April 2001 revised 2003-04

INDEX 2

ACKNOWLEDGEMENTS 3

CONSORTIUM HISTORY 4

LONG RANGE PLAN 5

MISSION STATEMENT - CONSORTIUM 6

AGRICULTURAL ED. MISSION STATEMENT 7

AG BUSINESS MANAGEMENT - 01035 8

BOTANY/HORTICULTURE I - 01053 12

BOTANY/HORTICULTURE II - 01054

AG PROCESSING - 01068 20

INTRODUCTION TO AGRICULTURE - 01011 28

FOUNDATIONS OF AGRICULTURE - 01012

AGRISCIENCE TECHNOLOGY I – 01021 35

AGRISCIENCE TECHNOLOGY II – 01022

AGRISCIENCE TECHNOLOGY III– 01023

AG MECHANICS TECHNOLOGY I – 01043 45

AG MECHANICS TECHNOLOGY II – 01044

AG MECHANICS TECHNOLOGY III – 01045

AG SALES AND SERVICE – 01034 51

BIBLIOGRAPHY 55

RUBRICS 56-

RESOURCES (SECTION II) 1

Debra Nelson, Bottineau, Chairperson Mavis Hagen, Bottineau

Jerry Wettlaufer, Bottineau Raquel Dugan-Dibble, Willow City

Craig Kleven, Towner Jeff Botts, Westhope/Newburg United

Larry Sitter, Upham Dustin Undlin, Sherwood

Chad VanderLaan, Mohall

______ C.C.C. Members

Debra Syvertson, Bottineau, Curriculum Coordinator

Terri Greenwood, Westhope

Debra Nelson, Bottineau Lea Rae Espe, Bottineau

Nina Sattler, Newburg, Prin. JoAnn Rosenthal, Maxbass

Mavis Hagen, Bottineau Janet Ashiem, Westhope

Heidi Danielson, Willow City Doug Jacobson, Upham, Supt.

Louinne Ness, Bottineau Jason Kersten, Newburg, Prin.

Traci Welk, Upham, Prin. Bernadette Carlson, Mohall

Sally Daeley, Sherwood Karen Bowers, Sherwood

Linda Overby, Mohall Kari Ann Dunderland, Bottineau, Consortium Board

Kristy Thorson, Towner Mary Anderson,Towner

Karen Nelson, D.P.I. Consultant

April 2001

Revised 2003-2004

A Curriculum Coordinating Council (CCC) was formed in the spring of 1994 to govern the process and serve as the steering committee for the Subject Area Committees (SAC’s) that write the curriculum. Their first task was to develop a mission statement that would guide the curriculums. All subject area student learner goals are intended to help students achieve the goals of the consortium mission statement.

The Agricultural SAC began its work in the fall of 2000. A survey was distributed to all staff members of the schools in the consortium. This survey generated the basic data used to determine the skills that were and were not being taught. State curriculum frameworks and national standards were consulted during the writing process as well. These are referenced on the bibliography page of this document. A uniform curriculum was developed that reflects the current subject matter in all schools and establishes essential elements of each grade level or course while eliminating gaps and redundancies within that curriculum.

The S.A.C. developed a mission statement that addresses why we teach Agriculture in the consortium schools. The purpose for articulating curriculum is school improvement. Therefore, attention has been given to ensure that each student learner goal meets the high standards encourage by the C.L.I. model and current theories on standards and goals.

The Student Intended Outcomes are written as high achievement goals. That is, they require student involvement at a high cognitive level. The goals do not necessarily need to be done in the order in which they appear in the document.

It should be noted that this is a working document and is subject to planned review and revision. The year of implementation, 2001-2002, is the trial period. The committee will continue its work by meeting with and surveying teachers to find out what changes need to be made. Then the Agricultural S.A.C. will use the revised curriculum to guide resource selection. This is not a textbook driven curriculum; the curriculum will determine what resources are selected. Not all schools in the consortium need to use the same textbooks or resources.

The Agricultural S.A.C. would like to thank all the teachers, administrators and C.C.C. members that helped in this process. Without their support, we would not have been able to meet our goals.

The following schedule is the cycle of planned review for the subject area of Agricultural Education as it appears in the Bottineau County Consortium’s Long Range Plan.

2000 - 2001 Study and Development

2001 - 2002 Validation of Implementation - staff training, feedback

2002 - 2003 Curriculum Mapping and Resources

2003 - 2004 Validate & Revise

2004 - 2005 Performance Tasks & Assessments

2005 - 2006 Performance Tasks, Assessments, & Evaluation

2006 - 2007 Study and Development

2007 - 2008 Validation of Implementation - staff training, feedback

1. demonstrate problem solving and critical thinking skills to solve

problems independently and cooperatively.

2. use oral, written, or adaptive communication effectively.

3. use study skills and organizational skills to meet academic goals.

4. be proficient in the use and application of technology and other

resources.

5. be self-directed learners.

6. make informed personal, academic, and career choices.

7. demonstrate personal, social, civil and environmental responsibility.

The purpose of Agricultural Education is to ensure, through a comprehensive

7-12 curriculum, that students will develop, secure, and demonstrate scholastic, technological, physical, social, and problem solving skills essential for achieving academic, occupational, and personal success, and to be productive and advance in an affiliated agricultural field today and in the future.

APPLICABLE LEVEL(S): 11-12 APPLICABLE CREDIT(S): 1/2, 1

COURSE DESCRIPTION: A course designed to introduce the students to agribusiness management in the free enterprise system. It includes a study of economic principles, budgeting, record keeping, finance, risk management, business law, marketing, and careers in agribusiness.

SPECIAL NOTE: National FFA Student Organization is the appropriate student organization for providing leadership training and for reinforcing specific job skills.

Planned and supervised occupational activities may be provided through directed laboratory experience, practicum or cooperative experience. When ever the cooperative method of instruction is offered, the following is required for each student: a training plan, signed by the student, teacher and employer which includes instructional objectives and a list of on-the-job and in-school learning experiences; a work station which reflects equipment, skills and tasks which are relevant to the occupation which the student has chosen as a career goal. The student must receive compensation for work performed.

INTENDED OUTCOMES:

After successfully completing this program, the student will be able to:

Upon completion of this course the student will be able to:

∑ Analyze methods of decision making.

∑ Explain economic principles important to an agricultural business.

∑ Define the meaning and concept of entrepreneurship.

∑ Identify the components of a business plan.

∑ Establish and record agribusiness goals.

∑ Identify types of agriculture business ownership.

∑ Examine the legal and organizational structures of businesses.

∑ Relate the decision making process with budgeting.

∑ Define and examine agribusiness management and marketing and its importance.

∑ Develop a plan for an agricultural enterprise.

∑ Prepare a crop program plan.

∑ Develop a budget for changing the crop program.

∑ Keep crop production records.

∑ Prepare an inventory of harvested crops.

∑ Develop a livestock program plan.

∑ Develop a livestock and crops marketing plan.

∑ Prepare a job calendar of management practices for a crop and a livestock enterprise.

∑ Keep livestock records.

∑ Study types of crops and livestock improvement programs.

∑ Understand holistic management practices.

∑ Prepare a budget suitable for getting a loan and for estimating probable net return on a crop or livestock enterprise.

∑ Develop budgets for changing the machinery and equipment program.

∑ Prepare an inventory of farm machinery and equipment.

∑ Understand the basis change when trading farm machinery/equipment.

∑ Compare methods of obtaining machinery and equipment by purchase, rent, or lease.

∑ Prepare an inventory of machinery and equipment repair parts, fuel, and lubricants.

∑ Calculate depreciation costs on machinery.

∑ Describe building types to meet your farm needs.

∑ Plan for the expansion of existing facilities or construction of new facilities.

∑ Develop a plan for repairing, remodeling, and improving facilities.

∑ Identify methods to acquire buildings by purchase, rent, or lease.

∑ Analyze major sources of agricultural credit.

∑ Analyze and select sources of credit for capital items and real estate.

∑ Prepare a loan application.

∑ Compute interest and APR.

∑ Compute interest and principal payments on a loan from a payment table.

∑ Demonstrate the ability to record business income and expenses.

∑ Complete and interpret a cash flow statement.

∑ Calculate and record labor expenses and taxes.

∑ Interpret selected farm financial ratios.

∑ Identify the concepts of an estate plan.

∑ Prepare a bill of sale for an agricultural product.

∑ Operate a computer record keeping system.

∑ Operate a computer using word processing, data base, and spread sheet programs.

∑ Analyze business records including the ND Farm Business Management Finpack Analysis.

∑ List reasons for the necessity of inspections, certification and regulations.

∑ List agencies responsible for inspecting and regulating agricultural products.

∑ Maintain a file of current rules and regulations relative to an operation.

∑ Describe the current farm program.

∑ Fill out appropriate IRS forms.

∑ Understand capital gains and losses.

∑ Examine the effect of government policies and regulations.

∑ Examine laws pertaining to property ownership, taxes, and liability.

∑ Maintain a reference file for periodicals and other publications.

∑ Attend seminars and workshops to update skills and knowledge.

∑ Use computer networking for up-to-date agricultural information.

∑ Identify associations and societies associated with agricultural professions.

∑ Secure and interpret marketing information.

∑ Analyze tools for making optimum marketing decisions.

∑ Identify the use and methods of forward contracting.

∑ Explain marketing systems for agricultural commodities.

∑ Examine components of a marketing plan for an agribusiness.

∑ Evaluate product/service promotion strategies.

∑ Develop an enterprise and business marketing plan.

∑ Keep and maintain a file of current technical information from universities, governmental agencies and commercial companies.

∑ Identify components of a real estate abstract.

∑ Analyze and interpret land use maps.

∑ Interpret a legal land description.

∑ Identify major elements in legal agreements for custom services.

∑ Complete a farm rental/lease agreement.

∑ Identify the need for the use of legal services.

∑ Secure information about a career.

∑ Conduct a job search.

∑ Identify documents that may be required when applying for a job.

∑ Complete a job application correctly.

∑ Demonstrate competence in job interview techniques.

∑ Demonstrate acceptable employee health habits.

∑ Identify acceptable work habits.

∑ Identify or demonstrate appropriate responses to criticism from employer, supervisor, or other persons.

∑ Demonstrate knowledge of how to make job changes appropriately.

∑ Identify methods of managing risk.

∑ Study the types of insurance available for protecting the farm business.

∑ Understand crop risk reduction programs.

A course that prepares students to produce greenhouse/nursery plants and to maintain plant growth and propagation structures. Designed to examine soil and plant relationships that affect the production of food and fiber. Additional topics to be covered include soils, plants, plant identification, and plant entomology. Examine the importance of plant cell structures, functions of cells, plant processes, nonvascular plants, vascular plants, roots, stems, leaves, flowers, and reproduction of plants. Introduce students to the biological, environmental, conservation, and ecological concepts encountered in our environment. Landscape design portion will prepare students to design, construct, and maintain planted areas and devices for the beautification of home grounds and other areas of human habitation and recreation. A comprehensive plan to develop leadership, citizenship, and cooperation skills through practical applications and personal development. To reinforce and extend students' understanding of science by associating basic scientific principles and concepts with relevant applications in agriculture. Students will examine major phases of plant growth and management in agriculture and the specific biological/botanical science concepts that govern management decisions.

The purpose of this program is to prepare students for employment in positions in the agriculture industry.

This program is a standard core for the following agricultural occupational areas: Floriculture, Landscape Operations, Nursery Operations, Turfgrass Operations.

Completers of this program will be prepared to enter advanced training and education in specialized fields of agriscience or agribusiness. They may also be employed as trainees or beginning workers in various agriscience or agribusiness-related positions in certain business and industry.

The content includes, but is not limited to, instruction that prepares individuals to produce, process, market, and maintain plants, shrubs, turf, and trees used principally for functional, recreational, and aesthetic purposes. State-of-the-art technology coupled with environmentally sound principles and practices will be employed to carry out this instruction. Subject matter also includes fertilization, irrigation, harvesting and marketing, facility maintenance, safe operation and maintenance of related equipment, pest management, and plant identification, as well as employability skills, mathematics, biological science, communications, and human-relations skills.

Classroom, plant nursery laboratory, and shop are an integral part of this program, including the general maintenance and safe use of all instructional resources.

National FFA Student Organization is the appropriate student organization for providing leadership-training experiences and for reinforcing specific job skills. These activities are considered an integral part of this instructional program.

Planned and supervised agricultural experience activities must be provided through one or more of the following: (1) directed laboratory experience, (2) student project, (3) placement for experience, and (4) cooperative education.

Because of the production and marketing cycle of horticultural industries, this program requires individual instruction and supervision of students for the entire period beyond the 180-day school year.

The cooperative method of instruction is appropriate for this program. Students can take the cooperative training either during or after completing the program. Whenever the cooperative method is offered, the following are required for each student: a training plan signed by the student, teacher, and employer, which includes instructional objectives and a list of on-the-job and in-school learning experiences; a workstation reflecting equipment, skills, and tasks that are relevant to the occupation with which the student has chosen as a career goal. The student must receive compensation for work performed.

The particular outcomes and student performance standards that the handicapped student must master to earn credit must be specified in the student's individual education plan (IEP). Additional credits may be earned when outcomes and standards are mastered, in accordance with the requirements indicated in subsequent IEPs. The job title for which the student is being trained must be designated in the IEP.

After successfully completing this program, the student will be able to:

∑ Discuss the scope, size and economic importance of the horticulture industry in

the United States. ∑ Describe careers in the Horticulture Industry.

∑ Analyze a career choice in Horticulture.

∑ Organize and lead a committee.

∑ Lead and/or participate in a group discussion.

∑ Prepare and present a five minute speech.

∑ Develop a personal resume.

∑ Interview for a job.

∑ Describe the roles of licensing, bonding, and insurance in the operation of a small horticultural business.

∑ Describe the role of credit in starting/operating a horticultural business.

∑ Fill out an application for credit from a bank or other credit source.

∑ Fill out individual and business tax forms for a horticultural business.

∑ Describe goals for a small business.

∑ Evaluate employee performance.

∑ Describe employee training and work schedules.

∑ Demonstrate leadership, employability, communications and human relations skills.

∑ Meet and greet customers.

∑ Ask appropriate questions to determine customer's needs.

∑ Read and explain product labels.

∑ Identify "tie-in" sales for merchandise.

∑ Display merchandise for optimum customer appeal.

∑ Discuss company policies.

∑ Develop a budget listing anticipated income and expenses.

∑ Fill out a business agreement.

∑ Prepare opening and closing inventories for non-depreciable items.

∑ Prepare opening and closing inventories for depreciable items.

∑ Record income and expense entries in a record book.

∑ Calculate net profit/loss for a business enterprise.

∑ Distinguish between assets and liabilities.

∑ Prepare a net worth statement.

∑ Summarize records for a business venture.

∑ Operate a calculator and computer.

∑ Listen and observe.

∑ Follow directions.

∑ Maintain good relations with customers and /or fellow workers.

∑ Stay cheerful and helpful.

∑ Practice personal hygiene and neatness.

∑ Observe all safety rules and regulations.

∑ Identify plant parts and their functions.

∑ Describe the role of water, air, light, and soil in plant growth and development.

∑ Describe asexual plant production.

∑ Note two contributions of plants to the life on earth.

∑ Explain the photosynthesis process.

∑ Explain the major structural differences between monocots and dicots.

∑ Explain the process of pollination.

∑ List four factors that affect the roots of plants.

∑ Describe the differences between clayey, sandy and loamy soils and identify a sample of each

∑ Determine the texture and percolation characteristics of the soil.

∑ Explain three ways to improve soil drainage and two ways to increase moisture retention of soil.

∑ Collect and test a soil sample from the field and potting media.

∑ Evaluate influences of nutrients on plant growth.

∑ Explain what is meant by the pH value of soil.

∑ List four above ground requirements for good plant growth.

∑ List three major plant food elements and two functions of each.

∑ Identify and describe various types of soil conditioning materials and their effects on soil characteristics.

∑ Prepares proper soil mixtures for nursery stock.

∑ Identify methods of distributing fertilizer.

∑ Interpret analysis of fertilizer from information on tag of container.

∑ Manipulate environmental conditions for optimum plant growth.

∑ Water plants for optimum growth and protects plants in outdoor growing areas from environmental extremes such as frost, direct sunlight, high winds, etc.

∑ Determine and provide light requirements of various plant types.

∑ Control propagation facility environment with respect to moisture, temperature and light.

∑ Selects and applies appropriate plant growth regulators to increase plant marketability.

∑ List one example of a substance used to stimulate plant growth.

∑ Explain why chemical retardants are applied to floral crops and name two commonly used retardants.

∑ Explain the use of rooting hormones on cuttings and list several rooting hormones.

∑ Describe orally the source of one plant growth stimulant.

∑ Demonstrate the proper application of a rooting hormone to cuttings.

∑ Explain how root stock is used in dwarfing fruit trees.

∑ Propagate plants from cuttings.

∑ Identify parts of a seed and the functions of each.

∑ Select quality seed.

∑ Differentiate between direct and indirect seeding methods.

∑ Prepare a media for seeds, sow seeds, and provide the proper conditions for germination.

∑ Water, fertilize and harden off seedlings before transplanting.

∑ Transplant seedlings into flats or pots.

∑ Propagate plants from seed.

∑ Transplants rooted cuttings and/or seedlings..

∑ Select plants suitable for propagating by use of cuttings and determine if the

maturity of wood is correct for optimum rooting.

∑ Identify five specialized plant structures used in propagation and explain how each is used.

∑ Write a brief definition of bulb, corm, tuber, tuberous root and rhizome.

∑ Identify three types of grafts.

∑ Discuss reasons for grafting.

∑ Using a diagram, discuss and identify a bud wood, root stock, budding knife, and rubber bud ties.

∑ Describe two situations in which layering is used to propagate plants.

∑ Discuss plants commonly propagated by layering and two plants which propagate naturally by layering.

∑ Discuss the eight steps in the layering process.

∑ Perform simple layering.

∑ Transplant propagated materials to various containers and to the field.

∑ Determine plant spacing in the field and in container beds.

∑ Selects appropriate plant containers.

∑ Discuss the types of growing structures.

∑ Discuss the characteristics of various greenhouse and shade house coverings.

∑ Describe the advantages and disadvantages of different heating and cooling systems.

∑ Explain the need for a crop production schedule.

∑ Explain how and why greenhouse root media vary.

∑ Describe a methods of pasteurizing growing media.

∑ Explain reasons for frequent testing of greenhouse soil.

∑ Describe the containers used in greenhouse production.

∑ Label crops on a greenhouse bench.

∑ Describe methods of spacing, watering, and fertilizing greenhouse crops.

∑ Plan production schedules for a representative sampling of greenhouse crops.

∑ Identify and safely control weeds in and around the greenhouse.

∑ Identify and safely control diseases in and around the greenhouse.

∑ Transplant (shift) containerized plants into larger containers without unnecessary plant injury.

∑ Determine the amount of chemical required for a certain size area.

∑ Operate application equipment such as pump sprayers, hose end sprayers, drop spreaders, and cyclone spreaders safely.

∑ Explain how to handle, mix, apply, and dispose of chemicals according to label directions.

∑ Explain what biological control means.

∑ Explain a pest control program, explaining when biological control should be used and at what point chemicals must be used.

∑ Explain insects that have been effectively controlled without man-made chemicals.

∑ Explain plants controlled by biological means.

∑ Explain a weed and the biological method used to control it.

∑ Identify main routes by which pesticides enter the body.

∑ Examine pesticide labels and identify the type of each and its degree of toxicity.

∑ Demonstrate the recommended precautions in the mixing and handling of pesticides.

∑ List first aid steps to be taking in case of poisoning.

∑ Identify common insect pests and select an effective control method for each.

∑ Describe ways in which insects are killed by insecticides and the type of insect.

against which each is most effective.

∑ Explain the names and characteristics of major groups of insecticides.

∑ Compare ways in which insecticides are applied.

∑ Explain the relationship between the life cycle of insects and timing of insecticide application.

∑ Identify fungus diseases of plants and discuss methods of control.

∑ Recognize pests of the greenhouse and methods of control.

∑ Identify a weed problem and select a herbicide to control the problem.

∑ Define and differentiate between selective and non-selective herbicides.

∑ Describe ways in which herbicides destroy weeds.

∑ Demonstrate how a sprayer is calibrated.

∑ List possible reasons for failure of a herbicide to work properly.

∑ Properly apply a herbicide.

∑ State the components of proper dress for individuals handling pesticides.

∑ Describe the environmental and health concerns relating to pesticide use.

∑ Clean and store pesticide application equipment, safety clothing and safety equipment.

∑ Identify the proper disposal of containers and residual pesticides.

∑ Demonstrate proper handling and storage of pesticides.

∑ Describe the symptoms of pesticide poisoning.

∑ Identify interior plants by common names.

∑ Recognize interior plants by light requirements.

∑ Clean plant leaves.

∑ Recognize and control diseases and insect pests of interior plants.

∑ Water and fertilize interior plants for optimum growth.

∑ Replace interior plants.

∑ Trim interior plants for optimum growth and appearance.

∑ List major concerns in caring for interior plants.

∑ Mix a media to use for growing various interior plants.

∑ Describe the best cultural conditions for interior plants.

∑ Explain the advantages and disadvantages of container growing.

∑ Explain the types of plants that are grown in containers.

∑ Explain the characteristics of a good growing site.

∑ Identify the factors to consider in selecting a container.

∑ Prepare a soil mix, fill a container, and successfully place a plant in a container.

∑ Set up a growth control schedule.

∑ Discuss marketing of the finished product.

∑ Discuss a winter storage method where temperatures fall below freezing.

∑ Discuss a reason for shading container plants.

∑ Identify basic principles of landscape design.

∑ Identify factors to be considered before beginning a landscape design.

∑ Identify landscape plants by common names.

∑ Select and locate plant materials on the plan using appropriate graphic symbols.

∑ Select and locate appropriate complements.

∑ Make preliminary sketches suitable for client evaluation.

∑ Use drafting equipment to draw plans to scale.

∑ Develop a legend for a landscape plan identifying all plant materials, complements, and hardscape features.

∑ Use color to enhance finished plans.

∑ Interpret landscape plans.

∑ Estimate the total amount of materials needed to complete a landscape installation.

∑ Discuss the contouring of soil surfaces to promote proper drainage and/or create a desired effect.

∑ Install plant materials so as to minimize shock and encourage plant growth.

∑ Apply pre-emergence herbicides or black plastic to control initial weed growth.

∑ Install complements.

∑ Clean up the job site.

∑ Construct forms for concrete.

∑ Place, finish, and cure concrete according to guide lines.

∑ Cut and set ties and poles.

∑ Discuss landscape maintenance tools by name and function.

∑ Prune trees and shrubs according to approved guidelines.

∑ Stake and tie trees to obtain desired growth.

∑ Identifies annual and perennial weeds.

∑ Identifies and controls diseases of landscape plants.

∑ Operate and maintain chain saws.

∑ Describe major career fields within the landscape profession.

∑ List main objectives of good residential landscaping.

∑ List the principles of landscape design and examples of an application of each principle.

∑ Describe the technical procedures for landscape maintenance.

∑ Describe the ways soil can be improved to conserve water.

∑ Explain why mulches are important.

∑ Describe different types of mulches.

∑ List items to consider when choosing the location of a vegetable garden.

∑ Draw to scale a garden plan including successive plantings of vegetables planted early and harvested early, and vegetables planted after earlier crops and harvested in the fall.

∑ Describe the best varieties of vegetables for planting in the local area, including disease resistant varieties.

∑ Use a frost-free map and planting charts to determine planting dates for the vegetables.

∑ List vegetables which are direct seeded in the garden and some which must be seeded indoors for transplanting.

∑ Describe the steps for seeding vegetables for transplanting outdoors.

∑ List vegetables grown in the area, a pest which commonly attacks each vegetable, and methods of control for each.

∑ Establish watering, fertilizer and weed control programs for fruit and vegetable production.

∑ Describe the site selection process for fruits.

∑ Select varieties of fruits adaptable to this region.

∑ Describe the planting, fertilizing and harvesting of fruits in this region.

∑ Discuss locally grown vegetables.

∑ Identify living and non living materials used in floral designs.

∑ Spray tint both live and dried floral material.

∑ Dip dye live floral products.

∑ Wire flowers.

∑ Make bows.

∑ Discuss and identify basic principles of floral design.

∑ Design artificial or dried flower and foliage arrangements.

∑ Design flower arrangements for display.

∑ Design flower arrangements to wear.

∑ Design flower arrangements to carry.

∑ Identify basic floral design shapes.

∑ Use various floral materials to make corsages and boutonnieres.

∑ Tape flowers correctly.

∑ Select the correct size ribbon for the construction of a corsage.

∑ Feather a carnation flower.

∑ Select ribbon of the appropriate size and color for a specific arrangement.

∑ Describe the types of hydroponics systems.

∑ Determine appropriate amendments for hydroponics media.

∑ Describe the general requirements for good growth in a hydroponic system.

∑ Describe appropriate nutrient solutions for a hydroponic system.

∑ Identify and maintain hydroponic equipment.

∑ Identify common plants used in hydroponic production.

∑ Construct and operate a hydroponic system.

APPLICABLE LEVEL(S): 11, 12 APPLICABLE CREDIT(S): 1/2, 1

This course is designed to introduce students to the processing of agricultural products. The course will include the processing of food, fiber, and material product processing for the global economy will be emphasized. Personal communication skills, human relation skills, leadership development skills, and supervised agricultural experiences will be emphasized.

The content includes, but is not limited to, instruction that prepares individuals to slaughter, process and prepare meat for sale or distribution. Subject matter includes slaughtering, safety, hand and power tools, health and sanitation, display, packaging, grading, record keeping, legal regulations, and cutting, as well as leadership and human relations skills.

Slaughtering and meats cutting laboratory activities are an integral part of this program including the safe use of mechanics' tools, carpentry hand and portable power tools, slaughtering equipment and tools, meat cutting tools and instruments, coolers and freezers.

SPECIAL NOTE:

National FFA Student Organization is the appropriate student organization for providing leadership training and for reinforcing specific job skills. When provided, these activities are considered an integral part of this instructional program.

Planned and supervised occupational activities must be provided through one or more of the following: (1) directed laboratory experience, (2) student projects, (3) placement for experience, (4) cooperative experience.

The cooperative method of instruction is appropriate for this program. Whenever the cooperative method is offered, the following is required for each student: a training plan, signed by the student, teacher and employer which includes instructional objectives and a list of on-the- job and in-school learning experiences; a work station which reflects equipment, skills and tasks which are relevant to the occupation which the student has chosen as a career goal. The student must receive compensation for work performed.

The typical length of this program for the average achieving student is 450 hours.

The particular outcomes and student performance standards which the handicapped student must master to earn credit must be specified in the student's individual educational plan (IEP). Additional credits may be earned when outcomes and standards are mastered in accordance with the requirements indicated in subsequent IEP's. The job title for which the student is being trained must be designated in the IEP.

After successfully completing this program, the student will be able to:

∑ Prepare an overview of the history of agriculture.

∑ Discuss agricultural products and services important to the local, state, national, and global economy.

∑ Investigate career opportunities in agriscience and identify which school activities would help one prepare for those careers.

∑ Discuss Agriculture’s role in the interaction of population, food, and energy.

∑ Discuss careers in the meats industry.

∑ Discuss global markets for meat products.

∑ Discuss careers in dairy processing.

∑ Discuss global markets for dairy products.

∑ Identify careers in honey processing.

∑ Identify global markets for honey products.

∑ Discuss careers in fruit/vegetable processing.

∑ Discuss global markets for fruit/vegetables.

∑ Describe the historical, current, and future significance of the agricultural industry.

∑ Explain the food and fiber system at world, national, state, and local levels.

∑ Explain the relationships between agriculture and the environment.

∑ Identify the importance and influence of soils, plants, and animals to society.

∑ Identify the legal aspects of animal welfare and rights.

∑ Discuss animal products and consumption patterns relative to human diet and health issues.

∑ Describe the growth and development of livestock in the world.

∑ Recognize policies and issues in biotechnology and animal welfare.

∑ Discuss the importance of overcoming world hunger.

2. Apply important scientific and technological principles to agribusiness and natural resources.

∑ Discuss the importance of scientific classification in agriculture.

∑ Use the scientific methods to solve problems in agriculture.

∑ Demonstrate the use of genetics, including probability applications.

∑ Analyze how recent technology is impacting agriscience.

∑ Identify the components of an agricultural ecosystem and recognize the role of each.

∑ Construct and analyze a diagram of a biological food chain common to North Dakota agriculture and natural resources.

∑ Describe how water, carbon dioxide, nitrogen, oxygen, are recycled naturally.

∑ Apply appropriate research methods on agricultural topics.

∑ Explore basic plant and animal science concepts.

∑ Describe the principles of food science technology.

∑ Explain the importance of soil and water conservation for future generations.

∑ Design, conduct, and complete research to solve a self-identified problem in scientific animal agriculture.

∑ Apply knowledge of current trends in scientific animal agriculture to future career choices.

∑ Use charts/tables/graphs to prepare written summaries of results and data obtained in a laboratory activity.

3. Practice agricultural safety.

∑ List the most common causes of agricultural accidents.

∑ Discuss the importance of following proper safety precautions.

∑ Demonstrate safety procedures in the classroom and laboratory.

∑ Describe the importance of following the directions on chemical containers and in equipment operator manuals.

∑ Recognize the proper procedures of basic first aid and cardiopulmonary resuscitation (CPR).

∑ Apply first aid to minor cuts, bruises and burns.

∑ Wear appropriate protective clothing.

∑ Use proper lifting and carrying methods.

∑ Adjust safety shields and devices.

∑ Remove debris from work area.

∑ Handle live cattle and swine in a safe manner.

∑ Sharpen tools.

∑ Clean tools.

∑ Use knives and cleavers.

∑ Repair tools and equipment.

∑ Identify personal sanitation practices.

∑ Describe the influence sanitary conditions may have on meat spoilage.

∑ Clean and sanitize floors, ceilings and walls.

∑ Clean and sanitize racks and counters.

4. Demonstrate the use of tools and equipment and describe the principles of agricultural mechanics.

∑ Demonstrate safe and effective use of laboratory equipment, instruments, and materials.

∑ Describe the importance of using the proper tools and equipment for the job.

∑ Demonstrate the ability to use an equipment manual.

∑ Safely apply basic science and mathematical skills to mechanical agriculture system.

∑ Safely perform basic mechanical skills in agricultural applications.

5. Describe the principles of pest management for insects, diseases, and weeds.

∑ Identify major types of pests and weed infestations.

∑ Identify and select an appropriate control for each major type of pest, including the use of Integrated Pest Management.

∑ Describe symptoms of pesticide poisoning.

∑ Extract pertinent information from a pesticide label.

∑ Explain how to select, mix, and apply a nonrestricted chemical, according to the label and local, state, federal, and EPA regulations.

∑ Clean and store pesticide application equipment, safety clothing, and safety equipment.

∑ Identify the proper disposal of containers and residual pesticides.

∑ Calibrate spray equipment; solve time, distance, area, volume, ratio, proportion, and percentage problems in agriscience.

6. Describe the principles of plant growth and reproduction

∑ Discuss the raw materials and products of photosynthesis and respiration, the plant structures involved, and the environmental conditions necessary for each reaction.

∑ Describe the functions of roots, stems, leaves, and flowers.

∑ Demonstrate sexual and asexual plant propagation.

∑ Demonstrate the effects of nitrogen, phosphorus, and potassium (N.P.K.) on plant growth.

∑ Extract pertinent information from a fertilizer label.

∑ Describe the short and long-range impact of fertilizer on people and the environment.

∑ Identify the nature and properties of soils and soil formations.

∑ Perform technical skills related to plant and soil science and technology.

∑ Recognize the physical and chemical properties of soils.

∑ Recognize methods for improving soil fertility.

∑ Discuss major crops of economic importance.

7. Apply management skills and economic principles to agribusiness and natural resources.

∑ Discuss basic economic principles applicable to agribusiness.

∑ Discuss the importance of local, state, and federal regulations and required documentation affecting agriculture.

∑ Describe the types of agribusiness by organizational structure.

∑ Select and use computer applications appropriate to agribusiness.

∑ Form one or more inferences or hypotheses from records summarized in tables, graphs, or pictures.

∑ Keep and maintain supervised agricultural experience (SAE) records.

∑ Interpret legal descriptions of land in North Dakota.

∑ Demonstrate agricultural and personal business management skills.

8. Explain the basic functions of the marketing process in agriculture.

∑ Describe key factors in marketing agricultural products.

∑ Select agricultural products according to grades and standards.

9. Demonstrate human-relations, communications, and leadership skills.

∑ Demonstrate acceptable work habits and attitudes.

∑ Follow oral and written directions with understanding; form questions that clarify directions, as needed.

∑ Communicate effectively in oral, written, visual, and nonverbal modes; demonstrate effective telephone skills.

∑ Recognize and demonstrate reflective listening skills and assertive communications skills in the work place.

∑ Conduct small, informal, and group meetings.

∑ Demonstrate a knowledge of the opportunities for leadership development available through an appropriate student organization.

10. Slaughter beef and swine animals.

∑ Show or demonstrate how to humanely immobilize or stun beef and swine.

∑ Show or demonstrate how to stick or bleed animal.

∑ Show or demonstrate how to remove hide from beef cattle.

∑ Show or demonstrate how to trim carcass.

∑ Show or demonstrate how to remove paunch, intestines, liver, spleen and stomach.

∑ Show or demonstrate how to split carcass into halves.

∑ Show or demonstrate how to remove bone dust in sternum and vertebrae.

∑ Show or demonstrate how to weigh carcass.

∑ Show or demonstrate how to scald swine.

∑ Show or demonstrate how to dehair swine.

∑ Show or demonstrate how to singe hog.

∑ Explain how to select livestock for slaughter.

11. Follow legal regulations.

∑ Explain sanitation requirements for licensing.

∑ Explain appropriate inspection certificates.

∑ Explain local, state and federal inspection requirements.

∑ Explain meat marketing regulations.

∑ Explain agencies regulating the industry.

∑ Classify food microorganisms.

∑ Conduct sensory evaluation of foods.

∑ Discuss use of chemicals in the food industry.

∑ Outline federal & state inspection standards.

12. Sell and display meats.

∑ Control temperature in storage areas.

∑ Discuss freezer storage life of various meats.

∑ Recognize methods of pricing food products.

∑ Recognize wholesale/retail pork cuts.

∑ Recognize wholesale/retail beef/veal cuts.

∑ Recognize wholesale/retail lamb cuts.

13. Cut, trim and slice beef, pork and veal.

∑ Identify primal beef and pork cuts.

∑ Bone beef and pork.

∑ Identify retail and wholesale cuts of beef.

∑ Identify retail and wholesale cuts of pork and beef.

∑ Explore the boxed beef industry.

14. Prepare ground meats.

∑ Grind meats.

∑ Select beef meats to be used for ground beef.

∑ Select pork meats to be used for sausage.

15. Inspect and grade meat.

∑ Recognize signs of meat spoilage.

∑ Grade meat carcasses.

∑ Describe the influence grade has on preparation procedures and retail price.

∑ Describe the various characteristics which determine grade.

∑ Discuss food microorganisms.

∑ Conduct sensory evaluation of foods.

∑ Discuss use of chemicals in the food industry.

∑ Outline federal & state inspection standards.

∑ Identify factors determining meat quality.

∑ Identify skeletal structures of livestock.

∑ Identify muscling patterns & composition.

∑ Identify by-products of livestock.

∑ Evaluate quality grade of beef.

∑ Determine yield grade of beef.

∑ Evaluate quality grade of lamb.

∑ Determine yield grade of lamb.

∑ Determine grade of pork.

∑ Describe meat preservation processes.

∑ Evaluate market classes and grades of livestock (live animal and carcass).

16. Keep records.

∑ Take inventory.

∑ File information.

∑ Keep sanitation and inspection records.

∑ Order supplies.

∑ Keep personnel records.

∑ Maintain market information.

17. Demonstrate proficiency in applying basic mathematics, science & communication skills to agriculture problem solving.

∑ Solve time, distance, area, and volume problems.

∑ Solve ratio, proportion, and percentage problems.

∑ Identify and interpret basic quantitative information contained in agricultural charts, graphs, and tables.

∑ Identify basic concepts of physics in agricultural applications.

∑ Identify basic concepts of chemistry in agricultural applications.

∑ Identify basic biological concepts in agricultural applications.

∑ Prepare written documents using standard rules of English including punctuation, spelling, sentence structure and references.

18. Demonstrate employability skills.

∑ Prepare and give oral presentations using standard rules of English including punctuation and sentence structure.

∑ Demonstrate the scientific method in agricultural problem solving.

∑ Conduct a job search.

∑ Secure information about a job.

∑ Identify documents that may be required when applying for a job.

∑ Complete a job application form correctly.

∑ Demonstrate competence in job interview techniques.

∑ Identify or demonstrate appropriate responses to criticism for employer, supervisor, or other persons.

∑ Discuss how to make job changes appropriately.

∑ Demonstrate acceptable employee health habits.

19. Processing Grain Products.

∑ Determine the physiology of grain seeds.

∑ Identify grains & derived food products.

∑ Identify grain industry quality standards.

∑ Describe conversion of flour to bakery goods.

∑ Explore the flour milling process.

∑ Describe conversion of semolina to pasta.

∑ Describe conversion of grain to cereals.

∑ Describe the malting process.

∑ Describe the grain oil extraction process.

∑ Describe the conversion of grain to alcohol.

∑ Describe the oat refining process.

∑ Describe conversion of grain to animal feed.

∑ Describe factors affecting end product grade.

∑ Identify by-products of grain processing.

∑ Recognize the characteristics of quality seed.

∑ Identify plant pests and diseases and their causes, preventions, and treatments.

∑ Examine the development of crop varieties through the origin of agriculture.

∑ Apply knowledge of current trends in agronomy when considering future career choices.

20. Processing Dairy products.

∑ Identify conditions for storage of milk.

∑ Describe procedures for sampling milk.

∑ Identify composition & nutrient value of milk.

∑ Test milk quality. ∑ Describe the milk processing procedures.

∑ Describe the process of milk treatment.

∑ Describe process of making cultured products.

∑ Classify types of cheeses.

∑ Demonstrate process of cheese manufacturing.

∑ Describe the process of making butter.

∑ Describe methods of sanitizing equipment.

∑ Grade samples of cheese.

∑ Distinguish between real and artificial prod.

21. Processing Fish.

∑ Recognize classes of fish and seafood.

∑ Wash, scale & gut fish.

∑ Process & fabricate fish.

∑ Recognize methods of preparing fish/seafood.

∑ Determine quality of fish.

22. Processing Honey.

∑ Evaluate facilities for producing bees.

∑ Describe beehive management techniques.

∑ List steps in harvesting honey.

∑ Describe process for extracting honey.

∑ Identify quality control factors in honey.

23. Processing Fruits & Vegetables.

∑ Identify fruit/vegetable varieties.

∑ Discuss fruit/vegetable production technique.

∑ Discuss procedures in processing vegetables.

24. Processing specialty products.

∑ Identify specialty agriculture products.

∑ Select specialty agriculture enterprises.

∑ Analyze production requirements relating to specialty agriculture enterprises.

∑ Perform basic management practices for specialty agriculture enterprises.

∑ Discuss innovative strategies for marketing specialty agriculture products.

∑ Discuss processing, transporting, and storing specialty agriculture products.

∑ Discuss integrated systems for specialty agriculture enterprises.

COURSE DESCRIPTION: An applied course designed to enhance student's perception of agriculture, its applications, and leadership development. The course will familiarize the student with basic mechanical theory and skills; emphasis will be placed on safety and proper use of tools and equipment. Includes principles of evaluation and selection of beef, swine, sheep, horse, and dairy animals. Examine soil and plant relationships that affect the production of food and fiber. Topics include soils, irrigation, land judging, plants, crop and weed identification, diseases, insects, and chemicals.

An applied course designed to enhance the agricultural comprehension of students in agricultural science and technology. A course to introduce students to agricultural sciences with emphasis on technical skills, entrepreneurship, and occupational opportunities. The course includes soils, plants, animals, agricultural construction, food and fiber science, SAE, and leadership development.

Emphasis is on problem solving and scientific reasoning applied to real world problems integrating knowledge from the life and earth sciences. Students will become increasingly familiar with plants and animals, weather, satellites, household chemicals, agricultural chemicals, changes in the earth's soil structure, forces, forms of energy, properties of matter, and other observable phenomena.

Agricultural power is designed to develop skills in selection, operation, and maintenance of engines, multi-cylinder engines, hydraulics, electric motors, and agricultural machinery and tractors. Skills in operation, maintenance, wiring, controls, building structures, construction techniques, metal fabrication, and joining processes of metals and alloys.

The content includes, but is not limited to, agriscience and technology careers, the kinds of jobs and workers involved, career paths, financial rewards, educational requirements, equipment and terminology, the free enterprise system, and consumer and economic education.

LABORATORY ACTIVITIES: Hands-on laboratory experiences are an integral part of this course including the safe use of field hand tools, basic mechanics' hand tools and basic hand carpentry tools. Agricultural shop and land laboratory activities are an integral part of this course including the safe use of mechanics' hand tools, field hand tools, oxy-acetylene torches, arc welders, small gasoline engines and tractors.

SPECIAL NOTE: National FFA Student Organization is the appropriate student organization for providing leadership training and for reinforcing specific job skills. When provided, these activities are considered an integral part of this instructional program.

Practical individualized experiences are recommended for each student enrolled in this course. These planned and supervised activities may be provided through directed laboratory experiences, student projects or placement for experience. Wherever the cooperative method of instruction is offered, the following is required for each student: a training plan, signed by the student, teacher

and employer which includes instructional objectives and a list of on-the-job and in-school learning experiences; a work station which reflects equipment, skills and tasks which are relevant to the occupation which the student has chosen as a career goal. The student must receive compensation for work performed.

Planned and supervised occupational activities must be provided through one or more of the following: (1) directed laboratory experience, (2) student projects, (3) placement for experience, and (4) cooperative experience.

Because of the production and marketing cycle of the livestock industry, this program requires individual instruction and supervision of students for the entire period beyond the 180-day school year. The cooperative method of instruction is appropriate for this program.

The particular outcomes and student performance standards, which the handicapped student must master to earn credit, must be specified in the student's individual educational plan (IEP). Additional credits may be earned when outcomes and standards are mastered in accordance with the requirements indicated in subsequent IEP's.

INTENDED OUTCOMES: Upon successfully completing this course the student will be able to:

1. Demonstrate knowledge and skills in agricultural research and related professions.

2. Demonstrate knowledge and skills in agricultural production.

3. Demonstrate knowledge and skills in agricultural supplies, sales and service.

4. Demonstrate knowledge and skills in agricultural mechanization and engineering.

5. Demonstrate knowledge and skills in agricultural harvesting, processing and marketing.

6. Demonstrate knowledge and skills in environmental and natural resources.

7. Explore individual interests and aptitudes as they relate to a career.

8. Demonstrate the fundamental skills in plant science.

9. Demonstrate the basic skills in animal science.

10. Demonstrate the fundamental skills in food science and technology.

11. Demonstrate the basic skills in agricultural business management.

12. Demonstrate leadership, communication, employability and human relations skills.

13. Practice agricultural safety.

14. Describe the principles of pest management for insects, diseases, and weeds.

TASK AND/OR SKILL LIST:

Upon successfully completing this course the student will be able to:

1. Demonstrate knowledge and skills in agricultural research and related professions.

∑ Discuss how careers are classified and determine preparation requirements.

∑ Describe the scope of agricultural research and the related professions.

∑ Discuss the impact of agricultural research on agriculture and our society.

∑ Discuss the process by which agricultural research is conducted.

∑ Discuss the importance of education and communication as it relates to agricultural research and technology and the general public.

∑ Identify professional organizations and trade journals in the agricultural industry.

2. Demonstrate knowledge and skills in agricultural production.

∑ Define agricultural production.

∑ Grow /raise an agricultural plant or animal.

∑ Discuss impact of science and technology on agriculture and our society.

∑ Identify the biological requirements necessary for the production of plants and animals.

∑ Identify crop varieties best suited for land, market and type of farm operation.

∑ Identify appropriate cultural practices including cultivation, fertilization and irrigation.

∑ Maintain records.

∑ Compare different plant and animal production systems.

∑ Discuss planting rate and spacing; solve time. Calculate distance, area, and volume problems.

∑ Identify the major sciences that explain the development, existence, and improvement of living things.

3. Demonstrate knowledge and skills in agricultural supplies, sales and service.

∑ Identify and define agricultural supplies sales and services.

∑ Demonstrate knowledge of agricultural supplies sales and services by completing a project related to this area.

∑ Compare procedures for marketing plants and animal products.

∑ Assess needs for the purchases of new or replacement equipment.

∑ Discuss agricultural product sales and services important to the local, state, national, and global economy.

4. Demonstrate knowledge and skills in agricultural mechanization and engineering.

∑ Define/discuss careers in agricultural mechanization and engineering.

∑ Complete a project using agricultural tools, machinery, or equipment.

∑ Identify and use hand and power tools common to the agricultural industry.

∑ Describe operation of internal combustion engines.

∑ Service and operate small gasoline engines, tractors, and equipment.

∑ Solve mathematical problems associated with agriculture mechanics.

∑ Develop and maintain a general maintenance repair and inventory schedule.

∑ Describe the principles of selected mechanical applications.

∑ Demonstrate the ability to use an equipment manual.

∑ Service, maintain, and store tools, equipment, and supplies.

∑ Calibrate equipment.

∑ Develop a bill of materials for a construction project.

∑ Perform minor welding repairs.

∑ Demonstrate safety practices in operating machinery and equipment.

5. Demonstrate knowledge and skills in agricultural harvesting, processing and marketing.

∑ Interpret information on seed/feed tag.

∑ Identify factors affecting crop selection.

∑ Describe and define agricultural processing.

∑ Define agricultural marketing and market outlets.

∑ Prepare and process an agricultural product.

∑ Discuss the marketing of an agricultural product.

∑ Describe how processing, packaging, and marketing effects the price of an item.

∑ Discuss grain handling/storage system.

∑ Select agricultural products according to grades and standards.

∑ Collect and interpret market reports.

∑ Discuss maturity, condition, quality, and volume of crops to be harvested.

∑ Discuss procedures for harvesting crops.

∑ Grade, treat, pack, and/or store harvested crop.

∑ Compare, select, and locate marketing channels.

6. Demonstrate knowledge and skills in environmental and natural resources.

∑ Define and identify renewable and nonrenewable natural resources.

∑ Describe agricultural management practices that conserve natural resources.

∑ Describe effects of pollution on the environment (soil, water, air).

∑ Recycle or conserve a natural resource.

∑ Determine the relationships between air, water, and soil in our environment.

∑ Recognize the major sciences that explain the development, existence, and improvement of living things.

∑ Describe the relationship between wildlife and the environment.

∑ Describe how water, carbon, nitrogen, oxygen, sulfur, and phosphorus are recycled naturally.

7. Explore individual interests and aptitudes as they relate to a career.

∑ Investigate career opportunities in agriculture.

∑ Describe the opportunities available through the FFA organization.

∑ Identify associations and societies associated with occupation or profession.

∑ Define the scope of agricultural education and communications.

∑ Initiate and plan a supervised agricultural experience (SAE) program based on identified career interest.

∑ Keep and maintain supervised agricultural experience (SAE) records.

8. Demonstrate the fundamental skills in plant science.

∑ Identify the major crops grown for grain, oil, forage, pasture, and special purposes.

∑ State the basic cultural practices for plant production and maintenance.

∑ Identify and maintain trees, shrubs, and indoor plants.

∑ Identify the major parts of plants and state the important functions of each.

∑ Describe the relationships among air, soil, water, and essential plant nutrients.

∑ Perform germination tests.

∑ Identify common fertilizer materials.

∑ Identify major areas of soil within a profile, i.e., topsoil, subsoil, limiting layers.

∑ Determine slope.

∑ Take a soil sample and properly prepare it for analysis.

∑ Determine land use and capability class of typical soils in the community.

∑ Detect erosion, deduce its causes, and prescribe appropriate methods of control.

∑ Contrast between Monocots and Dicots.

∑ Recognize pollination processes.

∑ Identify environmental factors that affect growth.

∑ Demonstrate sexual and asexual plant propagation.

∑ Demonstrate the effects of nitrogen, phosphorus, and potassium (N.P.K.) on plant growth.

∑ Define environmental horticulture.

∑ Discuss forestry.

∑ Identify crops, weeds, and trees common to North Dakota.

∑ Be familiar with state and federal agencies regulating the plant industry.

∑ Propagate, grow, and transplant plants.

∑ Identify varieties of local commercial plants and field crops.

∑ Identify methods of pruning plants to achieve desired growth and to maintain health.

∑ Classify plants as annuals, biennials or perennials.

∑ Plant and grow a seed bed in a climate-controlled structure.

∑ Identify plant varieties by color, shape, texture and seeds.

9. Demonstrate the basic skills in animal science.

∑ Identify the factors promoting and maintaining animal health.

∑ Define terms and principles associated with animal genetics and reproduction.

∑ Identify the types, uses, care, classes, and management of animals.

∑ Determine nutritional requirements and balance livestock rations.

∑ Prepare a feeding schedule.

∑ Provide aid for animals with parturition problems.

∑ Discuss the history of animal domestication.

∑ Explain the scope and importance of the animal science industry.

∑ List products and by-products of the animal science industry.

∑ Discuss and compare digestive systems of animals.

∑ Discuss castration, dehorning, docking, debeaking etc.

∑ Groom selected animals for exhibit.

∑ Train animals for show and/or exhibit.

∑ Recognize dangerous animal behavior.

∑ Administer prescribed medications (under supervision).

∑ Locate injection points of selected animals (under supervision).

∑ Sterilize instruments and supplies.

∑ Interpret and follow directions on medications and animal health aids.

∑ Discuss collection of urine and feces samples for analysis.

∑ Discuss dispose of deceased animals as prescribed.

∑ Store medications and chemicals safely and securely.

∑ Clean eyes, ears, and teeth of animals when applicable.

∑ Determine age to breed selected animals.

∑ List gestation length of selected animals.

∑ Identify selected breeds of animals.

∑ Describe estrous cycle.

∑ Describe breeding techniques.

∑ Select sire and dam for breeding.

∑ Determine sex of animals. ∑ Assist in the planning of a routine animal health and preventative medication program.

∑ Evaluate sire performance records (EPD, ratio).

∑ Identify external anatomical livestock parts.

∑ Plan for routine maintenance of equipment and facilities.

∑ Record animal health information.

∑ Weigh animals.

∑ Prepare shipping and health certificates.

∑ Maintain and analyze production, performance and breeding records.

∑ Use protective clothing and safety equipment when handling animals.

∑ Explain the scope and importance of the animal science industry in the United States and North Dakota.

∑ Describe proper health and sanitation practices.

∑ Describe methods of restraining, loading, handling, and transporting animals safely.

∑ Identify anatomy, methods, and procedures involved in specialty animal reproduction.

∑ Access to current livestock rules and regulations.

10. Demonstrate the fundamental skills in food science and technology.

∑ Describe the elements, trends, and career opportunities in the food industry.

∑ Describe the nutrient requirements for human health.

∑ Identify the processes used in food science.

11. Demonstrate the basic skills in agricultural business management.

∑ Define the terms "supply" and "demand."

∑ Compare cost, quality and quantity of consumer items.

∑ Maintain labor and personnel records.

∑ Identify major sources of credit.

∑ Maintain farm financial records (expense, receipts, inventories, depreciation).

∑ Prepare an annual budget.

∑ Identify sources and kinds of farm insurance.

∑ Interpret legal descriptions of land in North Dakota.

∑ Describe purpose and quality of product or service.

∑ Solve mathematical problems in ag business.

∑ Discuss a business loan application.

∑ Explain the purposes and structures of contracts, leases, deeds, and insurance policies.

∑ Define and describe entrepreneurship.

∑ Maintain supervised agricultural experience records.

12. Demonstrate leadership, communication, employability and human relation skills.

∑ Discuss current child labor laws.

∑ Discuss employability skills.

∑ Explain the importance of effective leadership in agriculture.

∑ Develop citizenship awareness and responsibility.

∑ Demonstrate job interview skills.

∑ Communicate effectively in oral, written, visual, and nonverbal modes; demonstrate effective telephone skills.

∑ Recognize and demonstrate reflective listening skills and assertive communications skills in the workplace.

∑ Develop an agricultural communique‚ (newsletter, fact sheet, poster, etc.) to inform the general public about an agricultural issue.

∑ Identify qualities and characteristics of a good employee.

∑ Identify acceptable social skills.

∑ Describe individual strengths and weaknesses.

∑ Describe the aims and purposes of the FFA organization.

∑ Identify opportunities available to FFA members.

∑ Identify characteristics of a good leader.

∑ Participate in a cooperative leadership development activity.

∑ Prepare and submit a written report on an agriscience topic.

∑ Organize & conduct group meetings, use parliamentary procedure and public-speaking skills.

∑ Determine sources and advantages of using computer networking.

∑ Select and use computer applications appropriate to agribusiness.

∑ Identify documents that may be required when applying for a job.

∑ Demonstrate acceptable employee health and hygiene habits.

13. Practice agricultural safety.

∑ State the safety precautions and demonstrate appropriate behavior while working in the laboratory areas.

∑ Identify the controls and safely operate agriculture equipment.

∑ Define terms regarding chemical safety.

∑ List the most common causes of agricultural accidents.

∑ Discuss the importance of following proper safety precautions.

∑ Demonstrate safety procedures in the classroom and laboratory.

∑ Recognize the proper procedures of basic first aid and cardiopulmonary resuscitation (CPR).

∑ Safely operate and maintain general shop tools and equipment.

∑ Use protective clothing and safety equipment when handling animals.

∑ Apply safety precautions when handling drugs, chemicals, tools and equipment.

∑ Locate and operate fire extinguisher.

∑ Identify the proper disposal of containers and residual pesticides.

∑ Store medications and chemicals safely and securely.

∑ Maintain a clean, sanitary and healthy environment for animals.

14. Describe the principles of pest management for insects, diseases, and weeds.

∑ Identify the importance of effective pest management programs.

∑ Classify the nature of chemicals used to control pests.

∑ Identify major types of pests and weed infestations.

∑ Identify and select an appropriate control for each major type of pest, including the use of

∑ Extract pertinent information from a pesticide label. Clean and store pesticide application equipment, safety clothing, and safety equipment.

∑ Identify the proper disposal of containers and residual pesticides.

∑ Calibrate spray equipment; solve time, distance, area, volume, ratio, proportion, and percentage problems in agriscience.

∑ Discuss disease control plan.

∑ Map plant pests and field densities.

∑ Calculate pest control thresholds.

∑ Identify insects, diseases and other pathogens of crops and specialty plants.

∑ Describe life cycles of insects, pests, and diseases.

COURSE TITLE: Agriscience Technology I - 01021

Agriscience Technology II - 01022

Agriscience Technology III - 01023

APPLICABLE LEVEL(S): 9 - 12 APPLICABLE CREDIT(S): 1/2, 1

COURSE DESCRIPTION:

Agriscience integrates biological and technological concepts with principles of agriculture. It is designed to use agriscience in the development of the total human resource and leadership program. Sequence is designed to develop knowledge and skills pertaining to nutrition, reproduction, diseases, breeding, genetics, anatomy, and physiology in animals and plants. Learning provides experiences in the subject matter relating to anatomy and physiology of animal and plant reproduction. Introduce students to the study of technology as it relates to agriculture. It contains a history and development of agricultural technology. Genetic engineering, biotechnology, plant propagation techniques, agricultural production technologies, marketing technologies,

To recognize the major sciences that explain development, existence, and improvement of living things, desirable environment, and to integrate leadership and SAE programs.

A course sequence designed to expose students to a wide range of scientific principles in: genetics, anatomy, physiology/nutrition, diseases, pests, and management practices. The science processes of observation, measurement, hypothesizing, data gathering, interpretation, analysis, and application are stressed. An instructional sequence that emphasizes a pragmatic approach to scientific principles including plants and soil science and technology utilizing available classroom, greenhouse, land-laboratories, and commercial operations to enhance learning. Career opportunities and educational preparation are examined. Learning activities are varied with classroom, laboratory, and field experiences emphasized.

The purpose of this course is to provide students with skills and competencies basic to the science of agriculture.

The content includes, but is not limited to, instruction in plant science, animal science, soil science, agricultural mechanics, natural resources and conservation, communication and employability skills.

LABORATORY ACTIVITIES: Agricultural shop and land laboratory activities are an integral part of this course including the safe use of mechanics' hand tools, field hand tools, oxy-acetylene torches, arc welders, small gasoline engines and tractors.

SPECIAL NOTE: National FFA student organization is the appropriate organization for providing leadership training and for reinforcing specific job skills. When provided, these activities are considered an integral part of this instructional program.

Practical individualized experiences are recommended for each student enrolled in this course. These planned and supervised activities may be provided through directed laboratory

experiences, student projects or placement for experience.

INTENDED OUTCOMES:

After successfully completing this course, the student will be able to:

1. Describe the nature and origin of and career opportunities in agriscience.

2. Describe the socioeconomic role of agriculture and agriscience.

3. Describe the unique relationship between agriscience and the environment.

4. Demonstrate the management and environmentally sound use of water and land resources.

5. Demonstrate the aesthetic and environmental use of plants.

6. Initiate a supervised agricultural experience (SAE) program related to agriscience opportunities.

7. Demonstrate leadership, employability, communications, and human relations skills.

8. Apply biological principles to the reproduction, identification and growth to agriscience.

9. Demonstrate the basic skills in animal science.

10. Demonstrate and describe the principles of applied agricultural physics.

11. Describe the principles of pest management for insects, diseases, and weeds.

12. Demonstrate the skills in agricultural business management related to agriscience.

13. Apply important scientific and technological principles to agribusiness and

natural resources.

14. Assist in producing, harvesting, and processing agriscience products.

15. Identify applicable local, state, and federal rules and regulations and assistance programs.

16. Identify technological advances in the agriscience and science industry.

17. Describe and demonstrate basic skills in aquacultural science.

TASK AND/OR SKILL LIST

Upon successfully completing this course the student will be able to:

1. Describe the nature and origin of and career opportunities in agriscience.

∑ Discuss the major sciences that explain the development, existence, and improvement of living things.

∑ Discuss career opportunities in agriscience, biotechnology.

∑ Discuss how careers are classified and determine preparation requirements.

∑ List and describe the nature of five areas of aquaculture occupations.

2. Describe the socioeconomic role of agriculture and agriscience.

∑ Discuss and understand the ethical dilemmas involved in agriscience and science.

∑ Discuss an overview of the history of agriculture.

∑ Discuss agricultural products and services important to the local, state, national, and global economy.

∑ Discuss agriculture's role in the interaction of population, food, and energy.

∑ Discuss a biological food chain common to North Dakota agriculture and natural resources.

3. Describe the unique relationship between agriscience and the environment.

∑ Describe the elements of a healthful environment.

∑ Describe the efforts made to improve the environment.

∑ Describe the relationship between wildlife and the environment.

∑ Identify approved practices in managing wildlife enterprises.

∑ Describe the relationships among air, soil, water, and essential plant nutrients.

∑ Recognize the individual's impact on his/her physical environment.

∑ Explain how micro-organisms interact with plants and the environment.

∑ Cite examples of relationships between plants and viruses, bacteria, fungi.

∑ Discuss the components of an agricultural ecosystem and recognize the role of each.

∑ Explain how increasing or decreasing the use of one natural resource may affect another resource.

∑ Describe the short- and long-range impact of fertilizer on people and the environment.

∑ Compare a population growth curve to available natural resources.

∑ Recognize that populations of plants and animals change as the environment changes.

4. Demonstrate the management and environmentally sound use of water and land resources.

∑ Discuss the relationships between water and soil in our environment.

∑ Discuss practices for conserving natural resources.

∑ Discuss the origin and classification of soils.

∑ Identify effective procedures for soils and hydroponics management.

∑ Evaluate soil profiles, land-capability classes, and soil conservation practices.

∑ Discuss the components of North Dakota's fresh water systems and explain the importance of managing these resources.

∑ Describe the causes and effects of air, water, and land pollution and identify ways to prevent pollution.

∑ Interpret legal descriptions of land in North Dakota.

∑ Explain how micro-organisms interact with plants, animals and the environment in beneficial and detrimental ways.

5. Demonstrate the aesthetic and environmental use of plants.

∑ Identify and maintain indoor plants.

∑ Identify and maintain trees and shrubs.

∑ Mix growth media.

∑ Pot and repot plants.

∑ Monitor growth and development of plants.

∑ Manage plants for optimal growth.

6. Initiate a supervised agricultural experience (SAE) program related to agriscience opportunities.

∑ Plan a supervised agricultural experience program.

∑ Keep and maintain supervised agricultural experience (SAE) records.

∑ Complete supervised occupational experienced (SAE) records.

7. Demonstrate leadership, employability, communications, and human relations skills.

∑ Demonstrate employability skills.

∑ Explain the importance of effective leadership in agriscience.

∑ Prepare and present an oral report.

∑ Prepare and submit a written report on an agriscience topic.

∑ Describe the opportunities available through the FFA organization.

∑ Follow written and/or oral information or instructions.

∑ Use a basic word processing system.

∑ Enter, store and retrieve numerical data.

∑ Proofread and edit written materials for spelling and grammatical correctness.

∑ Evaluate content of oral messages and respond appropriately (e.g. listening skills).

∑ Plan, organize and deliver oral presentations in a structured and non-structured setting.

∑ Demonstrate acceptable work habits and attitudes.

∑ Follow oral and written directions with understanding; form questions that clarify directions.

∑ Communicate effectively in oral, written, visual, and nonverbal modes; demonstrate effective telephone skills.

∑ Recognize and demonstrate reflective listening skills and assertive communications skills in the workplace.

∑ Conduct small, informal, and group meetings.

∑ Demonstrate a knowledge of the opportunities for leadership development available through an appropriate student organization.

∑ Prepare written documents using standard rules of English including punctuation, spelling, sentence structure and references.

∑ Prepare and give oral presentations using standard rules of English including punctuation and sentence structure.

∑ Conduct group meetings, using parliamentary procedure and public-speaking skills.

∑ Identify acceptable work habits (ethics) and desired personal characteristics.

∑ Demonstrate acceptable employee-hygiene habits.

∑ Secure information about a job.

∑ Complete a job application.

∑ Demonstrate competence in job-interview techniques.

∑ Demonstrate proper office procedures.

∑ Discuss appropriate response to criticism from employer, supervisor, or other persons in the workplace.

∑ Demonstrate knowledge of how to appropriately make a career change, including resigning from a job.

∑ Communicate with vendors.

∑ Follow schedules.

∑ Practice self-starting techniques.

∑ Forward information.

∑ Perform inter-related tasks.

∑ Demonstrate time saving habits.

∑ Provide feedback to supervisors.

∑ Recognize role of manager and technician.

∑ Recognize the necessity of being a team member.

∑ Develop objectivity. ∑ Demonstrate an understanding of team planning.

∑ Develop conflict resolution and consensus building techniques.

∑ Explain the concepts of group trust and systems orientation, within and between teams.

∑ Develop initiative-taking and observation skills.

∑ Develop understanding of individual roles and responsibilities groups.

∑ Identify team expectations and serve responsibilities.

∑ Identify and explain diversity issues, i.e. values, work styles, cultures.

∑ Recognize unexpected results (measurement or procedural).

∑ Document activities immediately.

∑ Maintain proper security of information.

∑ Demonstrate understanding and relevance of SOPs (Standard Operating Procedures).

∑ Read and comprehend other written documentation.

∑ Be open and adaptable to new technology and applications

∑ Recognize the inter-relationships of technical operations/processes (research, development, production) in private industry, academia and government.

∑ Recognize organizational structure (chain of command).

∑ Identify networking of people in support of organizational effort.

∑ Self-monitor and report activities according to prescribed list of responsibilities, standard operating procedures and protocol.

8. Apply biological principles to the reproduction, identification and growth to agriscience.

∑ Identify the biological requirements necessary for the production of plants and animals.

∑ Identify the major parts of plants and state the important functions of each.

∑ Identify the methods used by plants to reproduce themselves.

∑ Demonstrate plant and animal propagation technology.

∑ Determine the basic nutritional requirements of plants and animals.

∑ Define terms associated with animal genetics and reproduction.

∑ Describe the principles of genetics.

∑ Practice aseptic techniques.

∑ Prepare glassware.

∑ Make stock reagents and solutions.

∑ Monitor physical properties of a solution.

∑ Sterilize reagents and equipment.

∑ Explain growth media types.

∑ Maintain reagent integrity.

∑ Mix growth media.

∑ Discuss basic separation techniques.

∑ Discuss how to isolate, maintain and store cultures.

∑ Discuss the fermentation of materials.

∑ Discuss the harvest of cells.

∑ Discuss the transformation of hosts.

∑ Propagate plant and animal tissue.

∑ Use cryogenic techniques.

∑ Use microscopes.

∑ Perform validation testing.

∑ Maintain plants for optimal growth.

∑ Monitor growth and development of plant material.

∑ Identify structure of cells and the function of their components.

∑ Explain the carbon, oxygen, and nitrogen cycles.

∑ Cite and explain major cell processes such as respiration and photosynthesis.

∑ Describe/explain the principles of sexual and asexual reproduction in plants and animals.

∑ Describe the factors important to plant breeding and production.

∑ Classify micro-organisms as bacteria, fungi, yeast, viruses, etc.

∑ Name the elements necessary for plant growth.

∑ Explain the difference between annuals and perennials.

∑ Explain the term "hybrid".

∑ Explain the anatomical and physical development of plants.

∑ Describe/explain acids/bases in general.

∑ Discuss/explain atoms in general; chemical equations; chemical formulas; and composition.

∑ Describe/explain distillation, polar/non-polar, soluble/insoluble, solute, solvent.

∑ Identify organic and inorganic compounds.

∑ Discuss scientific classification in agriculture.

∑ Describe how water, carbon, nitrogen, oxygen, sulfur, and phosphorus are recycled naturally.

∑ Explain the flow of energy from the sun, through agricultural systems and back into the abiotic environment.

∑ Demonstrate safe and effective use of laboratory equipment, instruments, and materials.

∑ Describe the functions of roots, stems, leaves and flowers.

∑ Demonstrate the effects of nitrogen, phosphorus, and potassium (N.P.K.) on plant growth.

∑ Package, handle and ship biological materials.

∑ Discuss microorganisms and cells.

∑ Perform cytological tests, i.e. sectioning and staining.

∑ Use analytical equipment.

∑ Detect specific nucleic acid sequences.

∑ Perform gel electrophoresis.

∑ Label nucleic acids.

∑ Perform nucleic acid sequencing procedures.

∑ Use sequence database.

∑ Discuss basic cloning techniques.

∑ Perform research using Good Laboratory Practices (GLP's) and Good Manufacturing Practices (GMP's).

∑ Maintain plants for optimal growth.

∑ Gather pollen and hand pollinate.

∑ Discuss the inoculation of plants and/or soil with biological materials.

∑ Discuss living organisms.

∑ Identify components of nucleic acids.

∑ Describe/explain bacteria in general; benefits, characteristics, protein production, resistance to drugs.

∑ Identify the basic unit of inheritance as the gene and recognize that genes are composed of nucleic acid.

∑ Describe the functions of enzymes and metabolic pathways.

∑ Describe how micro-organisms move, obtain food, excrete waste, respond to stimuli and reproduce.

∑ Classify micro-organisms as bacteria, fungi, yeast, viruses, etc.

∑ Explain the role of a micro-organism as a disease vector.

∑ Explain the use of micro-organism as a transformation vehicle.

∑ Name the elements necessary for plant growth.

∑ Discuss the relationships between plants and viruses, bacteria, fungi, vertebrate and invertebrate animals.

∑ Discuss the anatomical and physical development of animals and plants.

∑ Distinguish between an antibody and an antigen.

9. Demonstrate the basic skills in animal science.

∑ Identify the factors promoting and maintaining animal health.

∑ Identify the types, uses, care, and management of small animals.

∑ Feed, water and observe animals and monitor intake.

∑ Receive and transport animals.

∑ Monitor room conditions. ∑ Restrain and handle animals.

∑ Clean rooms and sterilize cages.

∑ Maintain health records.

∑ Maintain animal safety.

∑ Prepare feed and prescription diets.

∑ Collect and process specimens.

∑ Identify normal and abnormal behavior in animals.

10. Demonstrate and describe the principles of applied agricultural physics.

∑ State the safety precautions and demonstrate appropriate behavior while working in the shop area.

∑ Identify the basic principles and use of electricity.

∑ Identify and correctly use hand and power tools common to the agricultural laboratory.

∑ Identify the controls and safely operate a tractor.

∑ Describe the basic operation of internal combustion engines.

∑ Service and operate small gasoline engines.

∑ Plan and construct a small woodworking project.

∑ Solve basic arithmetic problems associated with applied physics.

∑ Use basic weighing and measuring techniques.

∑ Describe the importance of using the proper tools and equipment for the job.

∑ Solve time, distance, area, and volume problems.

∑ Solve ratio, proportion, and percentage problems.

∑ Identify and interpret basic quantitative information contained in agricultural charts, graphs, and tables.

11. Describe the principles of pest management for insects, diseases, and weeds.

∑ Identify the major pest groups and the importance of effective pest management programs.

∑ Classify the nature of agricultural chemicals.

∑ Define terms regarding chemical safety.

∑ Demonstrate safety in the use of chemicals.

∑ Identify major types of pests and weed infestations.

∑ Discuss an appropriate control for each major type of pest, including the use of Integrated Pest Management.

∑ Describe symptoms of pesticide poisoning.

∑ Calibrate spray equipment; solve time, distance, area, volume, ratio, proportion, and percentage problems in agriscience.

∑ Maintain and monitor insect populations.

∑ Apply plant pests safely.

∑ Explain the positive and negative aspects of insect behavior.

∑ Contrast methods of pest management: biological, chemical, physical.

∑ Explain the fundamental mechanisms of disease transmission and manifestation of plant and animal diseases.

12. Demonstrate the skills in agricultural business management related to agriscience.

∑ Define management terms and determine how decisions are made.

∑ Define and describe entrepreneurship.

∑ Solve basic arithmetic problems associated with agribusiness management.

∑ Keep accurate records.

∑ Identify basic economic principles applicable to agribusiness.

∑ Describe the types of agribusiness by organizational structure.

∑ Select and use computer applications appropriate to agribusiness.

∑ Identify and list functions in the management process.

∑ Demonstrate basic bookkeeping skills.

∑ Determine procedures and costs for acquiring the land/water, machinery, equipment structures, etc., needed for an operation specified by the instructor.

∑ Complete forms related to: (a) land purchase, (b) water leases, (c) permits, (d) licenses, (e)financial loans, (f) insurance, (g) others specified by the instructor.

∑ Keep records related to (a) property ownership, (b) equipment acquired, (c) equipment repair and maintenance, (d) income and expense, (e) employee time and days, (f) income tax and social security, (g) insurance, (h) others specified by instructor.

∑ Discuss the economic feasibility of high technology machinery, equipment and systems available to the industry.

∑ Perform with cost awareness and consciousness.

∑ Demonstrate effective use of resources.

∑ Recognize contribution to corporate and employee goals.

∑ Assess and report inventory control.

∑ Maintain organized and neat work place.

13. Apply important scientific and technological principles to agribusiness and natural resources.

∑ Perform statistical and data analysis.

∑ Apply/use scientific methods in general; for qualitative/quantitative analysis; data gathering; direct and indirect observation; predictions; problem identification.

∑ Demonstrate various ways to display the same data.

∑ Distinguish between dependent and independent variables in an experiment.

∑ Apply observation, hypothesis, theory, and assumption to everyday situations.

∑ Recognize appropriate units of measurement for the specific research.

∑ Convert units within the metric system (volume, weight, length, area, temperature).

∑ Convert units between metric and English system.

∑ Interpret ratios.

∑ Use common measures of descriptive statistic (e.g. mean, standard deviation, etc.)

∑ Visually depict data using graphs and/or charts.

∑ Write summaries of results for reports.

∑ Maintain a legible and proper laboratory notebook.

∑ Explain the purpose of the research objective.

∑ Identify and use basic computer programs.

∑ Perform small-scale field tests according to protocol.

∑ Describe/explain electrons in general, in chemical bonding, and electric charges,

∑ Describe procedures used in locating markets and marketing agriscience products.

∑ Compare procedures for marketing plant and animal products.

∑ Describe key factors in marketing agricultural products.

14. Assist in producing, harvesting, and processing agriscience products.

∑ Discuss the basic principles of fruit production.

∑ Discuss the basic principles of vegetable production.

∑ Identify the major crops grown for grain, oil, and special purposes.

∑ Identify the major crops grown for forage and pasture.

∑ Discuss the basic cultural practices for turfgrass production and maintenance.

∑ Select agricultural products according to grades and standards.

∑ Determine cost of production/harvesting and profitability of different systems.

∑ Operate a production/harvesting system.

15. Identify applicable local, state, and federal rules and regulations and assistance programs.

∑ Identify first aid supplies, personnel and emergency protection areas.

∑ Use appropriate safety procedures and guidelines.

∑ Monitor, use, store and dispose of hazardous materials properly.

∑ List the most common causes of agricultural accidents.

∑ Discuss the importance of following proper safety precautions.

∑ Describe the importance of following the directions on chemical containers and in equipment operator manuals.

∑ Select, mix, and apply a nonrestricted chemical, according to the label and local, state, federal, and EPA regulations.

∑ Clean and store pesticide application equipment, safety clothing, and safety equipment.

∑ Identify the proper disposal of containers and residual pesticides.

∑ Explain the importance of local, state, and federal regulations and required documentation affecting agriculture.

∑ Identify and observe laws and regulations affecting the industry in the local area.

∑ Obtain required permits, licenses, leases, etc. for production and harvesting.

∑ Identify and list agencies regulating the industry and their functions.

∑ Identify and list government assistance programs available to the industry.

∑ Maintain, understand and follow Material Safety Data Sheets (MSDS).

∑ Maintain safety equipment.

∑ Recognize safety symbols/signs.

∑ Follow regulations: U.S. Food and Drug Administration (FDA).

∑ Follow regulations: U.S. Occupational Safety and Health Administration (OSHA).

∑ Follow regulations: U.S. Department of Agriculture (USDA).

∑ Follow regulations: National Institutes of Health (NIH).

∑ Follow regulations: National Research Council (NRC).

∑ Follow regulations: Department of Transportation (DOT).

∑ Follow regulations: U.S. Environmental Protection Agency (EPA).

∑ Follow state and local regulations.

∑ Follow industry and professional regulations.

∑ Apply knowledge of state, federal and local animal welfare regulations.

16. Identify technological advances in the agriscience and science industry.

∑ Analyze how recent technology is impacting agriscience.

∑ Visit, observe latest technology displays, field days, etc. available in the area.

17. Describe and demonstrate basic skills in aquacultural science.

∑ Compare and contrast aquaculture with agriculture and aquaculture with fisheries.

∑ List examples of aquatic crops and animals.

∑ Trace the development of aquaculture.

∑ List and explain the meaning of morphology, anatomy and physiology.

∑ List and describe the physiology of plants and animals.

∑ Identify and describe the basic structures and external anatomy of crustaceans.

∑ Identify and describe the basic structure and internal anatomy of an oyster or a mussel.

∑ Identify and describe the external and internal anatomy of fish.

∑ Identify and describe the basic morphorology of aquatic macroalgae and mircoalgae.

∑ Discuss why aquatic crops may be more productive than terrestrial crops.

∑ Develop an information file in aquaculture species.

∑ List and describe the major factors in the growth of aquatic fauna and flora.

∑ Recognize and observe safety practices necessary in carrying out aquaculture activities.

∑ Maintain and perform basic repairs on aquaculture machinery, equipment and facilities.

∑ Safely operate aquaculture machinery and equipment.

∑ Identify and describe the qualities water should posses for use in aquaculture.

∑ Explain how changes in water affect aquatic life.

∑ Explain, monitor and maintain freshwater/salt water quality standards for the production of desirable species.

∑ Calculate volume in circular, rectangular and irregular shaped water structures.

∑ List and explain sources of aquaculture pollution and methods of preventing and/or correcting these pollution problems.

∑ Discuss environmentally safe methods of aquaculture waste water disposal.

∑ Identify and consult agencies regulating water quality pollution standards in order to prevent compliance problems.

∑ Identify factors to consider in determining whether to grow an aquaculture species.

∑ Discuss facilities used in a grow out operation.

∑ Discuss sources of seed and how they are produced.

∑ Discuss the purpose and functions of a hatchery.

∑ Discuss the spawning facilities used in aquaculture.

∑ Discuss the process for hatching seed in different incubators.

∑ Discuss kinds of feed to use in growing seed.

∑ Discuss the types of growing systems and important factors in their selection, design and use.

∑ Describe important growing facility construction and site requirements.

∑ Determine feeding methods and feed aquaculture species.

∑ Perform methods of prevention, treatment, control of agricultural pests and diseases.

∑ Identify water quality problems

∑ Determine quality of water and practice recommended solutions where needed.

∑ Apply the latest economically feasible technology in prevention, treatment and control of production problems.

∑ Recognize and observe safety and sanitary practice in harvesting and processing aquaculture/mariculture species.

∑ Discuss harvesting practices recommended for commercially desirable

aquaculture/mariculture species.

∑ Discuss equipment, labor, financial and legal requirements for harvesting.

∑ Harvest commercially important aquaculture and/or mariculture species using recommended practices.

∑ Discuss processing practices recommended for commercially important species.

∑ Discuss equipment, labor, financial and legal requirements for processing.

∑ Discuss possible market outlets for aquaculture/mariculture products.

∑ Discuss a model plan for marketing an aquaculture product commonly produced in the area.

∑ Discuss legal and commercially important methods of transporting and marketing.

∑ Identify basic concepts of chemistry in aquaculture/mariculture applications.

∑ Identify basic biological concepts in aquaculture/mariculture.

∑ Demonstrate the scientific method in aquaculture/mariculture problem solving.

COURSE TITLE: Agricultural Mechanics Technology I - 01043

Agricultural Mechanics Technology II - 01044

Agricultural Mechanics Technology III - 01045

APPLICABLE LEVEL(S): 9-12 APPLICABLE CREDIT(S): 1/2, 1

COURSE DESCRIPTION:

Course sequence is designed to reinforce and extend students' understanding of applied mechanical applications by associating scientific principles and concepts with relevant applications in fields associated with mechanics. Students will be exposed to mechanical, fluid, electrical, and thermal power that are associated with the field of agriculture. Course sequence is designed to provide students with applied activities to help in the understanding of force, work, rate, resistance, energy, power, and energy transmitters in fluid, mechanical, electrical, and thermal systems. Applications of new technologies in these areas will be emphasized. Leadership development and supervised agricultural experiences are integral to these courses.

The content includes, but is not limited to, instruction that prepares individuals to select, operate, repair, service and maintain a variety of agricultural power units and agricultural machinery and equipment. Subject matter includes gas, diesel and electric units, welding, hydraulic units, lubrication, safety, as well as record keeping and leadership communication, employability and human relations skills.

LABORATORY ACTIVITIES:

Agricultural shop and land laboratory activities are an integral part of this program including the safe use of mechanics' hand tools, tractors and field equipment, mechanics' shop equipment, oxy-acetylene torches, arc welders, shop test equipment and hydraulic equipment.

SPECIAL NOTE:

National FFA Student Organization is the appropriate vocational student organization for providing leadership training and for reinforcing specific job skills. When provided, these activities are considered an integral part of this instructional program.

Planned and supervised occupational activities must be provided through one or more of the following: (1) directed laboratory experience, (2) student projects, (3) placement for experience, (4) cooperative experience.

The cooperative method of instruction is appropriate for this program. Whenever the cooperative method is offered, the following is required for each student: a training plan, signed by the student, teacher and employer which includes instructional objectives and a list of on-the-job and in-school learning experiences; a work station which reflects equipment, skills and tasks relevant to the occupation the student has chosen as a career goal. The student must receive compensation for work performed.

The particular outcomes and student performance standards which the handicapped student must master to earn credit must be specified in the student's individual educational plan (IEP). Additional credits may be earned when outcomes and standards are mastered in accordance with the

requirements indicated in subsequent IEP's. The job title for which the student is being trained must be designated in the IEP.

INTENDED OUTCOMES

After successfully completing this course, the student will be able to:

1. Safely practice personal equipment operation and general shop tasks.

2. Maintain and use hand and power tools.

3. Use service and repair manuals.

4. Keep service records.

5. Weld, braze and cut as appropriate with arc, oxy-acetylene, mig welders and other equipment.

6. Operate, adjust and maintain major items of agricultural machinery and equipment.

7. Describe principles of internal combustion engines operation.

8. Diagnose, service and repair internal combustion engines.

9. Diagnose, service and repair the electrical system.

10. Diagnose, service and repair the fuel delivery system.

11. Diagnose, service and repair the lubrication system.

12. Diagnose, service and repair and maintain the cooling system.

13. Diagnose, service and repair the mechanical and hydraulic transmission systems.

14. Diagnose, service and repair intake and exhaust systems.

15. Apply business-management skills and identify appropriate legal documents.

16. Demonstrate leadership, employability, communication and human relations skills.

17. Demonstrate proficiency in applying basic mathematics, science and communication skills to agricultural problem solving.

18. Service Small Gas Engines

TASK AND/OR SKILL LIST

After successfully completing this program, the student will be able to:

1. Safely practice personal equipment operation and general shop tasks.

∑ Wear personal safety equipment and clothing for the task to be performed.

∑ Study and understand each task before it is attempted.

∑ Keep the work area free of clutter, flammable materials and other potential hazards.

∑ Follow all recommended safety precautions.

∑ Identify, select and safely use hand tools for maintaining and repairing farm machinery equipment.

∑ Utilize appropriate shop equipment and procedures.

∑ Demonstrate safe practices related to operation and repair of agricultural power and machinery.

2. Maintain and use hand and power tools.

∑ Maintain tools in an efficient and safe working condition.

∑ Identify, select and safely use basic shop power tools.

∑ Identify and use hand and power tools.

3. Use service and repair manuals.

∑ Operate machinery and equipment according to recommendations in the Operator's Manual.

∑ Read and follow directions given in service and/or rep