TEKS CORRELATIONS & SUGGESTED PACING GUIDE Principles of Agriculture, Food & Natural Resources icev Agricultural Science Site Meets 100% of TEKS 256 days of teaching material
Basic Agriscience Scope & Days of TEKS Sequence Teaching 1 World Agriculture & Population: Seeking a Balance for 3.A; 3.B; 3.C; 4.B; 6.A; 13.B 3 Survival 2 Global Agriculture: Global Perspective icev Exclusive; 3.A 1 3 America the Bountiful 4A; 4B; 4C 7 4 Agriculture: Politics & Research 4C; 6C 6 5 Field Trip: U.S. Meat Animal Research Center 4D; 8A 4 6 Introduction to Biotechnology 4D; 4F; 11H; 13C 3 7 Emerging Technologies: Muscle Growth Promotants icev Exclusive; 4.A; 8A; 13C 1 8 Biotechnology: Fetal Programming icev Exclusive; 4F 1 9 Scientific Procedures & Safety 8C; 8D; 14B 5 Animal Systems Scope & Days of TEKS Sequence Teaching 10 Livestock Breed ID: Swine; Livestock Breed ID: Goats; 12.C 22 Livestock Breed ID: Cattle; Livestock Breed ID: Sheep 11 The External Anatomy of Livestock: Terms & Terminolgy 12.B 5 12 Basic Animal Science 12.A; 12D 5 13 Hot Topics - Animal Welfare icev Exclusive; 4F 1 14 Hot Topics - Antibiotic Use in Food Animals icev Exclusive; 4F 1 15 Livestock Judging: Fundamentals 12.D 2 Food Products & Processing Systems Scope & Sequence CONTENT LESSONS 16 Emerging Technologies: Molecular Methods icev Exclusive; 4E; 8A; 8B; 12C 1 17 Biotechnology: Uses in the Food Industry icev Exclusive; 4F, 8B 1 18 Global Agriculture: Feeding the World icev Exclusive; 3A; 4D; 4E; 13A; 13B 1 19 Global Agriculture: Food Perceptions & Safety icev Exclusive; 3A; 13B 1 20 HACCP: A Basic Understanding 13A 2 21 EXCEL Beef Plant: Fabrication 13A; 13D 1 22 EXCEL Pork Plant: Fabrication 13A; 13D 1 23 Dairy Science 13A 4 TEKS Days of Teaching icev TEKS Correlations 2 of 18
Natural Resources Systems Scope & Days of TEKS Sequence Teaching 24 The History & Restoration of Desert Bighorn Sheep in icev Exclusive; 4C 1 Texas 25 Hot Topics - Drought Effects & Issues icev Exclusive; 4F 1 26 Dealing with Drought: Managing Grazing to Benefit Wildlife icev Exclusive; 4F; 6C; 6D; 15A 1 27 Soil Conservation icev Exclusive; 6C; 6D TBD 28 Water Resources 15A; 15E 1 29 Basic Environmental Science 15D 6 30 Rangeland Watersheds icev Exclusive; 15E 1 31 Water Conservation in the Home 15E 2 Plant Systems Scope & Sequence 32 Fertilizers & the Environment 6C; 6E; 11H; 15B 5 33 Pesticides & Herbicides: An Introduction 6C; 6E; 11H; 15B 5 34 Field Trip: Dig It! The Secret of Soil icev Exclusive; 6C; 11A; 11B; 11C 6 35 Introduction to Irrigation 10D; 10E; 11H 5 36 Anatomy of Plants 11D 5 37 Plant Genetics 11E; 11F 9 38 Benefits of the Horticulture Industry 11G 5 39 Crop Production in the United States: Northeast Region; Southern Region; Midwest Region; Western Region 11G 20 40 Emerging Technologies: NIR Technology icev Exclusive; 11H 1 41 Field Trip: Landmark Nurseries 11I 2 42 Landscape Tools: Use & Safety 11I 1 Power, Structural & Technical Systems Scope & Sequence 43 Mechanized Agriculture 4C; 14A 5 44 Planning & Designing an Agricultural Project 10E; 14C 5 45 Welding Inspection & Testing 14A 5 46 Plasma Arc Cutting 14G 6 47 Safety & Operation of Tools 14D; 14E 6 48 Basic Shop Safety 14F 5 49 Welding Shop Safety 14F 6 TEKS TEKS Days of Teaching Days of Teaching icev TEKS Correlations 3 of 18
Leadership & Communications Scope & Sequence 50 Blue & Gold Basics: Supervised Agriculture Experience; Blue & Gold Basics: FFA Officers & Meetings TEKS Days of Teaching icev Exclusive; 2A; 2D; 2E; 5D; 5E; 5F 8 51 Introduction to Professional Communications 6F; 7E 5 52 Extemporaneous Speaking 7F 4 53 Presentation Strategies & Tactics 6G; 7D 5 54 Public Speaking Basics 7F; 7G 5 55 Written Communication Practices 7D 6 CAREER GUIDANCE & EXPLORATION LESSONS Scope & Days of TEKS Sequence Teaching 56 Introduction to Career Clusters: Agriculture, Food & Natural 1A; 1B 1 Resources 57 Career Planning Basics 1; 1F; 7C 8 58 Entrepreneurship 101: Prime Dirt icev Exclusive; 1A 1 59 Skills for Real World Survival 1C; 5A; 5B; 6H; 7A; 7B; 10C 10 60 Workplace Ettiquette 1F; 7B 2 61 Workplace Issues 1D; 1E; 1F; 7A; 15F; 15A 4 62 Introduction to Record Keeping 2B; 2C; 9A; 9B; 9C; 9D 3 63 Introduction to Microsoft Office 2010 10A; 10B TBD Gary Smith, Ph.D., Emeritus Professor, Department of Animal Sciences, Colorado State University Kristina Butts, Executive Director of Legislative Affairs, National Cattlemen's Association Mary Jo Emrick, Adjunct Welding Professor, Austin Community College VIRTUAL JOB DESCRIPTIONS Annie Esperanza, Air Resource Specialist, Sequoia National Park John Reganold, Ph.D., Regents Professor of Soil Science, Washington State University Barbara Masters, D.V.M., Administrator, USDA Food Safety & Inspection Service icev TEKS Correlations 4 of 18
Basic Agriscience Scope & Sequence World 1 Agriculture & Population: Seeking a Balance for Survival CONTENT LESSONS (3) The student identifies concepts related to cultural diversity. The (A) discuss significant similarities and differences in international agriculture; (B) explain the variety of world markets (C) describe marketing factors and practices that impact other cultures. (B) identify the scope of agriculture and its effect upon society; 3 class periods 2 Global 3 America 7 class periods 4 Agriculture: 6 class periods 5 Field 4 class periods Agriculture: Global Perspective (6) The student explains agriculture, food, and natural resource (13) The student describes the principles of food products and processing systems. The the Bountiful Politics & Research Trip: U.S. Meat Animal Research Center (3) The student identifies concepts related to cultural diversity. The (6) The student explains agriculture, food, and natural resource (8) The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is (A) identify reasons for world trade; (B) determine trends in world food production; (A) discuss significant similarities and differences in international agriculture; (A) define agriculture; (B) identify the scope of agriculture and its effect upon society; (C) identify significant historical and current agriculture, food, and natural resource developments; (C) identify significant historical and current agriculture, food, and natural resource developments; (B) identify the political impact of agriculture, food, and natural resources; (D) identify potential future scenarios for agriculture, food, and natural resource systems; (A) define major research and development fields of agriculture, food, and natural resources; icev TEKS Correlations 5 of 18
Scope & Sequence 6 3 class periods 7 Emerging 8 Biotechnology: 9 Scientific Introduction to Biotechnology Technologies: Muscle Growth Promotants Fetal Programming Procedures & Safety plant systems. The (13) The student describes the principles of food products and processing systems. The (8) The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is (13) The student describes the principles of food products and processing systems. The (8) The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is (14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is (D) identify potential future scenarios for agriculture, food, and natural resource systems; (F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare. (H) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to plant systems; (C) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to food products and processing systems; (E) describe how emerging technologies and globalization impacts agriculture, food, and natural resources; (A) define major research and development fields of agriculture, food, and natural resources; (C) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to food products and processing systems; (F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare. (C) use a variety of resources for both research and development; (D) describe scientific methods of research. (B) understand safe and appropriate laboratory procedures and policies; icev TEKS Correlations 6 of 18
Scope & Sequence Animal Systems 10 Livestock 22 class periods 11 The 12 Basic 13 Hot 14 Hot Breed ID: Swine; Livestock Breed ID: Goats; Livestock Breed ID: Cattle; Livestock Breed ID: Sheep; [Four separate lessons correlate to the same TEKS] External Anatomy of Livestock: Terms & Terminolgy Topics - Animal Welfare (12) The student develops technical knowledge and skills related to animal systems. The (12) The student develops technical knowledge and skills related to animal systems. The Animal Science (12) The student develops technical knowledge and skills related to animal systems. The Topics - Antibiotic Use in Food Animals (C) identify breeds and classes of livestock; (B) identify animal anatomy and physiology; (A) describe animal growth and development; (D) discuss animal selection, reproduction, breeding, and genetics. (F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare. (F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare. icev TEKS Correlations 7 of 18
Scope & Sequence 15 Livestock 2 class periods Judging: Fundamentals Food Products & Processing Systems 16 Emerging 17 Biotechnology: 18 Global Technologies: Molecular Methods Uses in the Food Industry Agriculture: Feeding the World (12) The student develops technical knowledge and skills related to (D) discuss animal selection, reproduction, breeding, and genetics. animal systems. The (8) The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is (13) The student describes the principles of food products and processing systems. The (8) The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is (3) The student identifies concepts related to cultural diversity. The (13) The student describes the principles of food products and processing systems. The (E) describe how emerging technologies and globalization impacts agriculture, food, and natural resources; and (A) define major research and development fields of agriculture, food, and natural resources; (B) identify and apply research in the food and fiber products industries; (C) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to food products and processing systems; (F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare. (B) identify and apply research in the food and fiber products industries; (A) discuss significant similarities and differences in international agriculture; (D) identify potential future scenarios for agriculture, food, and natural resource systems; (E) describe how emerging technologies and globalization impacts agriculture, food, and natural resources; (A) identify the importance of food products and processing systems; (B) determine trends in world food production; icev TEKS Correlations 8 of 18
Scope & Sequence 19 Global 20 HACCP: 2 class periods 21 EXCEL 22 EXCEL 23 Dairy Agriculture: Food Perceptions & Safety 4 class periods Natural Resources Systems 24 The A Basic Understanding Beef Plant: Fabrication Pork Plant: Fabrication (3) The student identifies concepts related to cultural diversity. The (13) The student describes the principles of food products and processing systems. The (13) The student describes the principles of food products and processing systems. The (13) The student describes the principles of food products and processing systems. The Science (13) The student describes the principles of food products and processing systems. The History & Restoration of Desert Bighorn Sheep in Texas (13) The student describes the principles of food products and processing systems. The (A) discuss significant similarities and differences in international agriculture; (B) determine trends in world food production; (A) identify the importance of food products and processing systems; (A) identify the importance of food products and processing systems; (D) select, maintain, operate, and use tools, equipment, and personal protective equipment common to food products and processing systems. (A) identify the importance of food products and processing systems; (D) select, maintain, operate, and use tools, equipment, and personal protective equipment common to food products and processing systems. (A) identify the importance of food products and processing systems; (C) identify significant historical and current agriculture, food, and natural resource developments; icev TEKS Correlations 9 of 18
Scope & Sequence 25 Hot 26 Dealing Topics - Drought Effects & Issues with Drought: Managing Grazing to Benefit Wildlife (6) The student explains agriculture, food, and natural resource (15) The student explains the relationship between agriculture and safety, health, and the environment. The (F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare. (F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare. (C) identify the interdependency of agriculture and the environment; (D) explain ethical stewardship practices that reduce negative impacts of agriculture upon land, air, and water resources; (A) determine the effects of agriculture, food, and natural resources upon safety, health, and the environment; 27 Soil 28 Water 29 Basic 6 class periods Conservation (6) The student explains agriculture, food, and natural resource Resources (15) The student explains the relationship between agriculture and safety, health, and the environment. The Environmental Science (15) The student explains the relationship between agriculture and safety, health, and the environment. The (C) identify the interdependency of agriculture and the environment; (D) explain ethical stewardship practices that reduce negative impacts of agriculture upon land, air, and water resources; (A) determine the effects of agriculture, food, and natural resources upon safety, health, and the environment; (E) evaluate energy and water conservation methods; (D) identify alternative energy sources that stem from or impact agriculture, food, and natural resources; icev TEKS Correlations 10 of 18
Scope & Sequence 30 Rangeland 31 Water 2 class periods Plant Systems 32 Fertilizers Watersheds (15) The student explains the relationship between agriculture and safety, health, and the environment. The Conservation in the Home & the Environment (15) The student explains the relationship between agriculture and safety, health, and the environment. The (6) The student explains agriculture, food, and natural resource plant systems. The (E) evaluate energy and water conservation methods; (E) evaluate energy and water conservation methods; (C) identify the interdependency of agriculture and the environment; (E) review regulations and major laws to evaluate their impact on agriculture, food, and natural resources management; (H) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to plant systems; and (15) The student explains the relationship between agriculture and safety, health, and the environment. The (B) identify regulations relating to safety, health, and environmental systems in agriculture, food, and natural resources; 33 Pesticides & Herbicides: An Introduction (6) The student explains agriculture, food, and natural resource plant systems. The (C) identify the interdependency of agriculture and the environment; (E) review regulations and major laws to evaluate their impact on agriculture, food, and natural resources management; (H) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to plant systems; (15) The student explains the relationship between agriculture and safety, health, and the environment. The (B) identify regulations relating to safety, health, and environmental systems in agriculture, food, and natural resources; 34 Field 6 class periods Trip: Dig It! The Secrets of Soil (6) The student explains agriculture, food, and natural resource plant systems. The (C) identify the interdependency of agriculture and the environment; (A) identify the components and properties of soils; (B) describe the process of soil formation; (C) classify soil formations; icev TEKS Correlations 11 of 18
Scope & Sequence 35 Introduction 36 Anatomy 37 Plant 9 class periods 38 Benefits 39 Crop 20 class periods 40 Emerging to Irrigation (10) The student uses information technology tools specific to agriculture, food, and natural resource to access, manage, integrate, and create information. The plant systems. The of Plants plant systems. The Genetics plant systems. The of the Horticulture Industry Production in the United States: Northeast Region; Southern Region; Midwest Region; Western Region [Four separate lessons correlate to the same TEKS] Technologies: NIR Technology plant systems. The plant systems. The plant systems. The (D) explain the benefits of Geographic Information Systems and Global Positioning Systems; (E) recognize other computer-based equipment in agriculture, food, and natural resources. (H) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to plant systems; (D) describe the structure and functions of plant parts; (E) discuss plant germination, growth, and development; (F) describe plant reproduction, genetics, and breeding; (G) identify plants of importance to agriculture, food, and natural resources; (G) identify plants of importance to agriculture, food, and natural resources; (H) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to plant systems; icev TEKS Correlations 12 of 18
Scope & Sequence 41 Field 2 class periods 42 Landscape Trip: Landmark Nurseries Tools: Use & Safety Power, Structural & Technical Systems 43 Mechanized 44 Planning 45 Welding 46 Plasma 6 class periods Agriculture & Designing an Agricultural Project Inspection & Testing plant systems. The plant systems. The (14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is (10) The student uses information technology tools specific to agriculture, food, and natural resource to access, manage, integrate, and create information. The (14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is (14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is Arc Cutting (14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is (I) select, maintain, operate, and use tools, equipment, and personal protective equipment common to plant systems. (I) select, maintain, operate, and use tools, equipment, and personal protective equipment common to plant systems. (C) identify significant historical and current agriculture, food, and natural resource developments; (A) identify major areas of power, structural, and technical systems as well as their impact on world agricultural production; (E) recognize other computer-based equipment in agriculture, food, and natural resources. (C) create proposals that include bill of materials, budget, schedule, drawings, and technical skills developed for basic power, structural, and technical system projects or structures; (A) identify major areas of power, structural, and technical systems as well as their impact on world agricultural production; (G) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to power, structural, and technical systems. icev TEKS Correlations 13 of 18
Scope & Sequence 47 Safety 6 class periods 48 Basic 49 Welding & Operation of Tools 6 class periods Leadership & Communications 50 8 class periods 51 Introduction 52 (14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is Shop Safety (14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is Shop Safety (14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is Blue & Gold Basics: Supervised Agriculture Experience; Blue & Gold Basics: FFA Officers & Meetings [Two separate lessons correlate to the same TEKS] to Professional Communications Extemporaneous Speaking (2) The student develops a supervised agriculture experience program as it relates to agriculture, food, and natural resources. The (5) The student analyzes the structure of agricultural leadership in organizations. The (6) The student explains agriculture, food, and natural resource (7) The student demonstrates appropriate personal and communication skills. The (7) The student demonstrates appropriate personal and communication skills. The (D) identify building materials and fasteners common to power, structural, and technical systems; (E) use basic tools, skills, and common building materials to construct projects or structures; (F) select, maintain, operate, and use tools, equipment, and personal protective equipment common to power, structural, and technical systems; (F) select, maintain, operate, and use tools, equipment, and personal protective equipment common to power, structural, and technical systems; (A) plan, propose, conduct, and evaluate entrepreneurship; placement; exploratory; research, either experimental or analytical; improvement; supplementary; laboratory-based; or other identified, supervised agricultural experience as an experiential learning activity; (D) participate in youth leadership opportunities to create a wellrounded-experience program in agriculture; and (E) produce a challenging approach for a local program of activities in agriculture, food, and natural resources. (D) demonstrate democratic principles in conducting effective meetings; (E) describe team dynamics; (F) describe the development of organizational vision, mission, and goals through strategic planning processes. (F) analyze appropriate written material to stay abreast of current issues impacting agriculture, food, and natural resources management; (E) analyze written materials common to the agricultural industry; (F) demonstrate sound writing and preparation skills for oral presentations, including prepared and extemporaneous presentations; icev TEKS Correlations 14 of 18
52 Scope & Sequence 4 class periods 53 Presentation 54 Public 55 Written 6 class periods Strategies & Tactics Communication Practices (6) The student explains agriculture, food, and natural resource (7) The student demonstrates appropriate personal and communication skills. The Speaking Basics (7) The student demonstrates appropriate personal and communication skills. The (7) The student demonstrates appropriate personal and communication skills. The (G) collect and analyze public opinion and data in order to make informed decisions; (D) practice written and oral communication skills and employ effective listening skills in formal and informal situations; (F) demonstrate sound writing and preparation skills for oral presentations, including prepared and extemporaneous presentations; (G) demonstrate effective speaking skills. (D) practice written and oral communication skills and employ effective listening skills in formal and informal situations; icev TEKS Correlations 15 of 18
Scope & Sequence 56 Introduction 57 Career 8 class periods 58 Entrepreneurship to Career Clusters: Agriculture, Food & Natural Resources 101: Prime Dirt CAREER GUIDANCE & EXPLORATION LESSONS (1) The student learns the employability characteristics of a successful employee. The Planning Basics (1) The student learns the employability characteristics of a successful employee. The (7) The student demonstrates appropriate personal and communication skills. The (1) The student learns the employability characteristics of a successful employee. The (A) identify career development and entrepreneurship opportunities in the field of agriculture, food, and natural resources, including how to search for and obtain employment, what qualifications are required for varying career fields, and how to advance in a position; (B) identify careers in agriculture, food, and natural resources with required aptitudes in science, mathematics, language arts, and social studies; (A) identify career development and entrepreneurship opportunities in the field of agriculture, food, and natural resources, including how to search for and obtain employment, what qualifications are required for varying career fields, and how to advance in a position; (F) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills. (C) identify appropriate personal appearance and health habits; (A) identify career development and entrepreneurship opportunities in the field of agriculture, food, and natural resources, including how to search for and obtain employment, what qualifications are required for varying career fields, and how to advance in a position; icev TEKS Correlations 16 of 18
Scope & Sequence Skills 59 for Real World Survival (1) The student learns the employability characteristics of a successful employee. The (5) The student analyzes the structure of agricultural leadership in organizations. The (C) apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in agriculture, food, and natural resources; (A) develop premiere leadership skills and collaborate with others to accomplish organizational goals and objectives through the demonstration of characteristics such as empowerment, risk, communication, focusing on results, decision making, problem solving, investment in individuals, resource use and access, service, listening, coaching, developing others, team development, understanding and appreciating others, enthusiasm, creativity, conviction, mission, courage, focus, principles, change, integrity, values, ethics, humility, perseverance, self-discipline, responsibility, community, diversity, global awareness and knowledge, innovation, intuition, adaptation, lifelong learning, and coachability; (B) develop personal growth skills and collaborate with others to accomplish organizational goals and objectives through the demonstration of characteristics such as attitude, exercise, goal setting, planning, self-discipline, sense of balance, persistence, respect, friendship, integrity, morals, values, etiquette, citizenship, cross-cultural awareness, acceptance of change, respect for differences, decision making, principles, dependability, loyalty, trustworthiness, communication, learning, critical thinking, reasoning, creative thinking, problem solving, self-discovery, coping, friendship, self-reliance, sense of balance, empathy, compassion, ethics, coping, courage, and self-image or worth; 10 class periods 60 Workplace 2 class periods Ettiquette (6) The student explains agriculture, food, and natural resource (7) The student demonstrates appropriate personal and communication skills. The (10) The student uses information technology tools specific to agriculture, food, and natural resource to access, manage, integrate, and create information. The (1) The student learns the employability characteristics of a successful employee. The (7) The student demonstrates appropriate personal and communication skills. The (H) use critical-thinking skills to identify, organize alternatives, and evaluate public policy issues related to agriculture, food, and natural resources. (A) describe professional, ethical, and legal responsibilities; (B) demonstrate the uses of proper etiquette and behavior; (C) identify collaborative, groupware, and virtual meeting software; (F) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills. (B) demonstrate the uses of proper etiquette and behavior; icev TEKS Correlations 17 of 18
Scope & Sequence 61 4 class periods Workplace Issues (1) The student learns the employability characteristics of a successful employee. The (7) The student demonstrates appropriate personal and communication skills. The (15) The student explains the relationship between agriculture and safety, health, and the environment. The (F) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills. (D) demonstrate knowledge of personal and occupational safety, health, and first-aid policy in the workplace; (E) develop response plans to emergency situations; (F) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills. (A) describe professional, ethical, and legal responsibilities; (F) describe the importance of safety, health, and environmental regulations and procedures in the workplace. 62 Introduction 3 class periods 63 Introduction to Record Keeping to Microsoft Office 2010 (2) The student develops a supervised agriculture experience program as it relates to agriculture, food, and natural resources. The (9) The student applies problem-solving, mathematical, and organizational skills in order to plan and propose supervised agricultural experience programs as well as maintain financial and logistical records. The (10) The student uses information technology tools specific to agriculture, food, and natural resource to access, manage, integrate, and create information. The (B) apply proper record-keeping skills as they relate to the supervised agricultural experience; (C) design and use a customized record-keeping system for the individual supervised agricultural experience; (A) develop project proposals by using business strategies which may include identifying learning objectives; describing project logistics, methodologies, and background; forecasting expenses and potential income through budgeting; and planning for major project timeline events through calendar implementation and documentation; (B) develop and maintain records appropriate to project type following project approval; (C) maintain appropriate financial records through use and management of appropriate journals, inventories, income and expense logs, financial statements, and balance sheets; (D) conduct formative and summative reflective and financial analyses on project learning objectives and records in order to plan for the future. (A) identify personal management software, electronic mail applications, and Internet applications; (B) use word-processing, spreadsheet, and presentation software; VIRTUAL JOB DESCRIPTIONS Gary Smith, Ph.D., Emeritus Professor, Department of Animal Sciences, Colorado State University Kristina Butts, Executive Director of Legislative Affairs, National Cattlemen's Association Mary Jo Emrick, Adjunct Welding Professor, Austin Community College Annie Esperanza, Air Resource Specialist, Sequoia National Park John Reganold, Ph.D., Regents Professor of Soil Science, Washington State University Barbara Masters, D.V.M., Administrator, USDA Food Safety & Inspection Service icev TEKS Correlations 18 of 18