| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2024-2025
school year.
(1) No later than August 31, 2024, the commissioner
of education shall determine whether instructional materials funding
has been made available to Texas public schools for materials that
cover the essential knowledge and skills identified in this section.
(2) If the commissioner makes the determination that
instructional materials funding has been made available, this section
shall be implemented beginning with the 2024-2025 school year and
apply to the 2024-2025 and subsequent school years.
(3) If the commissioner does not make the determination
that instructional materials funding has been made available under
this subsection, the commissioner shall determine no later than August
31 of each subsequent school year whether instructional materials
funding has been made available. If the commissioner determines that
instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that
this section shall be implemented for the following school year.
(b) General requirements. This course is recommended
for students in Grades 11 and 12. Prerequisites: one credit in biology,
one credit in chemistry, and at least one credit in a Level 2 or higher
course from the hospitality and tourism career cluster. Recommended
prerequisite: Principles of Hospitality and Tourism. This course satisfies
a high school science graduation requirement. Students shall be awarded
one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards, industry-relevant
technical knowledge, and college and career readiness skills for students
to further their education and succeed in current and emerging professions.
(2) The Hospitality and Tourism Career Cluster focuses
on the management, marketing, and operations of restaurants and other
food/beverage services, lodging, attractions, recreation events, and
travel-related services.
(3) In Food Science, students examine the nature and
properties of foods, food microbiology, and the principles of science
in food production, processing, preparation, and preservation; use
scientific methods to conduct laboratory and field investigations;
and make informed decisions using critical thinking and scientific
problem solving. This course provides students a foundation for further
study that leads to occupations in food and beverage services; the
health sciences; agriculture, food, and natural resources; and human
services.
(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 currently scientifically testable.
(5) Scientific hypotheses and theories. Students are
expected to know that:
(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;
and
(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.
(6) 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) Scientific practices. Students should be able to
ask questions, plan and conduct investigations to answer questions,
and explain phenomena using appropriate tools and models.
(B) Engineering practices. Students should be able
to identify problems and design solutions using appropriate tools
and models.
(7) 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).
(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
a tool 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.
(9) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(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.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by the food service business and industry. The
student is expected to:
(A) apply interpersonal communication skills in the
food service business and industry settings;
(B) explain and recognize the value of collaboration
within the workplace;
(C) examine the importance of time management to succeed
in the workforce;
(D) identify work ethics and professionalism in a job
setting;
(E) describe problem-solving and critical-thinking
skills used in the workplace; and
(F) explore careers and professions in food science.
(2) 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:
(A) ask questions and define problems based on observations
or information from text, phenomena, models, or investigations;
(B) apply scientific practices to plan and conduct
descriptive, comparative, and experimental investigations and use
engineering practices to design solutions to problems;
(C) use appropriate safety equipment and practices
during laboratory, classroom, and field investigations as outlined
in Texas Education Agency-approved safety standards;
(D) use appropriate tools such as calculators, spreadsheet
software, data-collecting probes, computers, standard laboratory glassware,
microscopes, various prepared slides, metric rulers, electronic balances,
hand lenses, Celsius thermometers, hot plates, lab notebooks or journals,
timing devices, cameras, Petri dishes, lab incubators, and models,
diagrams, or samples of biological specimens or structures, vacuum
sealer, oven, cook top, cookware, bakeware, cutlery, and measuring
cups and spoons;
(E) collect quantitative data using the International
System of Units (SI) and United States customary units and qualitative
data as evidence;
(F) organize quantitative and qualitative data using
lab reports, labeled drawings, graphic organizers, journals, summaries,
oral reports, and technology-based reports;
(G) develop and use models to represent phenomena,
systems, processes, or solutions to engineering problems; and
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