Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 130 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER AND TECHNICAL EDUCATION
Subchapter A - AGRICULTURE, FOOD, AND NATURAL RESOURCES
Section 130.10 - Advanced Animal Science (One Credit)
Universal Citation: 19 TX Admin Code ยง 130.10
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: Biology and Chemistry or Integrated Physics and Chemistry (IPC); Algebra I and Geometry; and either Small Animal Management, Equine Science, or Livestock Production. Recommended prerequisite: Veterinary Medical Applications. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(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.
(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.
(3) Advanced Animal Science examines the
interrelatedness of human, scientific, and technological dimensions of
livestock production. Instruction is designed to allow for the application of
scientific and technological aspects of animal science through field and
laboratory experiences. To prepare for careers in the field of animal science,
students must attain academic skills and knowledge, acquire knowledge and
skills related to animal systems, and develop knowledge and skills regarding
career opportunities, entry requirements, and industry standards. To prepare
for success, students need opportunities to learn, reinforce, apply, and
transfer their knowledge and skills in a variety of settings.
(4) 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.
(5) Scientific inquiry is the planned and
deliberate investigation of the natural world. Scientific methods of
investigation are experimental, descriptive, or comparative. The method chosen
should be appropriate to the question being asked.
(6) Scientific decision making is a way of
answering questions about the natural world. 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).
(7) A
system is a collection of cycles, structures, and processes that interact. 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. 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.
(8)
Students are encouraged to participate in extended learning experiences such as
career and technical student organizations and other leadership or
extracurricular organizations.
(9)
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.
(c) Knowledge and skills.
(1) The student demonstrates professional
standards/employability skills as required by business and industry. The
student is expected to:
(A) identify career
development and entrepreneurship opportunities in the field of animal
systems;
(B) apply competencies
related to resources, information, interpersonal skills, and systems of
operation in animal systems;
(C)
demonstrate knowledge of personal and occupational safety and health practices
in the workplace;
(D) identify
employers' expectations, including appropriate work habits, ethical conduct,
and legal responsibilities;
(E)
demonstrate characteristics of good citizenship such as stewardship, advocacy,
and community leadership; and
(F)
research career topics using technology such as the Internet.
(2) The student, for at least 40%
of instructional time, conducts field and laboratory investigations using safe,
environmentally appropriate, and ethical practices. The student is expected to:
(A) demonstrate safe practices during
laboratory and field investigations; and
(B) demonstrate an understanding of the use
and conservation of resources and the proper disposal or recycling of
materials.
(3) The
student uses scientific methods and equipment during laboratory and field
investigations. The student is expected to:
(A) know the definition of science and
understand that it has limitations, as specified in subsection (b)(4) of this
section;
(B) know that 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;
(C) know that
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 are created and new
technologies emerge;
(D)
distinguish between scientific hypotheses and scientific theories;
(E) plan and implement descriptive,
comparative, and experimental investigations, including asking questions,
formulating testable hypotheses, and selecting equipment and
technology;
(F) collect and
organize qualitative and quantitative data and make measurements with accuracy
and precision using tools such as calculators, spreadsheet software,
data-collecting probes, computers, standard laboratory glassware, microscopes,
various prepared slides, stereoscopes, metric rulers, electronic balances, gel
electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers,
hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes,
lab incubators, dissection equipment, meter sticks, and models, diagrams, or
samples of biological specimens or structures;
(G) analyze, evaluate, make inferences, and
predict trends from data; and
(H)
communicate valid conclusions supported by the data through methods such as lab
reports, labeled drawings, graphic organizers, journals, summaries, oral
reports, and technology-based reports.
(4) The student uses critical thinking,
scientific reasoning, and problem solving to make informed decisions within and
outside the classroom. The student is expected to:
(A) in all fields of science, analyze,
evaluate, and critique scientific explanations by using empirical evidence,
logical reasoning, and experimental and observational testing, including
examining all sides of scientific evidence of those scientific explanations, so
as to encourage critical thinking by the student;
(B) communicate and apply scientific
information extracted from various sources such as accredited scientific
journals, institutions of higher learning, current events, news reports, and
marketing materials;
(C) draw
inferences based on data related to promotional materials for products and
services;
(D) evaluate the impact
of scientific research on society and the environment;
(E) evaluate models according to their
limitations in representing biological objects or events; and
(F) research and describe the history of
biology and contributions of scientists.
(5) The student develops a supervised
agriculture experience program. The student is expected to:
(A) plan, propose, conduct, document, and
evaluate a supervised agriculture experience program as an experiential
learning activity;
(B) apply proper
record-keeping skills as they relate to the supervised agriculture
experience;
(C) participate in
youth leadership opportunities to create a well-rounded experience program;
and
(D) produce and participate in
a local program of activities using a strategic planning process.
(6) The student demonstrates
principles related to the human, scientific, and technological dimensions of
animal agriculture and the resources necessary for producing domesticated
animals. The student is expected to:
(A)
evaluate market classes and grades of livestock;
(B) identify animal products such as organic
and farm-raised and consumption patterns relative to human diet and health
issues; and
(C) describe the growth
and development of livestock as a global commodity.
(7) The student applies the principles of
reproduction and breeding to livestock improvement. The student is expected to:
(A) describe reproductive cycles and relate
them to breeding systems;
(B)
explain the embryo transfer process and how it can impact livestock
industries;
(C) recognize the
significance of meiosis to sexual reproduction; and
(D) evaluate animal behavior and its
relationship to livestock management.
(8) The student applies the principles of
molecular genetics and heredity. The student is expected to:
(A) explain Mendel's laws of inheritance by
predicting genotypes and phenotypes of offspring using the Punnett
square;
(B) predict genotypes and
phenotypes of animal offspring using Mendelian or non-Mendelian patterns of
inheritance in various forms of livestock and use Punnett Square and assign
alleles to justify all predictions;
(C) identify the parts of the nucleotide and
the difference between the nucleotides found in deoxyribonucleic acid (DNA)
versus ribonucleic acid (RNA);
(D)
explain the functions of DNA and RNA;
(E) describe how heredity is used in the
selection of livestock such as knowing the difference between outbreeding and
inbreeding/linebreeding; and
(F)
explain how traits are passed from parent to offspring through genetic transfer
and the implications of breeding practices.
(9) The student examines and compares animal
anatomy and physiology in livestock species. The student is expected to:
(A) identify and compare the external anatomy
of livestock species;
(B) compare
the anatomy and physiology of the skeletal, muscular, reproductive, digestive,
circulatory, genito-urinary, respiratory, nervous, immune, and endocrine
systems of animals;
(C) describe
interactions among various body systems such as circulatory, respiratory, and
muscular systems; and
(D) identify
and describe the functions of epithelial, nervous, connective, and muscular
tissue and relate the functions to animal body systems.
(10) The student determines nutritional
requirements of ruminant and non-ruminant animals. The student is expected to:
(A) describe the structures and functions of
the digestive system of ruminant animals, including cattle, and non-ruminant
animals, including poultry;
(B)
identify and describe sources of nutrients and classes of feeds and relate them
to ruminant and non-ruminant animals;
(C) identify and describe vitamins, minerals,
and feed additives and how they relate to the nutritional requirements of
ruminant and non-ruminant animals;
(D) formulate rations based on different
nutritional requirements;
(E)
analyze feeding practices in relation to nutritional requirements of animals;
and
(F) analyze feed quality issues
and determine their effect on animal health.
(11) The student evaluates animal diseases
and parasites. The student is expected to:
(A) identify factors that influence the
health of animals such as geographic location, age, genetic composition, and
inherited diseases for a particular species;
(B) identify pathogens and describe the
effects that diseases have on various body systems;
(C) explain the methods of prevention,
control, and treatment for diseases;
(D) describe the process of immunity and
disease transmission;
(E) explain
how external and internal parasites are transmitted and the effect they have on
the host;
(F) explain the methods
of prevention, control, and treatment of internal and external
parasites;
(G) describe the life
cycles of various parasites and relate them to animal health issues;
and
(H) conduct parasite diagnostic
tests.
(12) The student
defines how an organism grows and how specialized cells, tissues, and organs
develop. The student is expected to:
(A)
compare cells from different parts of animals, including epithelia, muscles,
and bones, to show specialization of structure and function;
(B) describe and explain cell differentiation
in the development of organisms; and
(C) sequence the levels of organization in
animals and relate the parts to each other and to the whole.
(13) The student demonstrates an
understanding of policies and issues in animal science. The student is expected
to:
(A) discuss the effects of biotechnology
such as cloning, artificial insemination, and freezing of semen and embryos on
the production of livestock;
(B)
analyze the issues surrounding animal welfare and the humane treatment of
livestock;
(C) apply principles of
nutrition to maximize feed efficiency for livestock;
(D) design, conduct, and complete research to
solve a self-identified problem in scientific animal agriculture; and
(E) analyze the issues surrounding the impact
of livestock production on the environment.
(14) The student discusses livestock
harvesting operations. The student is expected to:
(A) map the stages of animal growth and
development and how they relate to market readiness;
(B) describe the harvesting
process;
(C) describe federal and
state meat inspection standards such as safety, hygiene, and quality control
standards; and
(D) identify retail
and wholesale cuts of meat and meat by-products and correlate to major muscle
groups.
(15) The student
explores methods of marketing livestock. The student is expected to:
(A) compare various methods of marketing
livestock; and
(B) describe methods
of marketing meat and meat products.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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