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RULE §130.15Food Technology and Safety (One Credit), Adopted 2015

(a) General requirements. This course is recommended for students in Grades 10-12. 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) Food Technology and Safety examines the food technology industry as it relates to food production, handling, and safety. To prepare for careers in value-added and food processing systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to value-added and food processing 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.

  (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

  (5) 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 and locate career opportunities that appeal to personal career goals;

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

    (C) demonstrate knowledge of personal and occupational health and safety 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 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.

  (3) The student explains the impact of food science systems. The student is expected to:

    (A) explain the significance of food science systems;

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

    (C) research trends in animal and food science research; and

    (D) evaluate the relationship between biotechnology and the food science industry.

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

    (A) define the terms used in food technology;

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

    (C) apply data and measurements to solve a problem related to food processing.

  (5) The student identifies procedures and regulations for sanitation and safety in the food industry. The student is expected to:

    (A) identify food industry inspection standards, including hazard analysis and critical control points;

    (B) describe procedures for insect and rodent control;

    (C) identify appropriate chemicals used in the food industry;

    (D) assess conditions with regard to safety and health; and

    (E) identify specific regulation for organic animal products, grains, and produce.

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

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

    (B) describe packaging, labeling, and storage requirements for red meat, poultry, and fish;

    (C) explain the impact of temperature in food preservation;

    (D) compare and contrast packaging requirements; and

    (E) evaluate cultural practices and exotic species in food harvesting and processing.

  (7) The student demonstrates an understanding of the trends and issues important to careers in the food science industry by comparing and contrasting issues affecting the food science industry, including biotechnology, employment, safety, environmental, and animal welfare issues. The student is expected to:

    (A) select solutions for different environmental issues;

    (B) identify issues affecting food science;

    (C) research history and policies related to food science issues;

    (D) analyze and defend solutions for different environmental issues; and

    (E) apply economic principles such as supply, demand, and profit to food science systems.

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

    (A) describe preparing livestock carcasses for market;

    (B) describe the U.S. Department of Agriculture's inspection and grading procedures;

    (C) identify wholesale and retail cuts;

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

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

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

    (A) describe processing techniques;

    (B) demonstrate poultry and retail cuts evaluation;

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

    (D) fabricate specialty and value-added products;

    (E) demonstrate an understanding of quality and portion control procedures; and

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

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

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

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

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

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

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

    (A) describe methods of preparing milk for processing;

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

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

    (D) process, classify, and grade cheese.

Source Note: The provisions of this §130.15 adopted to be effective August 28, 2017, 40 TexReg 9123

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