SECTION 130.17. Wildlife, Fisheries, and Ecology Management (One Credit), Adopted 2015

(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.

Source Note: The provisions of this §130.17 adopted to be effective August 28, 2017, 40 TexReg 9123