Agri-Science 9-12th Grade
ALABAMA COURSE OF STUDY LESSON PLANS
SARDIS HIGH SCHOOL - SHANNON BURNS- INSTRUCTOR
 
Course Title: Agriscience
Unit 1:
Introduction
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
1. Identify major agricultural commodities in the local area, state, nation, and world.
• Sequencing major changes and accomplishments in the history of agriculture
• Describing various agricultural organizations and their roles in the agricultural industry
• Defining agriculture and major divisions of the agricultural industry
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. List major agricultural commodities and where they are grown.
2. Identify significant historical advancements in the field of agriculture.
3. List and discuss the role of organizations that support agriculture.
4. Define agriculture, including the many divisions in the industry.
Essential Question(s):
How have the advancements in agriculture led to an improved standard of living for most Americans?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Introduction to Agriculture
A. Agricultural Commodities
1. Row crops
2. Fruit/vegetables
3. Livestock
4. Aquaculture
5. Nursery crops
B. Historical Advancements
1. Mechanical
2. Scientific
3. Biological
C. Agricultural Organizations
1. USDA
2. ALFA
3. Cattleman’s Association
Discussion with PowerPoint presentation
10 + 2 Discussion
Internet research ( Have each student fund five organizations which support agriculture)
10 + 2 Discussion
PowerPoint presentation
Computer
LCD projector
Lead Questions
Computer
4. AP&E
5. AL Forestry Commission
6. AQHA
7. Other
D. Agriculture
1. Definition
2. Divisions
a. Production
b. Processing
c. Distribution
d. Retailing
e. Supplies and Service
Internet
Textbook
Computer
Projector
Unit Assessment:
Test, participation in discussion, research results
Unit/Course CTSO Activity:
FFA Prepared Public Speaking Career Development Event
Unit/Course Culminating Product:
Students will present results from research on the organizations which supports agriculture.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 2:
Career Opportunities
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
2. Determine factors in developing an effective career plan, including procedures for obtaining employment.
• Identifying various careers in the agricultural industry
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. List the activities used to develop a career portfolio.
2. Describe the opportunities for careers in agriscience.
Essential Question(s):
How is the choice of a career one of the most important decisions in a person’s life?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Career Opportunities
A. Agriscience Career portfolio
1. Résumé
2. Articles written by you
3. Reports of your projects
4. Letters of recommendations
5. Citations for service
6. Personal and career goals
B. Areas of Careers in Agriscience
1. Production agriculture
2. Processing and distribution
3. Horticulture
4. Forestry
5. Renewable natural resources
6. Supplies and service
7. Ag mechanics
Develop an agriscience career portfolio.
10 +2 discussion
Lead questions
Textbook
8. Agriscience professions
Unit Assessment:
Test, participation in discussion, completion of career portfolio
Unit/Course
CTSO Activity:
FFA Prepared Public Speaking Career Development Event
Unit/Course Culminating Product:
Students will narrow down their choice of an agriscience career through their completion of a career portfolio.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 3:
Safety
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
3. Identify tool and equipment safety procedures in woodworking, welding, electrical, small engine, plumbing, and masonry operations.
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Demonstrate an understanding of personal protective equipment.
2. List common shop hazards.
3. Demonstrate an understanding of appropriate laboratory safety rules and techniques for woodworking.
4. Demonstrate an understanding of appropriate laboratory safety rules and techniques for welding.
5. Discuss and apply electrical safety procedures.
6. Demonstrate an understanding of appropriate laboratory safety rules and techniques for working with small engines.
7. Discuss and apply plumbing safety procedures.
8. Discuss and apply masonry safety procedures.
Essential Question(s):
Is safety an accident?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Safety
A. Personal Protective Equipment
1. Eyes
2. Ears
3. Space
4. Body
B Shop Hazards
1. Fire
2. Electrical
3. Mechanical
4. Chemical
C. Safety Rules and Techniques
1. Woodworking equipment
5 + 1 discussion
Shop safety video demonstration
Lead questions
Television
VCR/DVD player
Projector
Safety video
equipment
2. Welding equipment
3. Electrical
4. Small engines
5. Plumbing
6. Masonry
Unit Assessment:
Safety tests, demonstration of safe equipment use
Unit/Course
CTSO Activity:
FFA Agricultural Mechanics CDE
Unit/Course Culminating Product:
Students will demonstrate knowledge of safe use and proper setup of equipment.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 4:
Technology Applications
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
4. Utilize technology to access, manage, and integrate information in the agricultural industry.
Examples: Internet, spreadsheets, databases
• Identifying technological advancements that enhance the agricultural industry
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Discuss the uses of computers to enhance the agricultural industry.
2. Define technology and discuss ways it is used in agriscience.
Essential Question(s):
How has the development and use of computer technologies changed the agricultural industry?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Technology Applications
A. Uses of Computers in Agriscience
1. Internet
2. Word processing
3. Spreadsheets
4. Database management
5. Desktop publishing
6. Financial management
7. Specialized software
B. Technology in Agriscience
1. Definition
2. Examples
a. Remote sensing
b. Global Positioning System (GPS)
c. Geographical Information
10 + 2 Discussion
Video
Group investigation and report
Lead questions
Television
VCR/DVD player
Internet
Ag related magazines
Systems(GIS)
d. Electronic reference sources
e. Data management software
Unit Assessment:
Tests, participation in discussion, results of group research project
Unit/Course
CTSO Activity:
FFA Agricultural Mechanics Career Development Event, FFA Prepared Public Speaking Career Development Event, FFA Extemporaneous Speaking Career Development Event
Unit/Course Culminating Product:
Students will understand the importance of computer technologies in the agricultural industry through their completion of a research project.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 5:
Agribusiness Leadership
Content Standard(s) and Depth of Knowledge Level(s):
Student will:
5. Apply problem-solving skills to resolve agribusiness issues.
• Explaining the eight steps in the decision-making process
• Describing fundamental principles of economics that affect the management of a business, including supply and demand
6. Identify characteristics of a SAE program, including manageability, record keeping, availability of facilities, and financing.
• Identifying principles of financial literacy
• Describing factors to be considered in agricultural entrepreneurial opportunities
Examples: risk, reward, business climate, obtaining finances
7. Demonstrate communication skills, including prepared public speaking, extemporaneous speaking, creed speaking, and parliamentary procedure, through career development events (CDEs).
• Demonstrating leadership and teamwork skills gained through student organization activities
Examples: activities—CDEs, proficiency awards, officer leadership opportunities, teamwork opportunities
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Explain the steps involved in problem solving.
2. Understand the resources needed for agricultural businesses.
3. Explain the Law of Supply and Demand and the Law of Diminishing Returns.
4. List the criteria for selecting a SAE.
5. List the requirements of a SAE.
6. Discuss principles of financial literacy.
7. Discuss considerations of an agricultural entrepreneur.
8. Learn about opportunities to develop communication skills through FFA activities.
9. Learn about opportunities to develop leadership and teamwork skills through FFA activities.
Essential Question(s):
Are great leaders born or is their leadership skills developed?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Agribusiness Leadership
A. Problem Solving
1. Identify the problem
2. Evaluate the problem.
10+2 Discussion with PowerPoint
5 + 2 Discussion
Presentation: Examples of successful SAE projects (Have older students present their
Computer
Projector
Presentation
Lead Questions
3. Gather information about the problem.
4. Generate alternatives.
5. Decide on an appropriate plan.
6. Select and plan a course of action.
7. Carry out the plan of action.
8. Evaluate the results.
II. Principles of Economics
A. Resources
1. Land
2. Capital
3. Labor
4. Management
B. Law of Supply and Demand
C. Law of Diminishing Returns
III. Supervised Agricultural Experience
A. Criteria for selecting SAE
1. Available time
2. Interests
3. Career interests
B. Requirements of a SAE
1. Manageability
2. Availability of facilities
3. Financing
4. Record keeping
IV. Financial Concepts
A. Credit
1. Institutional credit
2. Charge accounts
3. Credit cards
4. Installment plans
B. Interest
1. Simple
2. Compounding
C. Investments
1. Insured savings account
2. Money market
3. U.S. Savings Bonds
4. Certificates of deposit (CD)
5. Bonds
6. Mutual Funds
SAE’s)
Guest Speaker
5 + 2 Discussion
Have students research an agricultural topic and prepare a 5-7 minute speech to be presented to the class.
10 + 2 discussion
Set up a mock CDE for students to compete in.
SAE Examples
Local Banker or loan officer
Magazines
Newspapers
Computer
Internet
CDE materials
7. Stocks
V Agricultural Entrepreneurs Considerations
A. Risks
B. Rewards
C. Business Climate
D. Obtaining Finances
VI. Communication Skills
A. Definition
B. Goals of communication
1. To inform
2. To influence
3. To express feeling
C. Levels of communication
1. Self-communication
2. One-to-one communication
3. Group communication
4. Public communication
5. Mass-media communication
D. Public speaking opportunities in FFA
1. Prepared public speaking
2. Extemporaneous speaking
3. Creed speaking
4. Parliamentary procedure
VII. Leadership and Teamwork Skills
A. Definitions
B. FFA Activities
1. Career Development Events
a. Proficiency awards
b. Officer leadership opportunities
c. Community involvement
Unit Assessment:
Tests, research and speech, Career Development Event results
Unit/Course
CTSO Activity:
Public speaking, proficiency award application, CDE’s
Unit/Course Culminating Product:
Students will have an understanding of agricultural leadership through their participation in discussions, research and oral presentation and their involvement in a mock FFA CDE.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 6:
Environmental Science
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
8. Identify methods for conserving the environment.
• Explaining the importance of natural resources
• Describing techniques for recycling, reusing, and reducing the use of natural resources
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Define the concept of natural resources and differentiate between a renewable and non-renewable natural resource.
2. List and describe the major categories of natural resources in America.
3. Identify methods of conserving natural resources.
Essential Question(s):
Why is protecting the environment and conserving natural resources important?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Environmental Science
A. Natural Resources
1. Definition
2. Renewable
3. Non-renewable
B. Categories of Natural Resources
1. Soil
2. Water
3. Fish and wildlife
4. Forests
5. Others
a. Energy
b. Minerals
c. Recreational
C. Conservation
1. Definition
Research report: have each student select a natural resource, research it and report to the class on it availability, uses and methods to conserve it.
Discussion with PowerPoint
10 + 2 discussion
Computer
Internet
Textbooks
Library
Computer
Projector
Presentation
Lead questions
2. Methods
3. Recycling
4. Reusing
5. Reducing use
Unit Assessment:
Test, participation in discussion, research report, and presentation
Unit/Course
CTSO Activity:
Public speaking, proficiency award application
Unit/Course Culminating Product:
The student will have an understanding and appreciation of natural resources through their completion of a research report.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 7:
Soil Science
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
9. Identify major soil areas in Alabama.
• Identifying layers of soil in a soil profile
• Determining the texture of various soil samples
• Determining the land capability class for a given plot of land
• Explaining how to adjust soil pH
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Learn to identify the seven major soil areas in Alabama.
2. List the layers of soil in a soil profile.
3. Differentiate between the various soil textures.
4. Determine the land capability class for a given plot of land.
5. Discuss the importance of soil pH and its adjustment.
Essential Question(s):
Why is agriculture and all of life on Earth dependent on soil?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Soil Science
A. Major Soil Areas of Alabama
1. Limestone Valleys and Uplands
2. Appalachian Plateau Piedmont Plateau
3. Black Land Prairie
4. Coastal Plain
5. Coastal Marshes and Beaches
A. Soil Profile
1. O Horizon
2. A Horizon
3. B Horizon
4. C Horizon
Video: Discovering Alabama: Alabama Soils (United Streaming)
Teacher Guide found at: http://www.discoveringalabama.org/teachersguides/Alabama%20Soils.pdf
Discussion with PowerPoint
Demonstration and discussion
5 + 1 discussion
Presentation and discussion
http://hubcap.clemson.edu/~blpprt/acidity2_review.html
Project: Soil Testing
http://www.aces.edu/pubs/docs/A/ANR-0006-A
http://www.aces.edu/waterquality/articles/0504004/0504004.pdf
Computer
Internet
Projector
Computer
Projector
Samples of different soils
Lead questions
Computer
Internet
Projector
Soil testing tools and information
B. Soil Textures
1. Course-textured (sandy)
2. Medium-textured (loamy)
3. Fine-textured (clay)
C. Land Capability Classes
1. Capability Class I – Class VIII
2. Capability subclasses
3. Capability units
D. Soil pH
1. Definition, pH scale
2. Determining soil pH
a. Soil testing
b. Soil pH kit
1. Adjusting soil pH
a. Raising (lime)
b. Lowering (sulfur)
Unit Assessment:
Test, participation in discussion, completing a home soil test
Unit/Course
CTSO Activity:
Land Career Development Event, Prepared Public Speaking Career Development Event, Extemporaneous Public Speaking Career Development Event
Unit/Course Culminating Product:
Students will understand the importance of soil and soil pH by completing a home soil test and determining if the Soil pH is acceptable.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 8:
Plant Science
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
10. Determine characteristics and functions of plants.
 Explaining plant processes, including photosynthesis, respiration, and transpiration
 Identifying the sixteen essential elements needed for plant health and growth
 Identifying various requirements needed to produce successful vegetable gardens, greenhouse plants, and landscape plants
 Propagating plants sexually and asexually
 Explaining how agricultural crops can be utilized as alternative fuel sources
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. List and describe the major functions of the parts of a plant.
2. Explain plant processes.
3. List the sixteen essential plant nutrients.
4. Identify requirements needed for proper plant growth.
5. Distinguish between sexual and asexual reproduction in plants.
6. Discuss how plants can be used to produce biodiesel.
Essential Question(s):
Why are plants considered the foundation of all agriculture?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Plant Science
A. Parts of a Plant
1. Roots
2. Stem
3. Leaves
4. Flower
5. Fruit
B. Plant Processes
1. Photosynthesis
2. Respiration
3. Transpiration
C. Plant Nutrients
1. Fertilizer
Plant Parts Website Presentation
http://www.urbanext.uiuc.edu/gpe/case1/c1facts2a.html
5 + 1 Discussion
Note-Taking
Mnemonic Device
Plant growth experiment (grow plants with various amounts of fertilizer, water or light and record differences in growth rates)
Lecture with Power Point
http://aged.ces.uga.edu/Browseable_Folders/Power_Points/Horticulture/Propagation
Research Project (Have students search the internet or print media for examples of alternative fuel sources
Computer
Projector
Internet
Lead Questions
Textbook
(C HOPKNS café Mg, Mn CuZn Mo B Cl)
See Hopkin’s café mighty good, me and cousin Mo be close.
Seeds, containers, soil, fertilizer, plant light
Computer
Projector
Internet
Computers, Internet, magazines, newspapers
a. Organic
b. Inorganic
2. Sixteen Essential Plant Nutrients
a. Non-Mineral (3)
b. Primary (3)
c. Secondary (3)
d. Micronutrients (7)
D. Requirements for plant growth
1. Water
2. Light
3. Nutrients
4. Air
5. Space
6. Soil or growth medium
7. Temperature
E. Propagating Plants
1. Sexual reproduction
a. Seed
2. asexual reproduction
a. Stem cuttings
b. Leaf-type cuttings
c. Root cuttings
d. Layering
e. Division
f. Grafting
g. Tissue culture
F. Alternative Uses for Plants
1. Fuel sources
a. Biodiesel
and their advantages and disadvantages)
http://www.biodiesel.org
Unit Assessment:
Tests, participation in discussion, results from research project
Unit/Course
CTSO Activity:
Nursery/Landscape Career Development Event (CDE), Floriculture CDE, proficiency award application, Public Speaking CDE
Unit/Course Culminating Product:
Students will understand the importance of the growth of plants to the existence of life on earth and through their research will be able to discuss the importance of plants to future fuel needs of our country.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 9:
Forestry
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
11. Determine forest management practices.
• Identifying trees for local, state, national, and global markets
• Applying mathematical concepts to the measurement of trees and land
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Define forests and list the benefits.
2. Discuss the parts and functions of a forest tree.
3. Identify proper forest management practices for a stand of trees.
4. Identify important types and species of trees.
5. Identify and demonstrate the use of tools used in the measurement of trees.
Essential Question(s):
What impact does a properly managed forest system have on the economy of the state of Alabama?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Forestry
A. Forests
1. Definition and terminology
2. Regions
3. Benefits
B Parts of a Forest tree
1. Roots
2. Trunk
3. Crown
C. Forest Management
1. Site preparation
2. Planting
3. Thinning
4. Pest/disease control
5. Harvesting
Forestry in Alabama Video
5 + 1 Discussion
Lecture with PowerPoint
Virtual Field trip
Auburn Tree ID Website
http://www.sfws.auburn.edu/samuelson/dendrology/
PowerPoint
Leaf Collection Project
Hands-on Measurement Exercise
Television
VCR/DVD
Textbook
Computer
Projector
Computer
Projector
Internet
Computer
Internet
Projector
Leaf Collection Samples
Tree Scale Sticks
Diameter Tape
Stand of trees
6. Environmental concerns
D. Tree ID
1. Classification
2. Characteristics
3. Uses
E. Forest Measurement Tools
1. Tree scale sticks
2. Diameter tapes
3. Tree volume tables
4. Compass
Unit Assessment:
Test, leaf collection project, identification examination
Unit/Course
CTSO Activity:
Forestry Career Development Event (CDE), proficiency award application
Unit/Course Culminating Product:
Students will demonstrate an understanding of the importance of tree identification through the completion of a leaf collection.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 10:
Animal Science
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
12. Identify common breeds of livestock and their characteristics, including cattle, swine, sheep, equine, and poultry.
• Identifying species-specific terminology used to describe livestock
Examples: bovine—bull, cow, heifer, steer, calf
equine—stallion, mare, foal, gelding, filly
swine—boar, sow, piglet, gilt, barrow
• Explaining practices used to manage livestock, including handling, breeding, vaccinating, and transporting
• Determining nutritional requirements for livestock, including cattle, swine, sheep, equine, and poultry
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Identify common breeds of beef cattle, swine, sheep, horses and poultry, giving their origin and breed characteristics.
2. Identify common names and terms used to describe livestock.
3. Understand basic approved practices in the care and management of livestock.
4. Understand how nutrients are used by animals.
5. Compare the composition of various feedstuffs.
Essential Question(s):
What roles do domesticated farm animals play in our economy?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Animal Science
A. Breeds of beef cattle, swine, sheep, horses, goats, poultry
1. Origin
2. Characteristics
B. Livestock Terminology
1. Classification
a. Bovine
b. Porcine
c. Ovine
d. Equine
e. Aves
2. Mature male/female
3. New born/young
Research Project (letter to breed associations)
Video
http://www.ansi.okstate.edu/breeds/
Lecture with PowerPoint
Quiz Game
10 + 2 Discussion
Virtual Field Trip
Breed Associations Addresses
Television
VCR/DVD Player
Computer
Internet
Projector
Worksheet
Computer
Projector
Internet
PowerPoint
Textbook
Lead questions
Computer
4. Castrated
5. Immature male/female
6. Meat produced
7. Other
C. Livestock Management
1. Signs of good animal health
2. Disease/parasites
3. Disease prevention
4. Treating problems
D. Animal Nutrition
1. Digestive systems
2. Classes of nutrients
3. Feed materials
Projector
Internet
Unit Assessment:
Tests, oral presentation, research results
Unit/Course
CTSO Activity:
Livestock Evaluation CDE, proficiency award application
Unit/Course Culminating Product:
Students will understand the importance of the health and nutrition of the different breeds of livestock .
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 11:
Aquaculture
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
13. Differentiate among types of aquaculture enterprises in Alabama including catfish, crawfish, shrimp, and tilapia.
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Explain the food chain in a salt water and fresh water environment.
2. Identify the species of aquatic animals produced.
3. Understand water quality and the measurable factors.
Essential Question(s):
What biological requirements are necessary for the production of aquatic animals?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Aquaculture
A. Food Chain
1. Characteristics
B. Aquatic Identification
1. Shell Fish
a. Shrimp
b. Craw fish
2. Fish
a. Catfish
b. Tilapia
C. Water Quality
1. Hardness
2. Turbidity
3. Nitrates
4. Toxins
Research Project
Lecture
Virtual Field Trips
PowerPoint
PBL
Group Investigation (take water samples)
Oral Presentation
Television
VCR/DVD Player
Computer
Internet
Projector
Computer
Internet
Projector
Lab supplies(water test) kit
Computer
Internet
Unit Assessment:
Research results, tests, oral presentations
Unit/Course
CTSO Activity:
Proficiency award application, public speaking
Unit/Course Culminating Product:
Students will understand the importance of aquaculture to the economy of Alabama through the completion oral presentations, lab experiments, and research findings.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 12:
Wildlife Science
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
14. Assess ethical and legal responsibilities for conduct in wildlife management.
• Identifying state hunting laws and regulations concerning wildlife
• Explaining hunter ethics
• Determining management practices used to enhance wildlife habitats
• Explaining hunting safety practices
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Describe laws used to protect wildlife.
2. Explain how ethical behavior pertains to hunting.
3. Identify approved practices in wildlife management.
4. Describe safe hunting practices.
Essential Question(s):
How does the expanding human population affect wildlife?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Wildlife Science
A. Hunting Laws
1. Game conservation
2. Safety
3. Fair chase
B. Hunter Ethics
1. Fairness
2. Respect
3. Responsibility
C. Wildlife Management Practices
1. Monitor populations
2. Habitat improvement
3. Hunting regulations
4. Hunting
Wildlife Laws PowerPoint
http://www.outdooralabama.com/hunting/
5 + 1 Discussion
Internet Research project with class presentation
Hunter Safety Course provided by the Alabama Department of Conservation, Wildlife and Freshwater Fisheries Division
Computer
Internet
Projector
Lead questions
Computer
Internet
Projector
Hunter safety manuals
5. Predator control
6. Artificial stocking
7. Disease control
8. Funding
D. Hunter Safety
1. Gun safety
2. Bow safety
3. Tree stand safety
4. ATV safety
5. Survival
6. First aid
Unit Assessment:
Hunter safety exam, presentation of management research
Unit/Course
CTSO Activity:
FFA Proficiency award application, FFA Prepared Public Speaking CDE
Unit/Course Culminating Product:
Students will understand the importance of wildlife management through their completion of a research project/presentation and the completion of the Alabama hunter safety course.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 13:
Pest Management
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
Describe the importance of pest management in the agricultural industry.
• Comparing types of pesticides and how they control pests
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. List common pests of agricultural crops and discuss their impact.
2. Describe both the beneficial and detrimental roles of insects.
3. Recognize some common classes of chemicals used for pest management.
Essential Question(s):
How did the boll weevil change the course of agriculture in Alabama?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Pest Management
A. Agricultural Pests
1. Insects
2. Weeds
3. Rodents
4. Nematodes
5. Fungi
6. Birds
7. Slugs and snails
8. Ticks and mites
B. Roles of Insects
1. Benefits
a. Pollination
b. Control of harmful insects
c. Weed control
d. Soil improvement
Internet research
http://www.ent.uga.edu/pmh
http://www.aces.edu/pubs/docs/A/ANR-0500-A
5 + 1 discussion
Discussion with PowerPoint
Computer
Internet
Projector
Lead questions
Computer
Presentation
Projector
e. Decomposers
2. Detriments
a. Crop destruction
b. Spread disease
C. Pesticides
1. Insecticides
2. Herbicides
a. Selective
b. Nonselective
c. Contact
d. Systemic
E. Preemergent
f. Postemergent
1. Rodenticides
2. Nematocides
3. Fungicides
4. Avicides
5. Molluscicides
6. Miticides
Unit Assessment:
Tests, research projects, participation in discussion
Unit/Course
CTSO Activity:
FFA Prepared Public Speaking CDE, FFA Proficiency award application
Unit/Course Culminating Product:
Students will understand the role of pests, both good and bad, through their research and class participation.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 14:
Woodworking
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
16. Apply mathematical, reading, and writing skills used in woodworking.
• Interpreting a plan of procedure for a woodworking project
• Developing a plan of procedure for a woodworking project
• Demonstrating procedures for constructing a woodworking project, including completing a bill of materials, calculating board feet, selecting tools, applying measurements, cutting, assembling, and finishing
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Demonstrate the ability to identify and read tools used for measuring.
2. Demonstrate the ability to safely operate and adjust stationary woodworking power tools.
3. Demonstrate the ability to safely operate and use portable woodworking power tools.
4. Ability to understand a drawing for a project and calculate the needed bill of materials.
5. Demonstrate the ability to complete and apply finish to a project.
Essential Question(s):
Why is woodworking an integral part of an Agriscience course?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Woodworking/ Safety
A. Types of measuring instrument
1. Framing Square
2. Tape Measure
3. Folding rule
4. Ruler
5. Caliper
B. Stationary Power Tools
1. Safety
2. Adjustments
3. Operation
C. Portable Power Tools
1. Safety
2. Adjustments
Listen-Think-Pair-Share
Laboratory
Demonstrations
Laboratory
Demonstration
Laboratory
Turn and Share
Lecture
Cooperative Learning
Experiments
Reference Books
Handouts
Digital Camera
Computer
Power points
Projector
Lab Equipment
Computer
PowerPoint
Projector
Lab equipment
Handouts
Support Materials
Checklist
3. Operation
D. Design Interpretation
1. Read Drawing
2. Calculate a bill of materials
E. Assembly and Finishing
1. Construct project
2. Apply stain/ paint
Rating Charts
Lab Equipment
Lab Supplies
Unit Assessment:
Demonstrations, performances, projects
Unit/Course
CTSO Activity:
Agricultural Construction CDE, Agricultural Mechanics CDE
Unit/Course Culminating Product:
The student will understand the proper use and operation of the equipment and safety procedures that are related to the preparation and construction of a woodworking project.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 15:
Metal Working
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
17. Demonstrate procedures used in arc welding.
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Demonstrate proper use of welding safety equipment.
2. Demonstrate the procedures and techniques for arc welding.
Essential Question(s):
In what ways does the ability to join metal together through a welding process affect your daily lives?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials,
Equipment and Technology Resources
I. Metal Working
A. Safety Equipment
1. Welding helmet
2. Safety glasses
3. Welders cap
4. Long sleeves/pants gloves
5. Closed toe shoes/steel toe
6. Welding apron
B. Arc Welding Procedure
1. Machine setup
a. Polarity
b. Amperage
2. Striking an arc
http://content.lincolnelectric.com/pdfs/products/navigator/im/LTW1TRI.pdf
Demonstration
Computer
Internet
Projector
Welding equipment
Safety equipment
metal
a. Scratch
b. Tap
3. Maintain arc length
a. Crackling sound
4. Correct welding position
5. Correct welding speed
Unit Assessment:
Safety tests, performance
Unit/Course
CTSO Activity:
Agricultural Mechanics CDE
Unit/Course Culminating Product:
Students will demonstrate knowledge of arc welding through their hands-on ability to join metal together safely and correctly.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 16:
Small Engines
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
Explain the theory of operation for two-cycle and four-cycle small engines.
• Performing routine care and maintenance on small engines
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Practice safety precautions in the operation of small engines.
2. Identify tools needed for two-cycle and four-cycle repairs.
3. Perform basic maintenance procedures required for small engines.
Essential Question(s):
Why is the maintenance of a small engine essential to success in the proper operation of a small engine?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Small Engines
A. Combustion Systems
1. Four-cycle Engines
a. Crank shaft
b. Block
c. Valves
d. Cylinder
e. Cam shaft
2. Two-cycle Engines
a. Reed valve
b. Fuel mixture
c. Spark plug
d. Governor
B. Engine Systems
1. Compression Systems
2. Fuel Systems
Demonstrations
Laboratory
Five Plus I (5+1)
Instructional Technology
Lecture
PowerPoint
Demonstrations
Laboratory
Five Plus I (5+1)
Instructional Technology
Lecture
Two Minute Talks
Instructional Technology
Textbook
Reference Books
Videos
Lab Equipment
Computer
Projector
Textbook
Reference Books
Videos
Lab Equipment
Computer
Projector
Computers
Software
Projector
3. Ignition Systems
4. Cooling System
5. Lubrication System
Unit Assessment:
Tests, Teacher Observation, Checklists, Projects
Unit/Course
CTSO Activity:
Small Engine CDE, Agricultural Mechanics CDE, Agricultural Mechanics Proficiency
Unit/Course Culminating Product:
Students will be able to demonstrate the understanding and the importance of performing routine maintenance on small engines.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 17:
Electrical
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
19. Demonstrate procedures used in wiring electrical circuits.
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Discuss and apply electrical safety procedures.
2. Develop an understanding of basic electrical principles.
3. Demonstrate proficiency in wiring techniques.
Essential Question(s):
What impact would the loss of electricity have on each of our lives?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Electrical
A. Electrical Safety
1. Hazards
a. Shock
b. Fire
2. Safety practices
a. GFCI
b. Breakers
c. Grounds
d. Double insulated tools
e. Others
B. Principles of Electricity
1. Terms
a. Resistance
b. Conductor
c. Insulator
Demonstration
Lead questions
Laboratory experience
Television
VCR/DVD
Lead questions
Lead questions
Wiring Simplified book
Mock wiring setup
Computer
Projector
Software
d. Amperes
e. Volts
f. Watts
g. Circuits
2. Electron Theory
a. Ohm’s Law
3. Symbols
4. Sources of electricity
C. Wiring
1. Receptacles
2. Single pole switch
3. Three way switch
Unit Assessment:
Tests, participation in discussion, completion of mock wiring setups
Unit/Course
CTSO Activity:
Agricultural Mechanics CDE
Unit/Course Culminating Product:
Students will develop an understanding of safe electrical procedures through discussions and hands-on electrical work.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other:
Course Title: Agriscience
Unit 18:
Plumbing
Content Standard(s) and Depth of Knowledge Level(s):
Students will:
20. Identify procedures for installing and maintaining water and sewage lines for agricultural structures.
• Demonstrating the installation of plumbing fixtures
Learning Objective(s) and Depth of Knowledge Level(s):
Students will:
1. Identify plumbing tools.
2. Identify and select the type of pipe to be used in a plumbing system.
3. Identify common pipe fittings.
4. Assemble pipe.
5. Maintain water and sewer systems.
Essential Question(s):
Why are the understanding of pipe fittings and types of pipe essential for mastering plumbing?
Content Knowledge
Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
Suggested Materials, Equipment and Technology Resources
I. Plumbing
A. Plumbing Tools
1. Terminology
a. Chain vice
b. Tubing cutters
c. Flaring tool
d. Hack saw
e. Pipe wrench
B. Identifying and selecting pipe
1. Steel pipe
a. Galvanized
b. Black
2. Copper pipe
3. Plastic pipe
a. PVC
b. CPVC
Games
PBL-Problem-Based Learning
Laboratory
Demonstrations
Games
PBL-Problem-Based Learning
Laboratory
Demonstrations
Laboratory
Demonstrations
Laboratory
Demonstrations
Lecture
Instructional Technology
Virtual Field Trips
Instructional Technology
Textbook
Support Materials
Videos
Digital Cameras
Computers
Projectors
Lab Supplies
Videos
Teacher Designed
CDs
Handouts
Textbook
Support Materials
Videos
Digital Cameras
Computers
c. PE
d. ABS
C. Pipe fittings
a. Adapters
b. Elbows
c. Tee
d. Couplings
e. Union
f. Plug
D. Water Systems
a. Faucet
b. Valve
c. Flush valves
E. Septic Systems
a. Sewer
b. Tanks
c. Leach fields
Projectors
Unit Assessment:
Demonstrations, Posters, Teachers Observations, Displays
Unit/Course
CTSO Activity:
Agricultural Construction CDE
Unit/Course Culminating Product:
Students will understand the importance of knowing types of pipe and pipe fittings and how a person’s life can be affected.
Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree
□ Other: