19 Tex. Admin. Code § 127.48 - Equine Science (One-Half Credit), Adopted 2024
(a) Implementation. The provisions of this
section shall be implemented by school districts beginning with the 2025-2026
school year.
(b) General
requirements. This course is recommended for students in Grades 10-12.
Recommended prerequisite: Principles of Agriculture, Food, and Natural
Resources. Students shall be awarded one-half credit for successful completion
of this course.
(c) 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) In Equine Science, students acquire
knowledge and skills related to the equine industry. Equine Science may address
topics related to horses, donkeys, and mules. To prepare for careers in the
field of animal science, students must enhance academic knowledge and skills,
acquire knowledge and skills related to equine systems, 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.
(d) 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 equine science;
(B)
identify and demonstrate interpersonal, problem-solving, and critical-thinking
skills used in equine science;
(C)
describe and demonstrate appropriate personal and occupational safety and
health practices for the workplace;
(D) identify employers' legal
responsibilities and expectations, including appropriate work habits and
ethical conduct;
(E) describe and
demonstrate characteristics of good citizenship in the agricultural workplace,
including promoting stewardship, community leadership, civic engagement, and
agricultural awareness and literacy; and
(F) identify training, education, and
certification requirements for occupational choices.
(2) The student develops a supervised
agricultural experience program. The student is expected to:
(A) plan, propose, conduct, document, and
evaluate a supervised agricultural experience program as an experiential
learning activity; and
(B) use
appropriate record-keeping skills as they relate to the supervised agricultural
experience program.
(3)
The student develops leadership skills through participation in an agricultural
youth organization. The student is expected to:
(A) participate in youth agricultural
leadership opportunities;
(B)
review and participate in a local program of activities; and
(C) create or update documentation of
relevant agricultural experience such as community service, professional, or
classroom experiences.
(4) The student analyzes the history,
domestication, and selection of equine. The student is expected to:
(A) research and describe the history and
evolution of equine;
(B) describe
the impacts of equine industries such as racing, rodeos, equestrian therapy,
and the global food market; and
(C)
evaluate and select equine breeds based on purpose and
conformation.
(5) The
student explains the anatomy and physiology of equine. The student is expected
to:
(A) explain the function of the skeletal,
muscular, respiratory, reproductive, digestive, and circulatory systems of
equine;
(B) identify and interpret
ranges for healthy equine vital signs; and
(C) compare normal and abnormal behavior of
equine such as emotional and physical.
(6) The student determines the nutritional
requirements of equine. The student is expected to:
(A) compare the equine digestive system to
the digestive systems of other species;
(B) identify and describe sources of
nutrients and classes of feed for equine;
(C) identify and research vitamins, minerals,
and feed additives for equine;
(D)
formulate feed rations based on the nutritional requirements of equine;
and
(E) identify and discuss equine
feeding practices, grazing practices, and feed quality
issues.
(7) The student
understands how equine are affected by diseases and pests. The student is
expected to:
(A) identify and describe how
bacteria, fungi, viruses, genetics, and nutrition affect equine
health;
(B) identify signs,
symptoms, and prevention of equine diseases;
(C) identify parasites of equine and explain
the signs, symptoms, treatment, and prevention of equine parasites;
and
(D) discuss methods of
administering equine medications and calculating dosage.
(8) The student analyzes the management of
equine. The student is expected to:
(A)
identify tools and equipment for grooming, riding, and training equine and
select the appropriate tools or equipment for such tasks and
purposes;
(B) identify tools and
equipment for safe handling and restraining of equine and select the
appropriate tools or equipment for such tasks and purposes;
(C) identify types and essential features of
equine facilities such as housing, performance, veterinary, and reproduction
facilities;
(D) explain the
procedures for breeding equine and caring for foals in accordance with industry
standards;
(E) explain and
demonstrate methods of identifying ownership of equine, including branding and
tattooing;
(F) discuss effective
equine management strategies such as financial planning, complying with
governmental regulations, and interpreting performance data; and
(G) explain methods of maintaining equine
health and soundness such as hoof care and dental health.
(9) The student discusses issues affecting
the equine industry. The student is expected to:
(A) describe biotechnology issues related to
the equine industry;
(B) research
and explain animal welfare policy pertaining to equine industries such as
racing, rodeos, equestrian therapy, the global food market, and pharmaceutical
research; and
(C) research and
explain governmental regulations, environmental regulations, or current events
that affect the equine industry.
Notes
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