What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Advanced Plant and Soil Science (IMRA26)

K–12 Standards

Video Technology, and Communications
Principles of Health Science (2015)
Principles of Hospitality and Tourism
Principles of Human Services
Principles of Law, Public Safety, Corrections, and Security
Robotics I
Robotics II
Small Animal Management
Welding I
Welding II
Welding II Lab

Introduction.a

1
Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.a.1
2
The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.a.2
3
Advanced Plant and Soil Science provides a way of learning about the natural world. In this course, students learn how plant and soil science has influenced a vast body of knowledge, that there are still applications to be discovered, and that plant and soil science is the basis for many other fields of science. To prepare for careers in plant and soil science, students must attain academic knowledge and skills, acquire technical knowledge and skills related to plant and soil science and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.a.3
4
Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.a.4
5
Scientific hypotheses and theories. Students are expected to know that:a.5
1. A
  hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories; anda.5.A
2. B
  scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but they may be subject to change as new areas of science and new technologies are developed.a.5.B
6
Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world using scientific and engineering practices. Scientific methods of investigation are descriptive, comparative, or experimental. The method chosen should be appropriate to the question being asked. Student learning for different types of investigations include descriptive investigations, which involve collecting data and recording observations without making comparisons; comparative investigations, which involve collecting data with variables that are manipulated to compare results; and experimental investigations, which involve processes similar to comparative investigations but in which a control is identified.a.6
1. A
  Scientific practices. Students should be able to ask questions, plan and conduct investigations to answer questions, and explain phenomena using appropriate tools and models.a.6.A
2. B
  Engineering practices. Students should be able to identify problems and design solutions using appropriate tools and models.a.6.B
7
Science and social ethics. Scientific decision making is a way of answering questions about the natural world involving its own set of ethical standards about how the process of science should be carried out. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information).a.7
8
Science consists of recurring themes and making connections between overarching concepts. Recurring themes include systems, models, and patterns. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested, while models allow for boundary specification and provide tools for understanding the ideas presented. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.a.8
9
Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.a.9
10
Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.a.10

Knowledge and Skills Statementsb

1
The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:b.1
1. A
  identify career and entrepreneurship opportunities for a chosen occupation in the field of plant science and develop a plan for obtaining the education, training, and certifications required;b.1.A
  i
  identify career opportunities for a chosen occupation in the field of plant scienceb.1.A.i
  ii
  identify entrepreneurship opportunities for a chosen occupation in the field of plant scienceb.1.A.ii
  iii
  develop a plan for obtaining the education required [for a chosen occupation in the field of plant science]b.1.A.iii
  iv
  develop a plan for obtaining the training required [for a chosen occupation in the field of plant science]b.1.A.iv
  v
  develop a plan for obtaining the certifications required [for a chosen occupation in the field of plant science]b.1.A.v
2. B
  model professionalism by continuously exhibiting appropriate work habits, solving problems, taking initiative, communicating effectively, listening actively, and thinking critically;b.1.B
  i
  model professionalism by continuously exhibiting appropriate work habitsb.1.B.i
  ii
  model professionalism by continuously solving problemsb.1.B.ii
  iii
  model professionalism by continuously taking initiativeb.1.B.iii
  iv
  model professionalism by continuously communicating effectivelyb.1.B.iv
  v
  model professionalism by continuously listening activelyb.1.B.v
  vi
  model professionalism by continuously thinking criticallyb.1.B.vi
3. C
  model appropriate personal and occupational safety practices and explain the importance of established safety and health protocols for the workplace;b.1.C
  i
  model appropriate personal safety practicesb.1.C.i
  ii
  model appropriate occupational safety practicesb.1.C.ii
  iii
  explain the importance of established safety protocols for the workplaceb.1.C.iii
  iv
  explain the importance of established health protocols for the workplaceb.1.C.iv
4. D
  analyze and interpret the rights and responsibilities, including ethical conduct and legal responsibilities, of employers and employees; andb.1.D
  i
  analyze the rights of employersb.1.D.i
  ii
  analyze the rights of employeesb.1.D.ii
  iii
  analyze the responsibilities of employers, including ethical conductb.1.D.iii
  iv
  analyze the responsibilities of employers, including legal responsibilitiesb.1.D.iv
  v
  analyze the responsibilities of employees, including ethical conductb.1.D.v
  vi
  analyze the responsibilities of employees, including legal responsibilitiesb.1.D.vi
  vii
  interpret the rights of employersb.1.D.vii
  viii
  interpret the rights of employeesb.1.D.viii
  ix
  interpret the responsibilities of employers, including ethical conductb.1.D.ix
  x
  interpret the responsibilities of employers, including legal responsibilitiesb.1.D.x
  xi
  interpret the responsibilities of employees, including ethical conductb.1.D.xi
  xii
  interpret the responsibilities of employees, including legal responsibilitiesb.1.D.xii
5. E
  describe and demonstrate characteristics of good citizenship in the agricultural workplace, including promoting stewardship, community leadership, civic engagement, and agricultural awareness and literacy.b.1.E
  i
  describe characteristics of good citizenship in the agricultural workplace, including promoting stewardshipb.1.E.i
  ii
  describe characteristics of good citizenship in the agricultural workplace, including promoting community leadershipb.1.E.ii
  iii
  describe characteristics of good citizenship in the agricultural workplace, including promoting civic engagementb.1.E.iii
  iv
  describe characteristics of good citizenship in the agricultural workplace, including promoting agricultural awarenessb.1.E.iv
  v
  describe characteristics of good citizenship in the agricultural workplace, including promoting agricultural literacyb.1.E.v
  vi
  demonstrate characteristics of good citizenship in the agricultural workplace, including promoting stewardshipb.1.E.vi
  vii
  demonstrate characteristics of good citizenship in the agricultural workplace, including promoting community leadershipb.1.E.vii
  viii
  demonstrate characteristics of good citizenship in the agricultural workplace, including promoting civic engagementb.1.E.viii
  ix
  demonstrate characteristics of good citizenship in the agricultural workplace, including promoting agricultural awarenessb.1.E.ix
  x
  demonstrate characteristics of good citizenship in the agricultural workplace, including promoting agricultural literacyb.1.E.x
2
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:b.2
1. A
  ask questions and define problems based on observations or information from text, phenomena, models, or investigations;b.2.A
  i
  ask questions based on observations or information from text, phenomena, models, or investigationsb.2.A.i
  ii
  define problems based on observations or information from text, phenomena, models, or investigationsb.2.A.ii
2. B
  apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;b.2.B
  i
  apply scientific practices to plan descriptive investigationsb.2.B.i
  ii
  apply scientific practices to plan comparative investigationsb.2.B.ii
  iii
  apply scientific practices to plan experimental investigationsb.2.B.iii
  iv
  apply scientific practices to conduct descriptive investigationsb.2.B.iv
  v
  apply scientific practices to conduct comparative investigationsb.2.B.v
  vi
  apply scientific practices to conduct experimental investigationsb.2.B.vi
  vii
  use engineering practices to design solutions to problemsb.2.B.vii
3. C
  use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;b.2.C
  i
  use appropriate safety equipment during laboratory investigations as outlined in Texas Education Agency-approved safety standardsb.2.C.i
  ii
  use appropriate safety equipment during classroom investigations as outlined in Texas Education Agency-approved safety standardsb.2.C.ii
  iii
  use appropriate safety equipment during field investigations as outlined in Texas Education Agency-approved safety standardsb.2.C.iii
  iv
  use appropriate safety practices during laboratory investigations as outlined in Texas Education Agency-approved safety standardsb.2.C.iv
  v
  use appropriate safety practices during classroom investigations as outlined in Texas Education Agency-approved safety standardsb.2.C.v
  vi
  use appropriate safety practices during field investigations as outlined in Texas Education Agency-approved safety standardsb.2.C.vi
4. D
  use appropriate tools such as microscopes, measuring equipment, sensors, plant propagation tools, soil testing kits, and calculators;b.2.D
  i
  use appropriate toolsb.2.D.i
5. E
  collect quantitative data using the International System of Units (SI) and qualitative data as evidence;b.2.E
  i
  collect quantitative data using the International Systems of Units (SI)b.2.E.i
  ii
  collect quantitative data using qualitative data as evidenceb.2.E.ii
6. F
  organize quantitative and qualitative data using graphs and charts;b.2.F
  i
  organize quantitative data using graphsb.2.F.i
  ii
  organize quantitative data using chartsb.2.F.ii
  iii
  organize qualitative data using graphsb.2.F.iii
  iv
  organize qualitative data using chartsb.2.F.iv
7. G
  develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; andb.2.G
  i
  develop models to represent phenomena, systems, processes, or solutions to engineering problemsb.2.G.i
  ii
  use models to represent phenomena, systems, processes, or solutions to engineering problemsb.2.G.ii
8. H
  distinguish between scientific hypotheses, theories, and laws.b.2.H
  i
  distinguish between scientific hypotheses, theories, and lawsb.2.H.i
3
Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:b.3
1. A
  identify advantages and limitations of models such as their size, scale, properties, and materials;b.3.A
  i
  identify advantages of modelsb.3.A.i
  ii
  identify limitations of modelsb.3.A.ii
2. B
  analyze data by identifying significant statistical features, patterns, sources of error, and limitations;b.3.B
  i
  analyze data by identifying significant statistical featuresb.3.B.i
  ii
  analyze data by identifying significant patternsb.3.B.ii
  iii
  analyze data by identifying significant sources of errorb.3.B.iii
  iv
  analyze data by identifying significant limitationsb.3.B.iv
3. C
  use mathematical calculations to assess quantitative relationships in data; andb.3.C
  i
  use mathematical calculations to assess quantitative relationships in datab.3.C.i
4. D
  evaluate experimental and engineering designs.b.3.D
  i
  evaluate experimental designsb.3.D.i
  ii
  evaluate engineering designb.3.D.ii
4
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:b.4
1. A
  develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;b.4.A
  i
  develop explanations supported by datab.4.A.i
  ii
  develop explanations supported by modelsb.4.A.ii
  iii
  develop explanations consistent with scientific ideasb.4.A.iii
  iv
  develop explanations consistent with scientific principlesb.4.A.iv
  v
  develop explanations consistent with scientific theoriesb.4.A.v
  vi
  propose solutions supported by datab.4.A.vi
  vii
  propose solutions supported by modelsb.4.A.vii
  viii
  propose solutions consistent with scientific ideasb.4.A.viii
  ix
  propose solutions consistent with scientific principlesb.4.A.ix
  x
  propose solutions consistent with scientific theoriesb.4.A.x
2. B
  communicate explanations and solutions individually and collaboratively in a variety of settings and formats; andb.4.B
  i
  communicate explanations individually in a variety of settingsb.4.B.i
  ii
  communicate explanations individually in a variety of formatsb.4.B.ii
  iii
  communicate explanations collaboratively in a variety of settingsb.4.B.iii
  iv
  communicate explanations collaboratively in a variety of formatsb.4.B.iv
  v
  communicate solutions individually in a variety of settingsb.4.B.v
  vi
  communicate solutions individually in a variety of formatsb.4.B.vi
  vii
  communicate solutions collaboratively in a variety of settingsb.4.B.vii
  viii
  communicate solutions collaboratively in a variety of formatsb.4.B.viii
3. C
  engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.b.4.C
  i
  engage respectfully in scientific argumentation using applied scientific explanationsb.4.C.i
  ii
  engage respectfully in scientific argumentation using applied empirical evidenceb.4.C.ii
5
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:b.5
1. A
  analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing so as to encourage critical thinking by the student;b.5.A
  i
  analyze scientific explanations by using empirical evidence so as to encourage critical thinking by the studentb.5.A.i
  ii
  analyze scientific explanations by using logical reasoning so as to encourage critical thinking by the studentb.5.A.ii
  iii
  analyze scientific explanations by using experimental testing so as to encourage critical thinking by the studentb.5.A.iii
  iv
  analyze scientific explanations by using observational testing so as to encourage critical thinking by the studentb.5.A.iv
  v
  analyze scientific solutions by using empirical evidence so as to encourage critical thinking by the studentb.5.A.v
  vi
  analyze scientific solutions by using logical reasoning so as to encourage critical thinking by the studentb.5.A.vi
  vii
  analyze scientific solutions by using experimental testing so as to encourage critical thinking by the studentb.5.A.vii
  viii
  analyze scientific solutions by using observational testing so as to encourage critical thinking by the studentb.5.A.viii
  ix
  evaluate scientific explanations by using empirical evidence so as to encourage critical thinking by the studentb.5.A.ix
  x
  evaluate scientific explanations by using logical reasoning so as to encourage critical thinking by the studentb.5.A.x
  xi
  evaluate scientific explanations by using experimental testing so as to encourage critical thinking by the studentb.5.A.xi
  xii
  evaluate scientific explanations by using observational testing so as to encourage critical thinking by the studentb.5.A.xii
  xiii
  evaluate scientific solutions by using empirical evidence so as to encourage critical thinking by the studentb.5.A.xiii
  xiv
  evaluate scientific solutions by using logical reasoning so as to encourage critical thinking by the studentb.5.A.xiv
  xv
  evaluate scientific solutions by using experimental testing so as to encourage critical thinking by the studentb.5.A.xv
  xvi
  evaluate scientific solutions by using observational testing so as to encourage critical thinking by the studentb.5.A.xvi
  xvii
  critique scientific explanations by using empirical evidence so as to encourage critical thinking by the studentb.5.A.xvii
  xviii
  critique scientific explanations by using logical reasoning so as to encourage critical thinking by the studentb.5.A.xviii
  xix
  critique scientific explanations by using experimental testing so as to encourage critical thinking by the studentb.5.A.xix
  xx
  critique scientific explanations by using observational testing so as to encourage critical thinking by the studentb.5.A.xx
  xxi
  critique scientific solutions by using empirical evidence so as to encourage critical thinking by the studentb.5.A.xxi
  xxii
  critique scientific solutions by using logical reasoning so as to encourage critical thinking by the studentb.5.A.xxii
  xxiii
  critique scientific solutions by using experimental testing so as to encourage critical thinking by the studentb.5.A.xxiii
  xxiv
  critique scientific solutions by using observational testing so as to encourage critical thinking by the studentb.5.A.xxiv
2. B
  relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists as related to the content; andb.5.B
  i
  relate the impact of past research on scientific thought, including research methodology as related to the contentb.5.B.i
  ii
  relate the impact of past research on scientific thought, including cost-benefit analysis as related to the contentb.5.B.ii
  iii
  relate the impact of past research on scientific thought, including contributions of diverse scientists as related to the contentb.5.B.iii
  iv
  relate the impact of past research on society, including research methodology as related to the contentb.5.B.iv
  v
  relate the impact of past research on society, including cost-benefit analysis as related to the contentb.5.B.v
  vi
  relate the impact of past research on society, including contributions of diverse scientists as related to the contentb.5.B.vi
  vii
  relate the impact of current research on scientific thought, including research methodology as related to the contentb.5.B.vii
  viii
  relate the impact of current research on scientific thought, including cost-benefit analysis as related to the contentb.5.B.viii
  ix
  relate the impact of current research on scientific thought, including contributions of diverse scientists as related to the contentb.5.B.ix
  x
  relate the impact of current research on society, including research methodology as related to the contentb.5.B.x
  xi
  relate the impact of current research on society, including cost-benefit analysis as related to the contentb.5.B.xi
  xii
  relate the impact of current research on society, including contributions of diverse scientists as related to the contentb.5.B.xii
3. C
  research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field in order to investigate STEM careers.b.5.C
  i
  research resources in order to investigate STEM careersb.5.C.i
  ii
  explore resources in order to investigate STEM careersb.5.C.ii
6
The student develops a supervised agricultural experience program. The student is expected to:b.6
1. A
  plan, propose, conduct, document, and evaluate a supervised agricultural experience program as an experiential learning activity; andb.6.A
  i
  plan a supervised agricultural experience program as an experiential learning activityb.6.A.i
  ii
  propose a supervised agricultural experience program as an experiential learning activityb.6.A.ii
  iii
  conduct a supervised agricultural experience program as an experiential learning activityb.6.A.iii
  iv
  document a supervised agricultural experience program as an experiential learning activityb.6.A.iv
  v
  evaluate a supervised agricultural experience program as an experiential learning activityb.6.A.v
2. B
  use appropriate record-keeping skills in a supervised agricultural experience program.b.6.B
  i
  use appropriate record-keeping skills in a supervised agricultural experience programb.6.B.i
7
The student develops leadership skills through participation in an agricultural youth organization. The student is expected to:b.7
1. A
  participate in youth agricultural leadership opportunities;b.7.A
  i
  participate in youth agricultural leadership opportunities [in an agricultural youth organization]b.7.A.i
2. B
  review and participate in a local program of activities; andb.7.B
  i
  review a local program of activities [in an agricultural youth organization]b.7.B.i
  ii
  participate in a local program of activities [in an agricultural youth organization]b.7.B.ii
3. C
  create or update documentation of relevant agricultural experience such as community service, professional, or classroom experiences.b.7.C
  i
  create documentation of relevant agricultural experienceb.7.C.i
  ii
  update documentation of relevant agricultural experienceb.7.C.ii
8
The student understands interrelationships between plants, soil, and people in historical and current contexts. The student is expected to:b.8
1. A
  research and document major historical milestones related to plant and soil science in human civilization;b.8.A
  i
  research major historical milestones related to plant science in human civilizationb.8.A.i
  ii
  research major historical milestones related to soil science in human civilizationb.8.A.ii
  iii
  document major historical milestones related to plant science in human civilizationb.8.A.iii
  iv
  document major historical milestones related to soil science in human civilizationb.8.A.iv
2. B
  explain how humans have influenced plant selection and how plant selection has influenced civilization's development;b.8.B
  i
  explain how humans have influenced plant selectionb.8.B.i
  ii
  explain how plant selection has influenced civilization's developmentb.8.B.ii
3. C
  analyze the effect of soil properties on settlement of civilizations and migration; andb.8.C
  i
  analyze the effect of soil properties on settlement of civilizationsb.8.C.i
  ii
  analyze the effect of soil properties on migrationb.8.C.ii
4. D
  investigate and explain how plants have shaped major world economies.b.8.D
  i
  investigate how plants have shaped major world economiesb.8.D.i
  ii
  explain how plants have shaped major world economiesb.8.D.ii
9
The student identifies how plants grow and how specialized cells, tissues, and organs develop. The student is expected to:b.9
1. A
  describe the unique structure and function of organelles in plant cells;b.9.A
  i
  describe the unique structure of organelles in plant cellsb.9.A.i
  ii
  describe the unique function of organelles in plant cellsb.9.A.ii
2. B
  explain the growth and division of plant cells;b.9.B
  i
  explain the growth of plant cellsb.9.B.i
  ii
  explain the division of plant cellsb.9.B.ii
3. C
  compare cells from different parts of the plant, including roots, stems, flowers, and leaves, to show specialization of structures and functions; andb.9.C
  i
  compare cells from different parts of the plant, including roots to show specialization of structuresb.9.C.i
  ii
  compare cells from different parts of the plant, including roots to show specialization of functionsb.9.C.ii
  iii
  compare cells from different parts of the plant, including stems to show specialization of structuresb.9.C.iii
  iv
  compare cells from different parts of the plant, including stems to show specialization of functionsb.9.C.iv
  v
  compare cells from different parts of the plant, including flowers to show specialization of structuresb.9.C.v
  vi
  compare cells from different parts of the plant, including flowers to show specialization of functionsb.9.C.vi
  vii
  compare cells from different parts of the plant, including leaves to show specialization of structuresb.9.C.vii
  viii
  compare cells from different parts of the plant, including leaves to show specialization of functionsb.9.C.viii
4. D
  illustrate the levels of cellular organization in plants.b.9.D
  i
  illustrate the levels of cellular organization in plantsb.9.D.i
10
The student develops a knowledge of plant anatomy and functions. The student is expected to:b.10
1. A
  describe the structure and function of plant parts, including roots, stems, leaves, flowers, fruits, and seeds;b.10.A
  i
  describe the structure of plant parts, including rootsb.10.A.i
  ii
  describe the structure of plant parts, including stemsb.10.A.ii
  iii
  describe the structure of plant parts, including leavesb.10.A.iii
  iv
  describe the structure of plant parts, including flowersb.10.A.iv
  v
  describe the structure of plant parts, including fruitsb.10.A.v
  vi
  describe the structure of plant parts, including seedsb.10.A.vi
  vii
  describe the function of plant parts, including rootsb.10.A.vii
  viii
  describe the function of plant parts, including stemsb.10.A.viii
  ix
  describe the function of plant parts, including leavesb.10.A.ix
  x
  describe the function of plant parts, including flowersb.10.A.x
  xi
  describe the function of plant parts, including fruitsb.10.A.xi
  xii
  describe the function of plant parts, including seedsb.10.A.xii
2. B
  compare the anatomy of monocots and dicots;b.10.B
  i
  compare the anatomy of monocots and dicotsb.10.B.i
3. C
  compare the various propagation methods for plants; andb.10.C
  i
  compare the various propagation methods for plantsb.10.C.i
4. D
  identify the functions of modified plant structures such as tubers, rhizomes, pseudo stems, and pitchers.b.10.D
  i
  identify the functions of modified plant structuresb.10.D.i
11
The student develops an understanding of plant physiology and nutrition. The student is expected to:b.11
1. A
  explain the metabolic process of photosynthesis and cellular respiration;b.11.A
  i
  explain the metabolic process of photosynthesisb.11.A.i
  ii
  explain the metabolic process of cellular respirationb.11.A.ii
2. B
  describe the role of mineral nutrition in the soil for plant development;b.11.B
  i
  describe the role of mineral nutrition in the soil for plant developmentb.11.B.i
3. C
  identify the essential nutrients in soil; andb.11.C
  i
  identify the essential nutrients in soilb.11.C.i
4. D
  describe the role of macronutrients and micronutrients in plants.b.11.D
  i
  describe the role of macronutrients in plantsb.11.D.i
  ii
  describe the role of micronutrients in plantsb.11.D.ii
12
The student analyzes soil science as it relates to plant and human activity. The student is expected to:b.12
1. A
  explain soil formation;b.12.A
i
explain soil formationb.13
1. B
  investigate and document the properties of soils, including texture, horizons, structure, color, parent materials, and fertility;b.13.B
  i
  investigate the properties of soils, including textureb.13.B.i
  ii
  investigate the properties of soils, including horizonsb.13.B.ii
  iii
  investigate the properties of soils, including structureb.13.B.iii
  iv
  investigate the properties of soils, including colorb.13.B.iv
  v
  investigate the properties of soils, including parent materialsb.13.B.v
  vi
  investigate the properties of soils, including fertilityb.13.B.vi
  vii
  document the properties of soils, including textureb.13.B.vii
  viii
  document the properties of soils, including horizonsb.13.B.viii
  ix
  document the properties of soils, including structureb.13.B.ix
  x
  document the properties of soils, including colorb.13.B.x
  xi
  document the properties of soils, including parent materialsb.13.B.xi
  xii
  document the properties of soils, including fertilityb.13.B.xii
2. C
  identify and classify soil orders;b.13.C
  i
  identify soil ordersb.13.C.i
  ii
  classify soil ordersb.13.C.ii
3. D
  explain methods of soil conservation such as crop rotation, mulching, terracing, cover cropping, and contour plowing;b.13.D
  i
  explain methods of soil conservationb.13.D.i
4. E
  describe the application of soil mechanics to buildings, landscapes, and crop production;b.13.E
  i
  describe the application of soil mechanics to buildingsb.13.E.i
  ii
  describe the application of soil mechanics to landscapesb.13.E.ii
  iii
  describe the application of soil mechanics to crop productionb.13.E.iii
5. F
  research and explain soil management practices such as tillage trials and sustainable soil management practices;b.13.F
  i
  research soil management practicesb.13.F.i
  ii
  explain soil management practicesb.13.F.ii
6. G
  practice and explain soil evaluations related to experiential activities such as land judging;b.13.G
  i
  practice soil evaluations related to experiential activitiesb.13.G.i
  ii
  explain soil evaluations related to experiential activitiesb.13.G.ii
7. H
  evaluate and determine soil health through soil testing; andb.13.H
  i
  evaluate soil health through soil testingb.13.H.i
  ii
  determine soil health through soil testingb.13.H.ii
8. I
  analyze concepts of soil ecology.b.13.I
  i
  analyze concepts of soil ecologyb.13.I.i
13
The student maps the process of soil formation influenced by weathering, including erosion processes due to water, wind, and mechanical factors influenced by climate. The student is expected to:b.14
1. A
  illustrate the role of weathering in soil formations;b.14.A
  i
  illustrate the role of weathering in soil formationsb.14.A.i
2. B
  distinguish between chemical weathering and mechanical weathering;b.14.B
  i
  distinguish between chemical weathering and mechanical weatheringb.14.B.i
3. C
  identify geological formations that result from differing weathering processes; andb.14.C
  i
  identify geological formations that result from differing weathering processesb.14.C.i
4. D
  describe the role of biotic factors in soil formation.b.14.D
  i
  describe the role of biotic factors in soil formationb.14.D.i
14
The student explains the relationship of biotic and abiotic factors within habitats and ecosystems and their effects on plant ecology. The student is expected to:b.15
1. A
  identify and define plant populations, ecosystems, communities, and biomes;b.15.A
  i
  identify plant populationsb.15.A.i
  ii
  identify plant ecosystemsb.15.A.ii
  iii
  identify plant communitiesb.15.A.iii
  iv
  identify plant biomesb.15.A.iv
  v
  define plant populationsb.15.A.v
  vi
  define plant ecosystemsb.15.A.vi
  vii
  define plant communitiesb.15.A.vii
  viii
  define plant biomesb.15.A.viii
2. B
  distinguish between native and introduced plants in an ecosystem;b.15.B
  i
  distinguish between native and introduced plants in an ecosystemb.15.B.i
3. C
  investigate and describe characteristics of native and introduced plants;b.15.C
  i
  investigate characteristics of native plantsb.15.C.i
  ii
  investigate characteristics of introduced plantsb.15.C.ii
  iii
  describe characteristics of native plantsb.15.C.iii
  iv
  describe characteristics of introduced plantsb.15.C.iv
4. D
  make observations and compile data about fluctuations in abiotic cycles;b.15.D
  i
  make observations about fluctuations in abiotic cyclesb.15.D.i
  ii
  compile data about fluctuations in abiotic cyclesb.15.D.ii
5. E
  describe the effects of fluctuations in abiotic cycles on local ecosystems; andb.15.E
  i
  describe the effects of fluctuations in abiotic cycles on local ecosystemsb.15.E.i
6. F
  describe potential positive and negative impacts of human activity such as pest control, hydroponics, monoculture planting, and sustainable agriculture on ecosystems.b.15.F
  i
  describe potential positive impacts of human activity on ecosystemsb.15.F.i
  ii
  describe potential negative impacts of human activity on ecosystemsb.15.F.ii
15
The student evaluates components of plant science as they relate to crop production and advancements. The student is expected to:b.16
1. A
  analyze the genetics and evolution of various crops;b.16.A
  i
  analyze the genetics of various cropsb.16.A.i
  ii
  analyze the evolution of various cropsb.16.A.ii
2. B
  identify and classify plants according to taxonomy;b.16.B
  i
  identify plants according to taxonomyb.16.B.i
  ii
  classify plants according to taxonomyb.16.B.ii
3. C
  identify characteristics related to seed quality, including mechanical damage, viability, and grade;b.16.C
  i
  identify characteristics related to seed quality, including mechanical damageb.16.C.i
  ii
  identify characteristics related to seed quality, including viabilityb.16.C.ii
  iii
  identify characteristics related to seed quality, including gradeb.16.C.iii
4. D
  identify plant pests and diseases using laboratory equipment such as microscopes, test kits, and technology;b.16.D
  i
  identify plant pests using laboratory equipmentb.16.D.i
  ii
  identify plant diseases using laboratory equipmentb.16.D.ii
5. E
  evaluate the effectiveness of plant management practices, including germination tests, plant spacing trials, and fertilizer tests;b.16.E
  i
  evaluate the effectiveness of plant management practices, including germination testb.16.E.i
  ii
  evaluate the effectiveness of plant management practices, including plant spacing trialsb.16.E.ii
  iii
  evaluate the effectiveness of plant management practices, including fertilizer testb.16.E.iii
6. F
  analyze trends in crop species and varieties grown locally in Texas and the United States and how trends affect producers and consumers; andb.16.F
  i
  analyze trends in crop species grown locally in Texasb.16.F.i
  ii
  analyze trends in crop varieties grown locally in Texasb.16.F.ii
  iii
  analyze trends in crop species grown in the United Statesb.16.F.iii
  iv
  analyze trends in crop varieties grown in the United Statesb.16.F.iv
  v
  analyze how trends affect producersb.16.F.v
  vi
  analyze how trends affect consumersb.16.F.vi
7. G
  investigate and identify recent advancements in plant and soil science such as biotechnology, artificial intelligence, and drone, infrared, and sensor technologies.b.16.G
  i
  investigate recent advancements in plant scienceb.16.G.i
  ii
  investigate recent advancements in soil scienceb.16.G.ii
  iii
  identify recent advancements in plant scienceb.16.G.iii
  iv
  identify recent advancements in soil scienceb.16.G.iv
16
The student describes the relationship between resources within environmental systems. The student is expected to:b.17
1. A
  summarize and evaluate methods of land use and management;b.17.A
  i
  summarize methods of land useb.17.A.i
  ii
  summarize methods of land managementb.17.A.ii
  iii
  evaluate methods of land useb.17.A.iii
  iv
  evaluate methods of land managementb.17.A.iv
2. B
  identify sources, quality, and conservation of water in plant production;b.17.B
  i
  identify sources of water in plant productionb.17.B.i
  ii
  identify quality of water in plant productionb.17.B.ii
  iii
  identify conservation of water in plant productionb.17.B.iii
3. C
  explore and describe conservation practices such as rainwater collection, water-conserving irrigation systems, and use of biofuels;b.17.C
  i
  explore conservation practicesb.17.C.i
  ii
  describe conservation practicesb.17.C.ii
  iii
  explore use of biofuelsb.17.C.iii
  iv
  describe use of biofuelsb.17.C.iv
4. D
  analyze and evaluate the economic significance and interdependence of components of the environment;b.17.D
  i
  analyze the economic significance of components of the environmentb.17.D.i
  ii
  analyze the economic interdependence of components of the environmentb.17.D.ii
  iii
  evaluate the economic significance of components of the environmentb.17.D.iii
  iv
  evaluate the economic interdependence of components of the environmentb.17.D.iv
5. E
  debate the impact of human activity and technology on soil health and plant productivity;b.17.E
  i
  debate the impact of human activity on soil healthb.17.E.i
  ii
  debate the impact of human activity on plant productivityb.17.E.ii
  iii
  debate the impact of technology on soil healthb.17.E.iii
  iv
  debate the impact of technology on plant productivityb.17.E.iv
6. F
  research and summarize the impact of natural disasters on soil health and plant productivity; andb.17.F
  i
  research the impact of natural disasters on soil healthb.17.F.i
  ii
  research the impact of natural disasters on plant productivityb.17.F.ii
  iii
  summarize the impact of natural disasters on soil healthb.17.F.iii
  iv
  summarize the impact of natural disasters on plant productivityb.17.F.iv
7. G
  explain how regional changes in the environment may have a global effect.b.17.G
  i
  explain how regional changes in the environment may have a global effectb.17.G.i
17
The student describes the dynamics of soil on watersheds and its effects on plant growth and production. The student is expected to:b.18
1. A
  identify and record the characteristics of a local watershed such as average annual rainfall, runoff patterns, aquifers, location of water basins, and surface reservoirs; andb.18.A
  i
  identify the characteristics of a local watershedb.18.A.i
  ii
  record the characteristics of a local watershedb.18.A.ii
2. B
  analyze the impact of floods, drought, irrigation, urbanization, and industrialization in a watershed.b.18.B
  i
  analyze the impact of floods in a watershedb.18.B.i
  ii
  analyze the impact of drought in a watershedb.18.B.ii
  iii
  analyze the impact of irrigation in a watershedb.18.B.iii
  iv
  analyze the impact of urbanization in a watershedb.18.B.iv
  v
  analyze the impact of industrialization in a watershedb.18.B.v
18
The student analyzes plant and soil science as it relates to plant and soil relationships affecting the production of food, fiber, and other economic crops. The student is expected to:b.19
1. A
  explain the importance and interrelationship of soil and plants;b.19.A
  i
  explain the importance of soilb.19.A.i
  ii
  explain the importance of plantsb.19.A.ii
  iii
  explain the interrelationship of soil and plantsb.19.A.iii
2. B
  compare soil and plants in agricultural and urban settings;b.19.B
  i
  compare soil in agricultural and urban settingsb.19.B.i
  ii
  compare plants in agricultural and urban settingsb.19.B.ii
3. C
  explain growing plants without soil (hydroponic techniques); andb.19.C
  i
  explain growing plants without soil (hydroponic techniques)b.19.C.i
4. D
  evaluate advantages and disadvantages of hydroponics.b.19.D
  i
  evaluate advantages of hydroponicsb.19.D.i
  ii
  evaluate disadvantages of hydroponicsb.19.D.ii
5. 19
  The student demonstrates skills related to the human, scientific, and technological dimensions of crop production and the resources necessary for producing domesticated plants. The student is expected to:b.19.19
6. A
  describe the growth and development of major agricultural crops in Texas such as cotton, corn, sorghum, sugarcane, wheat, and rice;b.19.A
  i
  describe the growth of major agricultural crops in Texasb.19.A.i
  ii
  describe the development of major agricultural crops in Texasb.19.A.ii
7. B
  apply principles of genetics and plant breeding to plant production;b.19.B
  i
  apply principles of genetics to plant productionb.19.B.i
  ii
  apply principles of plant breeding to plant productionb.19.B.ii
8. C
  illustrate the development of new crop varieties that are developed over time;b.19.C
  i
  illustrate the development of new crop varieties that are developed over timeb.19.C.i
9. D
  design and conduct investigations to test principles of genetics; andb.19.D
  i
  design investigations to test principles of geneticsb.19.D.i
  ii
  conduct investigations to test principles of geneticsb.19.D.ii
10. E
  identify and test alternative growing methods such as hydroponics and aquaponics used in plant production.b.19.E
  i
  identify alternative growing methods used in plant productionb.19.E.i
  ii
  test alternative growing methods used in plant productionb.19.E.ii

Frequently asked questions

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?: Advanced Plant and Soil Science (IMRA26)

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