Agriculture Science 1: Intro to Ag Enterprises and Jobs

Critical Content

NV Agriculture Standards

NV Academic Standards

Student Objectives The student will:

Assessments

Key: NV Agriculture Science Standards: Grade 12 NV Science Standards: Grade 12 NV Math Standards: Grade 12 NV English Standards: Grade 12

Nevada and US Agriculture Agriculture History and Culture in Carson Valley 1. How agriculture made civilization possible 2. History of the Valley 3. Basque Culture Today’s Agriculture in Carson Valley 1. Golf Course Management 2. Horseback Trail Rides

Performance Standard 1.1 Students will be able to identify and categorize agricultural products and services in the state of Nevada. Performance Standard 1.2 Students will be able to discuss the role of agriculture in the development of society.

Explain how agriculture made civilization possible.

Performance Standard 1.1 Students will be able to identify and categorize agricultural products and services in the state of Nevada.

Students will recognize opportunities in high wage, high skill career opportunities in agricultural industries.

Students will list five agricultural commodities produced in their local area.

Write a thank you note to one of the presenters.

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 1 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag

Critical Content

Enterprises and Jobs

NV Agriculture Standards

NV Academic Standards

Student Objectives The student will:

Assessments

United States Agriculture 1. Determining Regional Variations 2. Agriculture as a business 3. Supply and Demand 4. Competition/ Principle of Substitution 5. Sales

Performance Standard 1.1 Students will be able to identify and categorize agricultural products and services in the state of Nevada.

Math Content Standard 3.0: Measurement: To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will use appropriate tools and techniques of measurement to determine, estimate, record, and verify direct and indirect measurements.

Students will describe the top five agricultural commodities and their economic value produced at the state level.

Get a postcard from another state sent to you with the limiting factors and top 5 commodities listed.

Math Content Standard 1.0: Numbers, Number Sense, and Computation: To solve problems, communicate, reason, and make connections within and beyond the field of mathematics, students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions.

Designing and draw to scale, a Students will describe the top garden that five agricultural commodities features all and their economic value of the key produced at the national level. ingredients of a common Students will be able to list and food. describe five steps of the agricultural sales process. Sales Presentations Students will compare and contrast the features and benefits of a product.

Performance Standard 1.3 Students will understand the economic value of agricultural commodities produced on the local, state, national and international level. Performance Standard 6.1 Students will explain the principles of basic marketing of agricultural products. Performance Standard 6.2 Students will explain the basic principles of agricultural sales and service.

English Content Standard 9.0: Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.

Students will list five agricultural services and businesses in Nevada. Examine agriculture commodities in other states and compare them to commodities in Nevada.

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 2 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag

Critical Content

Enterprises and Jobs

NV Agriculture Standards

NV Academic Standards

Student Objectives The student will:

Assessments

Introduction to FFA 1. Background Information/ Opportunities 2. Leadership 3. SMART goals 4. FFA Creed

Performance Standard 5.1 Students will explain basic principles of organizational framework, communications, group dynamics and team building, and meeting management.

English Content Standard 9.0: See previous listing.

Recite the FFA Creed.

Ongoing grades for presenting the FFA creed.

Participate in one FFA Meeting. Track your FFA activities in your record book.

Ongoing record book Students will demonstrate grades for knowledge of the history of the development, organization. maintenance and Students will demonstrate completion knowledge of the FFA Code of of the record Ethics, official dress, and the book. proper use of the FFA jacket. Students will describe the meaning of the FFA colors. Identify your strengths and weaknesses as a leader and write a SMART goal to improve.

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 3 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Student Objectives The student will:

Assessments

Maintain a proper Agriculture notebook

Monthly checks based on rubric

Define SAE.

Ongoing record book grades for development, maintenance and completion of the record book.

Record Keeping Agriculture Science Notebook 1. Set Up a Notebook Developing an SAE Program 1. Purpose of an SAE 2. Developing an SAE 3. Contracts 4. Inventory

Creating a Budget and Goals

Performance Standard 4.1 Students will actively engage in and manage an SAE, which enables them to develop workbased skills

Develop an SAE in some area of agriculture. Complete the business agreement.

Performance Standard 6.3 Students will explain the principles of business management concepts. Performance Standard 4.1 Students will actively engage in and manage an SAE, which enables them to develop workbased skills Performance Standard 6.3 Students will explain the principles of business management concepts.

Math Content Standard 1.0: Numbers, Number Sense, and Computation: See previous listing Math Content Standard 5.0: Data Analysis: To solve problems, communicate, reason, and make relationships and probability projections.

Students will develop and create a depreciable and nondepreciable inventory. Create a budget that estimates both expense and income. Write a SMART goal for you project

Ongoing record book grades for development, maintenance and completion of the record book.

Math Content Standard 6.0: Problem Solving: Students will develop their ability to solve Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 4 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

Recording Expenses, Receipts, and Time 1. Calendar pages 2. Journal Pages 3. How they are graded

NV Agriculture Standards

Performance Standard 4.1 Students will actively engage in and manage an SAE, which enables them to develop workbased skills Performance Standard 6.3 Students will explain the principles of business management concepts.

Critical Content NV Academic Standards

problems by engaging in appropriate problem solving opportunities in which there is a need to use various approaches to investigate and understand mathematical concepts in order to: formulate their own problems; find solutions to problems from everyday situations; develop and apply strategies to solve a wide variety of problems; and, integrate mathematical reasoning, communication, and connections within and beyond the field of mathematics, students will collect, organize, display, interpret, and analyze data to determine statistical Math Content Standard 1.0: Numbers, Number Sense, and Computation: See previous listing

Student Objectives The student will:

Assessments

Complete all calendar pages in their record book.

Ongoing record book grades for development, maintenance and completion of the record book.

Math Content Standard 5.0: Data Analysis: See previous listing

Complete at least 20 hours of labor on their project per nine weeks.

Math Content Standard 6.0: Problem Solving: See previous listing

Record all income, expense and hours involved with their project. Complete the income and net worth portion of the record book. Students will actively

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 5 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Student Objectives The student will:

Assessments

participate in and manage their individual SAE. Students will keep accurate records as prescribed by the Nevada State FFA policies and procedures. Students will show progress with individual achievement and growth in their SAE.

Community Service

Provide at least two pictures of themselves and their project. Complete and record three hours of community service per semester.

Complete and record three hours of Students will keep accurate community records as prescribed by the service per Nevada State FFA policies and semester. procedures.

Performance Standard 4.1 Students will actively engage in and manage an SAE, which enables them to develop workbased skills

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 6 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

Critical Content

NV Agriculture Standards

NV Academic Standards

Student Objectives The student will:

Assessments

Defend the statement animals could not exist without plants.

Create a Carson area ecosystem cross-section that shows biotic and abotic factors, trophic levels, and traces energy through a food web.

Agriculture as a Ecosystem Natural Resources 1. Ecosystems 2. Abiotic and Biotic Factors 3. Trophic Levels

Performance Standard 8.1 Students will explain the importance of agriculturists as stewards of our natural resources.

Science Content Standard 7.0: Internal and External Influences on Organisms: Students understand that organisms respond to internal and external influences.

Show Agriculture as an ecosystem.

Science Content Standard 10.0: Students will describe how Earth Structures and natural resources are used in Composition: Students understand agriculture. that the Earth is composed of interrelated systems of rocks, water, air, and life. Content Standard 15.0: Ecosystems: Students will demonstrate an understanding that ecosystems display patterns of organization, change, and stability as a result of the interactions and interdependencies among the life forms and the physical components of the Earth. Science Content Standard 16.0: Natural Resources: Students demonstrate and understand that natural resources include renewable and non-renewable materials and

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 7 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Student Objectives The student will:

Assessments

List the different parties that use federal lands.

Write a proposal on how to manage NV’s Virginia Range wild horses: Include pros of solution and cons and field data gathered.

energy. All organisms, including human, use resources to maintain and improve their existence, and the use of resources can have positive and negative consequences. Managing Land for Multiple Uses 1. Parties Involved 2. How to Examine an Issue 3. Wild Horse Scenario 4. How to write a business letter.

Performance Standard 2.6 Students will develop an appreciation of the public’s perception of animal welfare issues. Performance Standard 8.4 Students will explain the importance of wildlife management and its interrelationship to agriculture.

Science Content Standard 17.0: Conservation: Students understand that humans have the unique ability to change personal and societal behavior based on ethical considerations regarding other organisms, the planet as a whole, and future generations. Science Content Standard 19.0: Reasoning and Critical Response Skills: Independently evaluate how the validity of the techniques used affect the credibility of the information obtained in a specific kind of scientific investigation, i.e., controlled experiment, field work, or secondary research.

Students will compare habitat requirements for different wildlife species. Students will identify factors that influence wildlife population dynamics. Make a decision on how to manage NV’s Virginia Range wild horses. Write a business letter.

Math Content Standard 1.0: Numbers, Number Sense, and Computation: See previous listing English Content Standard 5.12.2 Produce subject-specific technical writing, such as instructions for a Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 8 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Student Objectives The student will:

Assessments

shop project or field reports for science English Content Standard 5.12.6 Write persuasive texts that evaluate, interpret, or speculate using specific rhetorical devices to support assertions; clarify and defend positions with precise and relevant evidence. English Content Standard 11.0: Students formulate research questions, select and site sources, weigh the evidence, draw valid conclusions, and present findings. Using GPS Systems 1. How GPS systems work 2. Mark/ Find a Waypoint 3. Uses of GPS in Agriculture 4. Problem Solving Steps

Performance Standard 7.1 Students will explain the operating principles of common tools used in agriculture and will understand the basic principles of safety.

Science Content Standard 19.0: Reasoning and Critical Response Skills: See previous listing Science Content Standard 23.0: Scientific Applications of Mathematics: Students understand that scientific inquiry is enhanced and often communicated by using mathematics. Math Content Standard 1.0: Numbers, Number Sense, and Computation: See previous listing Math Content Standard 3.0: Measurement: See previous listing Math Content Standard 5.0: Data

Mark a waypoint using a GPS receiver. Find a waypoint using a GPS receiver.

Using a scavenger hunt set up mark seven waypoints with flagging tape and then exchange GPS systems and find seven flags left by another team. Use GPS systems to gather data to solve an agricultural

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 9 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Student Objectives The student will:

Assessments

Analysis: See previous listing

problem.

Math Content Standard 6.0: Problem Solving: See previous listing Lahontan Cutthroat Trout 1. Aquaculture as Agriculture 2. Aquaculture as a business 3. Aquaculture System  Abiotic and Biotic factors  Fish needs 4. Species

Science Content Standard 7.0: Internal and External Influences on Organisms: See previous listing Science Content Standard 15.0: Ecosystems See previous listing Science Content Standard 19.0: Reasoning and Critical Response Skills: See previous listing Science Content Standard 23.0: Scientific Applications of Mathematics: See previous listing

Correctly identify all parts of the aquaculture system and each one’s function.

Exam

Calculate weekly Calculate feed amounts. averages and total weights Test for nitrite and ammonia in order to and explain the importance of determine each. feed amounts. Clean the siphon filter. Fish Care Demonstrate safe fish grade handling.

Math Content Standard 1.0: Numbers, Number Sense, and Computation: See previous listing Math Content Standard 3.0: Measurement: See previous listing Math Content Standard 5.0: Data Analysis: See previous listing Math Content Standard 6.0: Problem Solving: See previous listing Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 10 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Student Objectives The student will:

Assessments

Horse Science Equine Evolution 1. Examine the physical changes for eohippus to the modern day horse 2. Horse industry

Science Content Standard 9.0: Evolution-The Process of Biological Change: Students understand that life forms change over time.

Compare the physical changes as the horse evolved to its environment.

English Content Standard 5.12.2 See previous listing

Diagram the parts of a horse.

Identifying a Horse 1. Sex 2. Color 3. Spotting Pattern 4. Markings Horse Evaluation 1. Parts of a horse 2. Ideal Horse 3. Four Judging Criteria 4. Equine Gaits and Movement 5. Halter Classes

Performance Standard 2.1 Students will demonstrate an understanding of the process of evaluation and selection of livestock based on current industry standards.

Equus Caballus menu projects

Examine an area of the equine industry that interests you. Identify a horse based on sex, Identify color, marking and spotting horses based pattern. on sex, color, marking and spotting pattern.

Evaluate horses based on muscle, structure, balance and quality. Identify the four gates of a horse and tell how many beats are in each gate.

Write an equine personal ad for the ideal horse of a certain breed. Place several halter horse classes. Exam

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 11 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Student Objectives The student will:

Assessments

Write a receipt.

Write a receipt.

Floriculture Floriculture as a Performance Standard 3.6 Students will explain the Business 1. Review Supply economic and aesthetic role of and Demand, horticulture in local, state and Prin. Of Subs. national industries. 2. Industry Overview  Wholesale vs Retail 3. Our Business  Target Audience  Products  Competition

Math Content Standard 1.0: Numbers, Number Sense, and Computation: See previous listing Math Content Standard 5.0: Data Analysis: See previous listing Math Content Standard 6.0: Problem Solving: See previous listing English Content Standard 9.0: See previous listing.

Write an invoice that reflects wholesale cost. Plan a Valentines floral business based on the principles of business.

Write an invoice that reflects wholesale cost. Plan a Valentines floral business based on the principles of business. Work a shift at the flower business at lunch on Valentines Day.

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 12 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag

Critical Content

Enterprises and Jobs

NV Agriculture Standards

NV Academic Standards

Student Objectives The student will:

Assessments

Caring for Cut Flowers 4. Processing 5. Storage 6. What not to do

Performance Standard 3.6 Students will explain the economic and aesthetic role of horticulture in local, state and national industries.

English Content Standard 5.12.2 See previous listing

Create a care card to extend the “vase life” of an arrangement.

Create a care card to extend the “vase life” of an arrangement.

Create a mini science experiment with a control and variable to test one of the “what not to dos.”

Performance Standard 3.1 Students will explain the principles of plant classification by taxonomy and use. Elements and Principles of Design 1. Color 2. Texture 3. Repetition 4. Balance 5. Proportion

Identify 10 common floriculture cut flowers. Use color, repetition, texture, balance and proportion to create an arrangement.

Performance Standard 3.6 Students will explain the economic and aesthetic role of horticulture in local, state and national industries.

Create arrangements using the elements and principles of design.

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 13 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Student Objectives The student will:

Assessments

Students will identify and describe the five basic plant parts and their functions.

Greenhouse grade based on work and knowledge used.

Plant Science Three Goals of a Plant Basic Needs  Water  Soil  Nutrients Photosynthesis Reproduction  Sexual  Cloning

Performance Standard 3.1 Students will explain the principles of plant classification by taxonomy and use.

Science Content Standard 4.0: Chemical Reaction: Students understand that chemical reactions change substances into different substances.

Performance Standard 3.2 Students will explain the principles of plant physiology and growth.

Science Content Standard 6.0: Structure and Function: Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs.

Performance Standard 3.3 Students will recognize differences in plant reproductive systems. Performance Standard 3.4 Students will explain the relationship between soils and plant production.

Students will explain the process of photosynthesis, respiration, and transpiration. Students will indicate the importance of the plant needs as major components of plant growth.

Lab on soil testing Exam

Science Content Standard 7.0: Students will identify the Internal and External Influences techniques for successful plant on Organisms: See previous listing propagation. English Content Standard 5.12.2 See previous listing

Transplant a plug. Manipulate artificial conditions of a greenhouse to meet plant needs.

Performance Standard 3.5 Students will explain the importance of plant systems, management, and care.

Students will explain principles of nursery and greenhouse systems.

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 14 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Performance Standard 3.6 Students will explain the economic and aesthetic role of horticulture in local, state and national industries.

Student Objectives The student will:

Assessments

Test a soil and evaluate the levels of NPK and the texture of it. Read a fertilizer bag for NPK. Explain wilt using the terms transpiration and absorption.

Marketing Bedding Plants 1. Review Sales process 2. Learn about product 3. Advertise 4. Sell

Performance Standard 6.2 Students will explain the basic principles of agricultural sales and service.

Math Content Standard 1.0: Numbers, Number Sense, and Computation: See previous listing Math Content Standard 5.0: Data Analysis: See previous listing

Students will be able to list and Staff the describe five steps of the bedding plant agricultural sales process. sale and complete at Develop an advertisement for least 2 sales the sale to customers.

Math Content Standard 6.0: Problem Solving: See previous listing

Students will compare and contrast the features and benefits of a product.

Develop an advertisemen t for the sale

English Content Standard 9.0: See previous listing.

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 15 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Student Objectives The student will:

Assessments

Animal Science Livestock Terms Digestion Importance of Knowledge Digestive Systems  Ruminant  Simple Stomach/ Modified Ruminant 3. Nutrients Health 1. Nature of Disease and Analyzing Disease statistics 2. Causes of Disease 3. Transmission of Disease 4. Prevention of Disease  Immunity vs Treatment  Practices

Quiz and Application Performance Standard 2.4 Students will explain the factors influence animal nutrition and feeding. Students will identify common feed ingredients and will explain the uses of different feeds for particular animal species.

Science Content Standard 7.0: Identify the important nutrients Internal and External Influences using chick feed on Organisms: See previous listing Identify the parts and functions of a ruminant and non ruminant digestive systems.

Performance Standard 2.5 Students will identify general symptoms of animal health problems and will explain the causes of disease in domestic animals.

Students will identify Science Content Standard 7.0: Internal and External Influences unhealthy livestock by using on Organisms: See previous listing visual and non-visual indicators of health.

Dissection of a piglet and a lamb lab Quiz digestive tracts

Explore the differences in an avian digestive system.

Students will explain the types of immunity in livestock. Students will list the causes' of disease and the methods of entry into the host.

Ongoing Chicken care grade: Maintain a healthy environment for the baby chicks Exam

Analyze a statistic to determine its authenticity. Administer an IM shot.

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 16 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag

Critical Content

Enterprises and Jobs

NV Agriculture Standards

NV Academic Standards

Student Objectives The student will:

Assessments

Poultry 1. Basic Poultry Knowledge 2. Caring for Chicks 3. Broiler vs. Layer Industries 4. Science Inquiry 5. Slaughter and Processing

Performance Standard 2.2 Students will explain the correct and safe uses and selection of animal facilities, housing, and equipment.

Science Content Standard 7.0: See previous listing

Students will explain and apply scientific methods used in the animal science research industry.

Ongoing Chicken care grade

Identify and explain the steps in a science inquiry

Science Inquiry write up

Science Content Standard 19.0: Reasoning and Critical Response Skills: See previous listing Science Content Standard 23.0: Scientific Applications of Mathematics: See previous listing Science Content Standard 24.0: Laboratory Skills and Safety: Students can appropriately and safely apply the tools and techniques of scientific inquiry.

Write an alternate and null hypothesis Set Up a control and a variable

Extra Credit: Participate in the slaughter and processing.

Gather background knowledge on the broiler industry to best determine its needs.

Math Content Standard 1.0: Numbers, Number Sense, and Computation: See previous listing Math Content Standard 2.0: Patterns, Functions, and Algebra Performance Standards: See previous listing Math Content Standard 5.0: Data Analysis: See previous listing Math Content Standard 6.0: Problem Solving: See previous listing Content Standard 7.0: Communication: Students will Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 17 of 18

Douglas County School District Curriculum & Instruction Dept.

Agriculture Science 1: Intro to Ag Enterprises and Jobs

NV Agriculture Standards

Critical Content NV Academic Standards

Student Objectives The student will:

Assessments

develop their ability to communicate mathematically by solving problems… Content Standard 8.0: Reasoning: Students will develop their ability to reason mathematically by solving problems… Content Standard 9.0: Connections: Students will develop the ability to make mathematical connections by problems in which there is a need to view mathematics as an integrated whole… English Content Standard 5.12.2 See previous listing English Content Standard 5.12.3 Write reflective texts that draw comparisons between specific incidents and broader themes English Content Standard 5.12.5 Write summaries or abstracts that distill large amounts of information into clear, concise prose English Content Standard 11.0: See previous listing

Critical Content Outlines are designed to identify those objectives that the typical student at this grade level is expected to perform independently. Classroom instruction will need to review/ reinforce Critical Content from prior grades and to introduce concepts that are Critical Content at upcoming grades. Critical Content Outlines from prior and upcoming grades will be valuable for differentiating instruction to meet specific student needs within the class. August 2007

Page 18 of 18

Douglas County School District Curriculum & Instruction Dept.