| (a) General requirements. This course is recommended
for students in Grades 9-12. 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) Wildlife, Fisheries, and Ecology Management examines
the management of game and non-game wildlife species, fish, and aquacrops
and their ecological needs as related to current agricultural practices.
To prepare for careers in natural resource systems, students must
attain academic skills and knowledge, acquire technical knowledge
and skills related to natural resources, 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
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 career development, education, and entrepreneurship
opportunities in the field of natural resources;
(B) apply competencies related to resources, information,
interpersonal skills, and systems of operation in natural resources;
(C) demonstrate knowledge of personal and occupational
safety and health, environmental regulations, and first-aid policy
in the workplace; and
(D) analyze employers' expectations such as appropriate
work habits, ethical conduct, legal responsibilities, and good citizenship
skills.
(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 analyzes the importance of wildlife,
with an emphasis on use and management. The student is expected to:
(A) analyze the importance of wildlife, fisheries,
and ecology management;
(B) discuss the history of wildlife, fisheries, and
ecology management;
(C) discuss policies, laws, and the administration
of wildlife, fisheries, and ecology management; and
(D) analyze the economic impact of public recreation.
(4) The student knows the scientific basis of and applies
concepts related to wildlife management. The student is expected to:
(A) analyze the basic ecological concepts of game management;
(B) identify game, non-game, upland, and migratory
game birds, waterfowl, furbearers, freshwater and saltwater fish,
predators, and protected endangered species;
(C) describe and assess the management of wildlife
populations;
(D) identify diseases and parasites impacting wildlife
species;
(E) discuss the appropriate method of reporting disease
and parasite outbreaks;
(F) identify plants impacting aquaculture and wildlife
management practices; and
(G) discuss habitat and food plot management to benefit
aquaculture and wildlife species.
(5) The student knows the interrelationship between
various aspects of wildlife and outdoor public use management. The
student is expected to:
(A) discuss the importance and role of the Wildlife
Management Areas of Texas in the management of private and public
lands;
(B) identify laws and regulations regarding the use
of wildlife resources;
(C) apply laws and regulations regarding recreation
safety such as angler, archer, boater, and hunter safety;
(D) compare and contrast public and private land use;
(E) identify appropriate safety certification requirements;
(F) recognize precautions to use when interfacing with
the public concerning regulations and law enforcement;
(G) describe security issues for closed and restricted
areas;
(H) recognize potential threat situations for the public
of dangers on public and private lands;
(I) recognize the role of law enforcement; and
(J) summarize wildlife and fish harvest techniques
and procedures.
(6) The student examines natural cycles and ecological
concepts. The student is expected to:
(A) explain the hydrologic, nitrogen, carbon, and nutrient
cycles;
(B) evaluate the impact of natural cycles on succession;
(C) analyze the effects of natural cycles on population
dynamics;
(D) distinguish between primary and secondary producers;
(E) compare and contrast predator-prey relationships;
(F) evaluate the effects of pollution sources; and
(G) evaluate riparian zones.
(7) The student applies cartographic skills to natural
resource activities. The student is expected to:
(A) compare and contrast types of maps;
(B) interpret map features and legends;
(C) compare map scale to actual distance;
(D) evaluate elevation and terrain features from topographic
maps;
(E) use land survey and coordinate systems; and
(F) locate position and interpret images using a geospatial
interface.
(8) The student evaluates planning data by monitoring
natural resource status. The student is expected to:
(A) identify resource inventory and population studies;
(B) devise sample plots and points;
(C) identify and locate resources;
(D) interpret data concerning resource availability
and health;
(E) organize databases of resource data; and
(F) create a technical report.
(9) The student analyzes various natural resource enhancement
techniques using scientific knowledge. The student is expected to:
(A) develop a riparian zone enhancement technique plan;
(B) evaluate wildlife habitat enhancement plans; and
(C) evaluate public use and recreation area enhancement
plans.
(10) The student demonstrates concepts related to optimum
production. The student is expected to:
(A) discuss the importance and progress of aquaculture
as an emerging industry;
(B) describe nutritional requirements of aquaculture
production;
(C) identify requirements for optimum growth of species-specific
aqua crops/aquaculture products; and
(D) identify appropriate treatments for diseases and
parasites impacting wildlife species and aquaculture.
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