) search databases to retrieve information; and

(D) export and import data.

(5) The student exchanges information utilizing distance education technologies. The student is expected to:

(A) describe the components used in distance education technology; and

(B) send and receive information, using e-mail, on-line services, two-way audio/video, bulletin boards, and emerging technologies.

(6) The student demonstrates the application of desktop publishing technologies to agricultural systems. The student is expected to:

(A) identify appropriate technologies, standards, and styles;

(B) import text and graphics into a publication; and

(C) develop and prepare an instruction manual or other appropriate document.

(7) The student applies presentation management technologies in agricultural systems. The student is expected to:

(A) identify guidelines for fonts, graphics, and special effects;

(B) analyze the effectiveness of various types of presentations; and

(C) use appropriate technology to create an agricultural presentation.

(8) The student identifies concepts related to efficient performance. The student is expected to:

(A) describe the components of a computer network;

(B) identify and compare factors concerning network utilization; and

(C) analyze emerging technologies in information utilization.

Source: The provisions of this §119.45 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in environmental and natural resource systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to environmental and natural resources and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of environmental and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in environmental and natural resources;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student analyzes the importance of wildlife with an emphasis on use and management. The student is expected to:

(A) analyze the importance of wildlife and recreation management;

(B) know the history of wildlife and recreation management; and

(C) discuss policies, laws, and the administration of wildlife and recreation management.

(3) The student knows the scientific basis for wildlife management. The student is expected to:

(A) identify the basic ecological concepts of game management;

(B) identify game, non-game, and fish species; and

(C) describe the management of wildlife populations.

(4) The student knows the interrelationships between the various public aspects of wildlife and outdoor recreation management. The student is expected to:

(A) identify special areas of importance in wildlife and recreation management;

(B) identify laws and regulations regarding the utilization of wildlife resources;

(C) know laws and regulations regarding recreation safety;

(D) list factors involved in landowner and property rights; and

(E) demonstrate specific safety certification requirements.

Source: The provisions of this §119.46 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in environmental and natural resource systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to environmental and natural resources and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of environmental and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in environmental and natural resources;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student describes the significance of native rangeland as a renewable resource. The student is expected to:

(A) explain the relationship of rangeland to the environment;

(B) discuss the interrelationships of water, alternative use, carrying capacity, and population; and

(C) identify and classify range plants and their importance in the rangeland ecosystem.

(3) The student defines the characteristics of the rangeland ecosystem. The student is expected to:

(A) define ecology, photosynthesis, energy flow, and climax vegetation;

(B) describe the impact of rangeland on the water cycle and water quality;

(C) determine capacities and limitations of rangelands;

(D) select appropriate livestock management practices for rangeland; and

(E) select appropriate management practices for wildlife.

(4) The student identifies methods of improving rangelands for livestock and wildlife. The student is expected to:

(A) identify undesirable plants on rangeland;

(B) describe enhancement practices;

(C) define methods of rangeland improvement; and

(D) discuss the importance of records and research in range management and ecology.

Source: The provisions of this §119.47 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in environmental and natural resource systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to environmental and natural resources and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of forestry and wood technology;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in forestry and wood technology;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student describes the principles of forestry and wood technology. The student is expected to:

(A) describe the historical and economic significance of forestry;

(B) know tree anatomy and growth; and

(C) identify trees.

(3) The student demonstrates forestry biometrics skills. The student is expected to:

(A) calculate tree volume;

(B) determine timber growth and yield;

(C) cruise timber stands; and

(D) scale logs for quality and volume.

(4) The student performs forestry management skills. The student is expected to:

(A) identify management options;

(B) define multiple-use possibilities; and

(C) control destructive agents.

(5) The student identifies softwood and hardwood forest management and utilization practices. The student is expected to:

(A) identify principles of forestry economics;

(B) list sources of forestry management assistance;

(C) identify harvesting practices and equipment;

(D) describe merchandising practices; and

(E) identify research in forestry and wood technology.

(6) The student describes the role of wood technology in forest product development. The student is expected to:

(A) compare timber manufacturing processes and products; and

(B) list research and development issues in forestry and wood technology.

Source: The provisions of this §119.48 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in environmental and natural resource systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to environmental and natural resources and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of environmental technology;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in environmental technology;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student knows the natural state of the environment. The student is expected to:

(A) describe the anatomy of the atmosphere and the atmospheric cycle;

(B) identify the distribution and properties of water and the hydrologic cycle;

(C) list the components, dynamics, properties, and functions of soils; and

(D) identify living organisms based on consumer/producer functions and feeding relationships.

(3) The student explains the relationships between people, environment, and natural resources. The student is expected to:

(A) define and categorize natural resources;

(B) define and categorize renewable and non-renewable resources; and

(C) identify the cause and effect relationships and the need for stewardship.

(4) The student explains the use and abuse of natural resources. The student is expected to:

(A) identify the progression of use leading to environmental degradation;

(B) explain the impact of human population dynamics on the environment;

(C) discuss the abuse of natural resources; and

(D) explain the resulting environmental consequences.

(5) The student discusses environmental history, laws, legislation, and regulations. The student is expected to:

(A) identify major events and prominent people impacting environmental technology;

(B) discuss environmental legislation, ethics, stewardship, and education;

(C) list restoration and conservation practices and discuss their implications;

(D) discuss and relate the levels of environmental preservation efforts; and

(E) develop a personal environmental philosophy.

Source: The provisions of this §119.49 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to horticultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of landscape design, construction, and maintenance;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in landscape design, construction, and maintenance;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student identifies environmental, aesthetic, and financial benefits of landscaped sites. The student is expected to:

(A) assess soil characteristics and environmental conditions;

(B) complete a site analysis checklist;

(C) use graphics design tools to produce a site sketch; and

(D) identify plants and structures used in designing landscapes.

(3) The student performs landscape business procedures. The student is expected to:

(A) interview potential clients;

(B) prepare cost estimates and service schedules; and

(C) execute service contracts.

(4) The student analyzes the cost and maintenance of tools, equipment, and structures used in the landscape industry. The student is expected to:

(A) identify, store, and maintain hand and power tools and equipment;

(B) prepare plant growing sites;

(C) install turf, landscape plants, and structures; and

(D) perform site maintenance services such as fertilizing and watering.

Source: The provisions of this §119.50 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to horticultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of horticultural plant production;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in horticultural plant production;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student classifies and identifies plants produced for use in horticulture. The student is expected to:

(A) name plants scientifically; and

(B) classify and identify plants based on characteristics.

(3) The student identifies basic plant structures and physiological processes used in plant production. The student is expected to:

(A) identify the basic structure and functions of plant parts;

(B) differentiate between monocots and dicots and male and female plants;

(C) germinate and transplant seeds; and

(D) demonstrate asexual propagation techniques.

(4) The student compares the cost and maintenance of tools, media, equipment, and structures used in horticultural plant production. The student is expected to:

(A) identify, maintain, and store hand and power tools and equipment;

(B) select, prepare, and sterilize plant growth media, mulches, and compost;

(C) select, plant, fertilize, water, and manage greenhouse and nursery plants; and

(D) demonstrate the skills of greenhouse operation and environmental control.

(5) The student demonstrates principles related to the management and production of greenhouse and nursery crops. The student is expected to:

(A) schedule production cycles;

(B) inventory and store plants; and

(C) discuss marketing, transportation, and sales of greenhouse crops.

Source: The provisions of this §119.51 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to horticultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of floral design and interior landscape development;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in floral design and interior landscape development;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student identifies design principles and techniques in floral art and interiorscapes. The student is expected to:

(A) identify the aesthetic benefits and history of floral design;

(B) classify and identify flowers and plants used in floral design;

(C) use temperature, preservatives, and cutting techniques to increase keeping quality; and

(D) identify tools, chemicals, and equipment used in floral design.

(3) The student demonstrates floral design principles. The student is expected to:

(A) evaluate geometric floral designs using cut flowers;

(B) evaluate geometric floral designs using silk flowers;

(C) prepare corsages and boutonnieres; and

(D) prepare floral designs for specific occasions.

(4) The student demonstrates interiorscape principles and practices. The student is expected to:

(A) classify and identify tropical plants;

(B) fertilize, prune, and water tropical plants, and manage pests; and

(C) demonstrate design principles.

Source: The provisions of this §119.52 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to horticultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of floral design;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in floral design;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student demonstrates contemporary designs, business practices, specialty items, creativity, and careers in the floral industry by developing advanced floral design skills. The student is expected to:

(A) classify and identify specialty floral items; and

(B) demonstrate the technical skills for increasing the keeping qualities of cut flowers and foliage.

(3) The student knows the management factors of floral enterprises. The student is expected to:

(A) demonstrate pricing and order processing skills; and

(B) list service delivery options related to effectiveness.

(4) The student creates contemporary floral designs. The student is expected to:

(A) evaluate and appraise floral designs;

(B) prepare cost-effective designs; and

(C) create specialty designs to expand artistic expression.

Source: The provisions of this §119.53 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to horticultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities for fields of fruit, nut, and vegetable production;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in fruit, nut, and vegetable production;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student knows fruit, nut, and vegetable production as it relates to propagating, horticultural food crops. The student is expected to:

(A) identify environmental concerns and benefits of fruit, nut, and vegetable production;

(B) classify, identify, and evaluate fruit, nut, and vegetable crops;

(C) explain basic plant structures and physiological processes; and

(D) propagate fruit, nut, and vegetable crops.

(3) The student discusses growing horticultural food crops. The student is expected to:

(A) identify tools and equipment used in horticultural production;

(B) discuss soil and nutrient management;

(C) select, apply, store, and dispose of chemicals; and

(D) control pests and prunes plant material.

(4) The student maintains horticultural food crops. The student is expected to:

(A) prepare mulches and compost;

(B) fertilize and water plants;

(C) construct plant growth structures; and

(D) perform and interpret soil tests.

(5) The student discusses the marketing of horticultural food crops. The student is expected to:

(A) harvest fruits, nuts, and vegetables;

(B) grade fruits, nuts, and vegetables;

(C) pack and store fruit, nut, and vegetable crops; and

(D) market fruit, nut, and vegetable crops.

Source: The provisions of this §119.54 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in leadership development systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to leadership development systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of personal skill development;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in personal skill development;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student demonstrates personal skills development related to effective leadership. The student is expected to:

(A) describe the importance of positive self-concept, social skills, and maintaining a professional image, with respect to cultural diversity;

(B) identify acceptable leadership styles; and

(C) prepare personal resumes and employment applications.

(3) The student discusses employer/employee responsibilities. The student is expected to:

(A) know work-related and business-related ethics;

(B) list methods for working effectively with co-workers;

(C) practice job interview and evaluation skills; and

(D) outline a complaints and appeals process.

(4) The student communicates effectively with groups and individuals. The student is expected to:

(A) identify appropriate written and verbal communications in agribusiness;

(B) demonstrate speech preparation and delivery skills;

(C) demonstrate effective listening in a variety of settings;

(D) demonstrate non-verbal communications skills and effective listening strategies; and

(E) discuss the importance of friendship and group organization.

(5) The student demonstrates the factors of group and individual efficiency. The student is expected to:

(A) define the significance of personal and group goals;

(B) discuss the importance of time management and teamwork;

(C) list the steps in the decision-making and problem-solving processes; and

(D) demonstrate a working knowledge of parliamentary law.

Source: The provisions of this §119.55 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in leadership development systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to leadership development systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agricultural communications;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agricultural communications;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and conduct supervised agricultural experience programs.

(2) The student identifies agricultural communications in relation to utilizing appropriate spoken communications techniques and procedures. The student is expected to:

(A) identify the importance of verbal and non-verbal communications;

(B) know the importance of communicating factual and unbiased data and information obtained from reliable sources;

(C) demonstrate speech preparation and delivery skills; and

(D) identify journalistic interviewing skills and appropriate speaking styles.

(3) The student demonstrates effective written communications skills. The student is expected to:

(A) identify appropriate writing styles related to the delivery method and target audience;

(B) identify bias information in written materials; and

(C) prepare a written informative report.

(4) The student demonstrates effective visual communications skills. The student is expected to:

(A) demonstrate photography skills as they apply to effective communications;

(B) prepare a photo or video essay on agriculture/agribusiness; and

(C) utilize appropriate technology in agricultural communications.

Source: The provisions of this §119.56 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in mechanized agricultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to mechanized agricultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agricultural structures technology;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agricultural structures technology;

(C) demonstrate knowledge of personal and mechanical safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates the principles and practices of mechanized agriculture related to planning and constructing agricultural structures. The student is expected to:

(A) select and locate agricultural buildings;

(B) estimate materials needed for construction and costs;

(C) select appropriate equipment for environmental control;

(D) demonstrate computer-assisted techniques of design; and

(E) develop working drawings.

(3) The student plans, constructs, and maintains fences, corrals, and other agricultural enclosures. The student is expected to:

(A) select and locate enclosures;

(B) estimate materials needed for construction and costs;

(C) define appropriate construction methods; and

(D) select appropriate controls and components.

(4) The student installs, services, and maintains electrical systems. The student is expected to:

(A) know the basic terms and principles of electricity;

(B) estimate electrical needs and loads;

(C) plan installations using the National Electrical Code and local codes;

(D) select circuit wiring materials and supplies; and

(E) demonstrate minor electrical repairs.

(5) The student constructs agricultural structures. The student is expected to:

(A) form and place concrete slabs;

(B) install framing, doors, windows, and roofing;

(C) discuss the uses of masonry and tilt-wall construction;

(D) identify nontraditional structural building techniques;

(E) select and use surveying equipment; and

(F) plan, establish, and maintain water management systems.

Source: The provisions of this §119.57 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in mechanized agricultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to mechanized agricultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of metal fabrication;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in metal fabrication;

(C) demonstrate knowledge of personal and mechanical safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student knows metal joining technology and processes relating to assembly of equipment in agricultural mechanics operations. The student is expected to:

(A) utilize appropriate tools, equipment, and facilities; and

(B) identify and determine properties, types, and uses of metal.

(3) The student uses appropriate bench metal techniques. The student is expected to:

(A) select and use oxy-fuel equipment;

(B) select and use electric arc welding equipment; and

(C) apply specialty welding and cutting techniques;

(4) The student plans and performs cost-effective construction techniques. The student is expected to:

(A) demonstrate the lay-out process;

(B) utilize computer-assisted design techniques;

(C) read and interpret designs and sketches;

(D) prepare bills of material;

(E) measure, mark, and cut material; and

(F) perform specialized nonmetallic fabrication techniques.

Source: The provisions of this §119.58 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in mechanized agricultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to mechanized agricultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agricultural power technology;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of agricultural power technology;

(C) demonstrate knowledge of personal and mechanical safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student utilizes appropriate shop equipment and procedures. The student is expected to:

(A) identify and select tools and equipment;

(B) maintain and store tools and equipment; and

(C) design a service center.

(3) The student selects, operates, and maintains small engines. The student is expected to:

(A) describe principles of operation of internal combustion engines and related power systems;

(B) disassemble and reassemble small air-cooled engines; and

(C) select, maintain, and troubleshoot small air-cooled engines.

(4) The student selects, operates, and maintains agricultural machines and equipment. The student is expected to:

(A) identify and select appropriate agricultural equipment;

(B) identify and maintain component materials;

(C) identify and use fasteners;

(D) identify and service monitoring, sensing, and metering devices; and

(E) adjust, calibrate, maintain, and operate equipment.

(5) The student selects, operates, and maintains tractors and power systems. The student is expected to:

(A) select and operate tractors;

(B) maintain intake and exhaust systems;

(C) select lubricants and maintain lubrication systems;

(D) maintain fuel systems, power trains, and hydraulic systems;

(E) maintain direct-current electrical system; and

(F) maintain steering and braking systems.

Source: The provisions of this §119.59 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in the field of mechanized agricultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to mechanized agricultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agricultural electronics;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agricultural electronics;

(C) demonstrate knowledge of personal and mechanical safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates the mathematical and scientific principles and concepts involved in producing and controlling electronic impulses. The student is expected to:

(A) explain basic principles of electromagnetic induction;

(B) discuss operation of tools and mechanical, electrical, and electronic test equipment; and

(C) explain the electron and hole theory of current flow related to electronics.

(3) The student describes principles of operation of electronic devices. The student is expected to:

(A) detail the use of electronic impulse signals to transfer information;

(B) demonstrate switches, sensors, and transducers;

(C) operate microprocessors and data storage devices;

(D) operate actuators and displays; and

(E) discuss the use of radio waves, laser alignment, and fiber optic equipment.

(4) The student diagnoses, services, and repairs electronic agricultural equipment. The student is expected to:

(A) discuss the integration of electronic sensing and measuring;

(B) demonstrate controlling, actuating, and processing; and

(C) know displaying and data storage systems in various agricultural applications.

(5) The student applies appropriate methods to analyze, install, diagnose, service, and/or repair electronic equipment. The student is expected to:

(A) use schematics and manuals;

(B) demonstrate troubleshooting techniques; and

(C) operate test equipment.

Source: The provisions of this §119.60 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in food and fiber production systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to food and fiber production and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of specialty agricultural enterprises;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in specialty agricultural enterprises;

(C) demonstrate knowledge of personal and mechanical safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student analyzes specialty agriculture related to selecting, producing, and marketing specialty agriculture enterprises. The student is expected to:

(A) identify specialty agriculture products and enterprises; and

(B) analyze production requirements relating to specialty agriculture enterprises;

(3) The student performs basic management practices for specialty agriculture enterprises. The student is expected to:

(A) discuss disease and pest control;

(B) know nutritional requirements;

(C) plan facilities and equipment; and

(D) discuss risk management factors.

(4) The student identifies innovative strategies for marketing specialty agriculture products. The student is expected to:

(A) conduct a market search;

(B) design a promotional activity;

(C) plan a marketing strategy;

(D) describe processing, transporting, and storing considerations; and

(E) plan integrated systems for specialty agriculture enterprises.

Source: The provisions of this §119.61 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in food and fiber production systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to food and fiber production and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of animal science;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in animal science;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student explains animal anatomy and physiology related to nutrition, reproduction, health, and management of domesticated animals. The student is expected to:

(A) know the skeletal, muscular, respiratory, and circulatory systems of animals;

(B) explain the anatomy and physiology of other systems; and

(C) explain vital signs and normal behavior.

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

(A) analyze the digestive system;

(B) identify sources of nutrients and classes of feed;

(C) identify vitamins, minerals, and feed additives;

(D) formulate rations; and

(E) discuss feeding practices and feed quality issues.

(4) The student explains animal genetics and reproduction. The student is expected to:

(A) analyze the reproductive system;

(B) explain the uses of genetics in animal agriculture;

(C) list systems of animal breeding; and

(D) explain current technologies in animal reproduction.

(5) The student identifies animal pests and diseases. The student is expected to:

(A) list the role of bacteria, fungi, viruses, genetics, and nutrition in disease;

(B) identify methods of disease control, treatment, and prevention; and

(C) evaluate diseases and parasites of poultry.

(6) The student recognizes livestock management techniques. The student is expected to:

(A) perform common surgical skills;

(B) perform common immunization skills;

(C) demonstrate livestock identification procedures; and

(D) practice proper restraining methods.

(7) The student knows current topics in animal science. The student is expected to:

(A) identify the legal aspects of animal welfare and rights; and

(B) evaluate breeding animals selected by performance testing, production records, progeny testing, and visual appraisal.

Source: The provisions of this §119.62 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in food and fiber production systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to food and fiber production and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of animal science;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in animal science;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates principles relating to the interrelated human, scientific, and technological dimensions of scientific animal agriculture and the resources necessary for producing domesticated animals. The student is expected to:

(A) evaluate market classes and grades of livestock (live animal and carcass);

(B) identify animal products and consumption patterns relative to human diet and health issues;

(C) describe the growth and development of livestock in the world; and

(D) discuss the elements of the equine industry.

(3) The student applies the principles of genetics and breeding to livestock improvement. The student is expected to:

(A) identify reproductive cycles and systems of mating;

(B) outline the embryo transfer process;

(C) discuss sex-linked characteristics;

(D) know the process of embryo transfer; and

(E) explain animal behavior and its relationship to livestock management.

(4) The student examines animal anatomy and physiology in livestock species. The student is expected to:

(A) identify the external anatomy;

(B) identify parts of the circulatory, genito-urinary, respiratory, nervous, and endocrine systems;

(C) identify epithelial, connective, and muscular tissue; and

(D) discuss disease prevention and control.

(5) The student recognizes policies and issues in animal science issues. The student is expected to:

(A) discuss the impact of biotechnology;

(B) review the issues surrounding animal welfare;

(C) examine environmental physiology, comparative anatomy, and physiology of digestion in livestock;

(D) apply principles of nutrition to maximize feed efficiency in livestock; and

(E) design, conduct, and complete research to solve a self-identified problem in scientific animal agriculture.

(6) The student discusses slaughter livestock operations. The student is expected to:

(A) list the stages of animal growth;

(B) outline the slaughter process;

(C) discuss federal and state meat inspection; and

(D) identify meat and meat by-products.

(7) The student explores methods of marketing livestock. The student is expected to:

(A) list methods of marketing livestock; and

(B) list methods of marketing meat and meat products.

Source: The provisions of this §119.63 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in food and fiber production systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to food and fiber production and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of plant and soil science;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in plant and soil science;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student analyzes plant and soil science as it relates to soil and plant relationships affecting the production of food and fiber. The student is expected to:

(A) recognize the importance and interrelationship of soil and plants; and

(B) practice the techniques of land evaluation.

(3) The student analyzes soil science as it relates to food and fiber production. The student is expected to:

(A) explain soil formations;

(B) evaluate the properties and nature of soils;

(C) recognize conservation of soil and water and related agencies; and

(D) perform soil management practices.

(4) The student analyzes plant science as it relates to food and fiber production. The student is expected to:

(A) analyze plant physiology, genetics, and reproduction;

(B) recognize the characteristics of quality seed;

(C) identify plant pests and diseases and their causes, preventions, and treatments;

(D) perform plant management practices; and

(E) identify trends in plant production.

Source: The provisions of this §119.64 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in food and fiber production systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to food and fiber production and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of plant and soil science;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in plant and soil science;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates skills relating to the interrelated human, scientific, and technological dimensions of crop production and the resources necessary for producing domesticated plants. The student is expected to:

(A) assess the importance of the U.S. impact on world commodity markets;

(B) describe the growth and development of major crops;

(C) apply the principles of genetics and plant breeding in predicting the impact of current advances in genetics; and

(D) examine the development of crop varieties through the origin of agriculture.

(3) The student identifies key factors in large-scale agricultural production. The student is expected to:

(A) explain the physiological basis of crop yields;

(B) manage crop production for maximum profit and efficiency;

(C) examine the interrelationship of plants, animals, and soils; and

(D) design and conduct experiments to support known principles of genetics.

(4) The student develops scenarios for advances in plant and soil science. The student is expected to:

(A) design, conduct, and complete research to solve self-identified problems; and

(B) use charts/tables/graphs to prepare written summaries of results and data obtained in a laboratory activity and an individual scientific research project.

Source: The provisions of this §119.65 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in food and fiber production systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to food and fiber production and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of equine science;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in equine science;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student analyzes equine science as it relates to the selection of horses. The student is expected to:

(A) recognize the importance of the equine industry; and

(B) evaluate and select horses.

(3) The student knows the nutritional requirements of horses. The student is expected to:

(A) determine nutritional requirements of horses;

(B) describe the anatomy and physiology of horses; and

(C) explain methods of maintaining horse health and soundness.

(4) The student analyzes equine science as it relates to the management of horses. The student is expected to:

(A) select equipment and facilities for horses;

(B) demonstrate methods of handling horses safely; and

(C) identify the procedures for breeding horses.

Source: The provisions of this §119.66 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in food and fiber production systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to food and fiber production and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of entomology;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of entomology;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates skills related to integrated pest management programs for the control of insect pests in agriculture and the environment. The student is expected to:

(A) describe integrated pest management;

(B) compare the relationship of insect management to environmental considerations; and

(C) discuss policies, laws, and administration of pesticide use.

(3) The student identifies and controls insects. The student is expected to:

(A) identify general characteristics of insects;

(B) identify beneficial insects and insect pests;

(C) describe chemical control of insect pests; and

(D) identify current insect pest management practices.

(4) The student complies with pesticide safety regulations. The student is expected to:

(A) describe pesticide application equipment and calibration procedures;

(B) identify alternatives to insecticide control of insect pests; and

(C) know current pesticide application procedures.

Source: The provisions of this §119.67 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in food and fiber production systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to food and fiber production and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agricultural biotechnology;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agricultural biotechnology;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student knows the basics of molecular biology and the application of these principles in the agricultural industry. The student is expected to:

(A) identify the role of biotechnology in agriculture; and

(B) identify fundamental principles of cell biology and molecular genetics.

(3) The student demonstrates basic biological principles. The student is expected to:

(A) apply the principles of Mendelian genetics to animal and plant improvement;

(B) examine laboratory techniques for manipulating Deoxyribonucleic Acid (DNA) in genetic engineering;

(C) apply principles of DNA fingerprinting to genome mapping and marker assisted selection of crops and livestock;

(D) apply scientific measurements and calculations; and

(E) describe the scientific method.

(4) The student integrates principles of plant science into biotechnology. The student is expected to:

(A) explain basic plant physiology and reproduction; and

(B) apply basic principles to the development of plant tissue culture and production of genetically engineered crops.

(5) The student identifies current trends and issues in biotechnology. The student is expected to:

(A) describe modern reproductive practices in livestock production;

(B) explain the role of microbes in producing bio-products, energy production, and environmental management;

(C) explain the regulatory aspects of biotechnology; and

(D) discuss ethical issues in modern biotechnology.

Source: The provisions of this §119.68 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in the broad field of agriculture/agribusiness, students need to attain academic skills and knowledge, to acquire knowledge and skills related to agriculture/agribusiness and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agriculture/agribusiness;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in food and fiber production;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student identifies independent study in agriculture as it fits the planned, coherent sequence of courses related to individual career concentration areas. The student is expected to:

(A) develop a school-based learning activity in collaboration with the teacher and a related industry mentor, which provides an in-depth study of at least one aspect of a selected agricultural industry or business;

(B) present the project in at least two formats (model, graphic, verbal, written, etc.) to a panel of students, teachers, and representatives of a career area; and

(C) deliver the project's final product(s) which demonstrate(s) the use of a variety of resources, technologies, interpersonal skills, and communication skills.

Statutory Authority: The provisions of this Subchapter E issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of Chapter 119, Subchapters B-F, shall supersede §75.82 of this title (relating to Agricultural Science and Technology) beginning September 1, 1998.

Source: The provisions of this §119.81 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction. To be prepared for careers in environmental and natural resource systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to environmental and natural resource systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of environmental and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of environmental and natural resources;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates the concepts related to the importance facilities, harvest, processing, and marketing of aquaculture products. The student is expected to:

(A) discuss the importance and progress of aquaculture as an emerging industry; and

(B) classify and identify plant and animal aquaculture species.

(3) The student demonstrates concepts related to optimum production. The student is expected to:

(A) describe nutritional aspects of aquaculture production;

(B) determine requirements for optimum growth of species-specific aquacrops; and

(C) prescribe and administer treatments for diseases, parasites, predators, and pests of species-specific aquacrops.

(4) The student manages the water resource factor. The student is expected to:

(A) analyze water quality factors in an aquaculture environment;

(B) prescribe and administer treatments or actions to bring water quality into productive parameters; and

(C) conduct activities designed to correctly dispose of aquaculture waters.

(5) The student manages the production factors of an aquaculture enterprise. The student is expected to:

(A) identify methods of producing and rearing seedstock in an aquaculture production system;

(B) plan and design aquaculture facilities;

(C) describe the characteristics, advantages, and disadvantages of various production facilities of aquacrops; and

(D) perform activities for species-specific production, harvesting, and processing of aquacrops.

(6) The student manages the aquaculture enterprise. The student is expected to:

(A) discuss the importance of aquaculture management; and

(B) conduct activities related to effective marketing of aquaculture products.

Source: The provisions of this §119.82 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction. To be prepared for careers in environmental and natural resource systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to environmental and natural resource systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of environmental and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in environmental and natural resources;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student manages natural resources in relation to land, water, and air management. The student is expected to:

(A) discuss the importance of agricultural resources to individuals and society; and

(B) develop long-range land, water, and air quality management plans.

(3) The student develops management skills for natural resources. The student is expected to:

(A) identify skills needed to manage fish and other aquatic resources;

(B) identify skills needed to manage wildlife and wildlife habitat; and

(C) design plans for utilizing outdoor recreational facilities and/or natural resources.

Source: The provisions of this §119.83 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction. To be prepared for careers in value-added and food processing systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to value-added and food processing systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the value-added and food processing industry;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in the value-added and food processing industry;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student knows the relationship of the meat industry to the free enterprise system. The student is expected to:

(A) explain the importance of the meat processing industry in the free enterprise system; and

(B) explain trends in the consumption of meat products.

(3) The student understands consumer satisfaction issues. The student is expected to:

(A) practice equipment maintenance and sanitation procedures;

(B) explain the factors that affect meat palatability;

(C) fabricate red meat, poultry, game, and fish into wholesale and retail cuts; and

(D) demonstrate work ethics, customer relations skills, and management competencies consistent with industry expectations.

(4) The student understands quality control issues in food science. The student is expected to:

(A) practice procedures relating to safe manufacture of foods through hygienic food handling, and processing;

(B) develop and maintain sanitation schedules;

(C) describe hazard analysis - critical control point implementation issues; and

(D) list food safety laws.

(5) The student identifies marketing considerations for meat processing. The student is expected to:

(A) practice methods of merchandising red meat, poultry, game, fish, and their by-products;

(B) identify, select, and grade meat; and

(C) practice principles of meat preservation and packaging.

Source: The provisions of this §119.84 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to horticultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of horticulture;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in horticulture;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates technical and managerial skills related to the horticultural agribusiness industry. The student is expected to:

(A) recognize the importance and benefits of the horticultural industry; and

(B) recognize benefits and concerns of horticulture in relation to the environment.

(3) The student develops technical expertise in horticulture. The student is expected to:

(A) classify and identify horticultural plants;

(B) perform propagation, growing, and maintenance skills relating to horticultural plant production and landscaping; and

(C) distinguish between various pest control practices used in the production of horticultural crops.

(4) The student develops management expertise in horticulture. The student is expected to:

(A) analyze the cost and maintenance of tools, equipment, and structures used in horticultural plant production;

(B) demonstrate technical and managerial skills related to the horticulture industry;

(C) integrate plant growing principles related to the management of environmental conditions required for growing horticultural crops;

(D) demonstrate work ethics, customer relations skills, and management competencies consistent with industry expectations; and

(E) apply design principles through the development of landscapes and floral designs.

Source: The provisions of this §119.85 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction. To be prepared for careers in mechanized agricultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to mechanized agricultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of mechanized agriculture;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of mechanized agriculture;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student knows the relationships between maintenance, repair, and reconditioning of agricultural vehicles and machinery. The student is expected to:

(A) demonstrate safe practices related to operation and repair of agricultural power and machinery;

(B) explain the basic principles of operation of agricultural power and machinery systems; and

(C) explain the use of lubricants and coolants.

(3) The student develops technical skills in agricultural power and machinery. The student is expected to:

(A) service and repair internal combustion engines;

(B) service and repair power train systems;

(C) service and maintain hydraulic systems;

(D) service and repair cooling, braking, and steering systems including wheels and tires;

(E) service and repair lubricating systems;

(F) service and maintain fuel and air systems;

(G) service and repair machinery and equipment electrical systems;

(H) service and maintain air conditioning systems;

(I) explain the use of electronic instrumentation, such as monitors, on-board computers, and sensors;

(J) service and repair agricultural machinery and equipment; and

(K) demonstrate work ethics, customer relations skills, and management competencies consistent with industry expectations.

Source: The provisions of this §119.86 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction. To be prepared for careers in mechanized agricultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to mechanized agricultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of mechanized agriculture;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of mechanized agriculture;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates technical knowledge and entry level workplace skills in the interrelated mechanized agricultural systems. The student is expected to:

(A) identify and select agricultural power systems and equipment;

(B) diagnose power system conditions;

(C) service and repair small gasoline engines;

(D) explain the operation of and services electrical, air conditioning, cooling, fuel, air, clutch, tires, wheels, and brake systems and power units; and

(E) set up, adjust, operate, and maintain agricultural machinery and equipment.

(3) The student demonstrates mechanized agriculture repair skills. The student is expected to:

(A) explain the operation of electric and oxy-fuel welding and cutting processes and performs procedures; and

(B) perform soldering and cold metal skills and tool maintenance.

(4) The student demonstrates principles and practices relating to agricultural structures. The student is expected to:

(A) identify, plan, and construct agricultural structures;

(B) demonstrate the use of concrete and masonry in agricultural construction;

(C) perform electrical wiring skills; and

(D) select and maintain electrical motors and controls for agricultural applications.

(5) The student demonstrates skills related to water management. The student is expected to:

(A) plan, establish, and maintain water management and irrigation systems; and

(B) perform skills in land measuring and leveling.

Source: The provisions of this §119.87 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction. To be prepared for careers in food and fiber production systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to food and fiber production systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of food and fiber production;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in food and fiber production;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates technical skills relating to the interrelated human, scientific, and technological dimensions of animal production and management. The student is expected to:

(A) assess the importance of the U.S. impact on world commodity markets;

(B) apply the principles of animal breeding and nutrition in predicting the impact of current advances in genetics; and

(C) examine the interrelationship of plants and animals.

(3) The student performs technical skills related to livestock production. The student is expected to:

(A) gather performance data;

(B) perform surgical skills;

(C) practice proper animal restraint techniques;

(D) demonstrate identification techniques; and

(E) perform management techniques.

(4) The student knows the factors determining price. The student is expected to:

(A) understand the relationship between commodity markets;

(B) formulate rations based on least-cost factors; and

(C) design and conduct experiments to support known principles of genetics and feed efficiency.

(5) The student plans for changes in business operation. The student is expected to:

(A) design, conduct, and complete research to solve self-identified problems; and

(B) use charts/tables/graphs to prepare written summaries of results and data obtained in a laboratory activity and an individual scientific research project.

Statutory Authority: The provisions of this Subchapter F issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of Chapter 119, Subchapters B-F, shall supersede §75.82 of this title (relating to Agricultural Science and Technology) beginning September 1, 1998.

Source: The provisions of this §119.101 adopted to be effective September 1, 1998, 22 TexReg 4953.

(a) General requirements. This course is recommended for students in Grades 11-12. Instruction may be delivered through arrangements such as cooperative education, preceptorships, mentoring, and job shadowing. It is recommended that workplace competencies be developed jointly by the teacher and the training sponsor.

(b) Introduction. To be prepared for careers in the broad field of agriculture/agribusiness, students need to attain academic skills and knowledge, to acquire knowledge and skills related to agriculture/agribusiness and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(c) Knowledge and skills.

(1) The student learns the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agriculture/agribusiness;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agriculture/agribusiness;

(C) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) plan and manage supervised agricultural experience programs.

(2) The student demonstrates skills in verbal and non-verbal communication. The student is expected to:

(A) demonstrate basic writing skills;

(B) demonstrate telephone courtesy; and

(C) demonstrate the ability to give instructions and follow directions.

(3) The student practices productivity skills. The student is expected to:

(A) apply techniques of time management;

(B) define employer/employee relations;

(C) model appropriate dress, hygiene, and demeanor; and

(D) apply priorities to tasks and deadlines.

Source: The provisions of this §119.102 adopted to be effective September 1, 1998, 22 TexReg 4953.