(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) Range Ecology and Management is designed to develop students' understanding of rangeland ecosystems and sustainable forage production. To prepare for careers in environmental and natural resource systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to environmental and 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 environmental and natural resources;
    (B) apply competencies related to resources, information, interpersonal skills, and systems of operation in environmental and natural resources;
    (C) demonstrate knowledge of personal and occupational safety, health, environmental regulations, and first-aid policy in the workplace; and
    (D) analyze employers' expectations, including 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 develops an understanding of the rangeland ecosystem. The student is expected to:
    (A) describe ecology, photosynthesis, energy flow, and climax vegetation;
    (B) describe the impact of rangeland on the water cycle and water quality; and
    (C) determine capabilities and limitations of rangelands.
  (4) The student develops an understanding of rangeland as a dynamic, living, and changeable system. The student is expected to:
    (A) explain the relationship of rangeland to the environment;
    (B) discuss the interrelationships among water, alternative use, carrying capacity, and population;
    (C) identify and classify native, non-native, and invasive plants and animals in the rangeland ecosystem;
    (D) explore the use of rangeland plants as alternative energy sources;
    (E) develop an understanding of the role of rangeland in water recharge and conservation; and
    (F) recognize the importance of successful rangeland ecology practices.
  (5) The student analyzes the biotic and abiotic components of a rangeland. The student is expected to:
    (A) discuss components of rangeland with an emphasis on soil;
    (B) determine components of rangeland with an emphasis on topography; and
    (C) classify range sites by soil properties;
  (6) The student develops an understanding of the dynamic process of a renewable rangeland resource. The student is expected to:
    (A) determine range condition based on plant populations;
    (B) compare and contrast rangeland condition trends; and
    (C) formulate methods to improve range conditions.
  (7) The student identifies methods of maintaining and improving rangeland for livestock management. The student is expected to:
    (A) identify plants beneficial to livestock;
    (B) identify plant species harmful to livestock;
    (C) analyze how livestock use range plants; and
    (D) discuss livestock grazing management.
  (8) The student identifies methods of maintaining and improving rangeland for wildlife management. The student is expected to:
    (A) identify plants beneficial to wildlife;
    (B) identify plants species harmful to wildlife;
    (C) analyze how wildlife species use range plants; and
    (D) discuss wildlife grazing management.
  (9) The student develops an understanding of rangeland management as it relates to global concerns. The student is expected to:
    (A) examine how rangeland characteristics affect aquifers;
    (B) analyze how rangeland characteristics affect the environment;
    (C) analyze how rangeland management affects the environment; and
    (D) evaluate the impact of energy production systems on rangelands.

Source Note: The provisions of this §130.19 adopted to be effective August 28, 2017, 40 TexReg 9123