(a) General requirements. This course is recommended for students in Grades 11 and 12. Recommended prerequisites: a minimum of one credit from the courses in the Agriculture, Food, and Natural Resources Career Cluster and Energy and Natural Resource Technology. 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 Energy and Natural Resource Technology is designed to explore the interdependency of the public and natural resource systems related to energy production. In addition, renewable, sustainable, and environmentally friendly practices will be explored. To prepare for careers in the field of energy and natural resource systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to energy and natural resources 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 career development, education, and entrepreneurship opportunities in the field of energy and natural resources;                   (B) apply competencies related to resources, information, interpersonal skills, and systems of operation in energy and natural resources;                   (C) demonstrate knowledge of personal and occupational safety, 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 uses instructional time to conduct field and laboratory investigations using safe, environmentally appropriate, and ethical practices in a supervised agriculture experience. The student is expected to:                  (A) demonstrate safe practices during field and laboratory investigations in a supervised agriculture experience; and                   (B) apply accepted procedures for the use and conservation of resources and for the safe handling of materials.         
        (4) The student determines and evaluates the importance and scope of energy and natural resources. The student is expected to:                  (A) identify various types of natural resources;                   (B) identify renewable, non-renewable, and sustainable energy resources and determine their availability;                   (C) evaluate the impacts of energy production on natural resources and the agricultural economy; and                   (D) analyze the geographic and demographic uses of natural resources.         
        (5) The student analyzes ethical issues related to natural resource management and energy production. The student is expected to:                  (A) compile examples of different lease agreements used for leasing minerals and natural resources;                   (B) interpret legal documents related to natural resource management and energy production; and                   (C) compare and contrast public and industry interest in natural resource management.         
        (6) The student understands the role of natural resource management and energy production policies at the local, state, and national levels. The student is expected to:                  (A) identify policy affecting the use of natural resources;                   (B) identify policy affecting energy production;                   (C) research controls that protect Earth's natural resources;                   (D) identify state and federal agencies that have natural resource management and energy production responsibilities; and                   (E) define the roles of government, society, and property owners in the development of natural resource management and energy production policy.         
        (7) The student recognizes the purpose of land use planning for natural resource management and energy production. The student is expected to:                  (A) discuss advantages and disadvantages of land use planning for natural resource management and energy production; and                   (B) compare and contrast land use policy trends within the state.         
        (8) The student identifies water use and wastewater management. The student is expected to:                  (A) identify municipal, industrial, and agricultural uses of water;                   (B) explore and develop water recycling opportunities;                   (C) evaluate sources of point and non-point source pollution associated with municipal, industrial, and agricultural uses;                   (D) describe effective management practices commonly used to abate point and non-point sources of pollution;                   (E) analyze how water use impacts water availability;                   (F) research water use legislation;                   (G) discuss water quality policy and how it affects the decisions made in agricultural production; and                   (H) discuss the interaction of energy production and water resources.         
        (9) The student describes air quality associated with natural resource management and energy production. The student is expected to:                  (A) research air quality legislation;                   (B) identify sources and effects of air pollution;                   (C) discuss different emission management strategies; and                   (D) identify air pollution controls used in energy production.         
        (10) The student examines soil erosion as related to natural resource management and energy production. The student is expected to:                  (A) examine the effects of natural resource management and energy production on soil erosion;                   (B) analyze the components and functions of soils;                   (C) appraise soil and water conservation programs; and                   (D) compare soil erosion control methods.         
        (11) The student analyzes the identification, handling, storing, and disposing of waste and hazardous materials. The student is expected to:                  (A) classify types of waste and hazardous materials;                   (B) research legislation related to waste and hazardous materials;                   (C) select appropriate entities responsible for waste and hazardous material management; and                   (D) describe safe handling, storing, and disposal of waste materials such as composting and recycling.         
        (12) The student learns the processes for producing energy and green products from agricultural, biomass, fossil fuel, wind, solar, and geothermal sources. The student is expected to:                  (A) identify agricultural and silvicultural crops and bio-products suitable for renewable production;                   (B) discuss production processes for agricultural- and silvicultural-based bio-products;                   (C) describe the fundamentals for non-renewable resource recovery;                   (D) analyze the effects of non-renewable resource recovery methods and the environmental considerations associated with each method such as environmentally friendly alternatives;                   (E) analyze the advantages and disadvantages of wind-generated energy;                   (F) identify public policy considerations associated with transmission line construction to transport wind-generated energy;                   (G) locate areas in the state that have geothermal energy production potential;                   (H) explain the benefits of geothermal energy;                   (I) identify solar energy systems and describe the function of each; and                   (J) identify the environmental considerations associated with biofuels.         
     Source Note:        The provisions of this §130.12 adopted to be effective August 28, 2017, 40 TexReg 9123