2026 Diversified Agriculture – Animals Core

Title 7: Education K-12 Part 173: 2026 Diversified Agriculture – Animals Core Program CIP: 01.0000— Agriculture, General Direct inquiries to: Project Manager Program Supervisor Research and Curriculum Unit Office of Career and Technical Education Mississippi State University and Workforce Development P.O. Drawer DX Mississippi Department of Education Mississippi State, MS 39762 P.O. Box 771 662.325.2510 Jackson, MS 39205 helpdesk@rcu.msstate.edu 601.359.3974 Published by: Office of Career and Technical Education Research and Curriculum Unit and Workforce Development Mississippi State University Mississippi Department of Education Mississippi State, MS 39762 Jackson, MS 39205 helpdesk@rcu.msstate.edu The Research and Curriculum Unit (RCU), located in Starkville, as part of Mississippi State University (MSU), was established to foster educational enhancements and innovations. In keeping with the land-grant mission of MSU, the RCU is dedicated to improving the quality of life for Mississippians. The RCU enhances the intellectual and professional development of Mississippi students and educators while applying knowledge and educational research to the lives of the people of the state. The RCU works within the context of curriculum development and revision, research, assessment, professional development, and industrial training. The Diversified Agriculture—Animals Core curriculum was presented to the Mississippi State Board of Education on January 15, 2026. The following people were serving on the state board at the time: Dr. Lance Evans, State Superintendent of Education, Executive Secretary Mr. Matt Miller, Southern Supreme Court District Representative, Chair Mr. Matt Mayo, Central Supreme Court District Representative, Vice-Chair Dr. Wendi Barrett, Teacher Representative Mr. Glen East, Administrator Representative Mr. Bill Jacobs, At-Large Representative Dr. Ronnie McGehee, At-Large Representative Mr. Mike Pruitt, At-Large Representative Mrs. Billye Jean Stroud, Northern Supreme Court District Representative Mrs. Mary Werner, At-Large Representative Mr. Crosby Parker, Senior Student Representative Ms. Michelle Xie, Junior Student Representative The following Mississippi Department of Education (MDE) Office of Career and Technical Education (CTE) and Workforce Development (WD) and RCU managers and specialists assisted in the development of the Diversified Agriculture— Agribusiness Core curriculum: Brett Robinson, Associate State Superintendent, MDE Office of CTE and WD Betsey Smith, Director, RCU Abbigail Dugas, Agriculture Program Supervisor, MDE Office of CTE and WD Courtney McCubbins, CTE Curriculum and Assessment Manager, RCU Crosby Miller, Project Manager, RCU Tyler Gray, Project Manager, RCU Special thanks are extended to the educators who contributed to the development and revision of this framework and supporting materials: Reginald Carter, South Panola High School, Batesville Dr. Kay Conley, Senatobia-Tate County Career & Technical Center, Sarah Dr. Karen Cook, Houston Career and Technology Center, Houston Millie McKinney, Pine Grove School, Ripley Clint Young, Pontotoc Ridge Career and Technology Center, Pontotoc Appreciation is expressed to the following professionals who provided guidance and insight throughout the development process: Dr. OP McCubbins, Associate Professor of Agricultural Education, MSU Standards and alignment crosswalks are referenced in the appendices. Depending on the curriculum, these crosswalks should identify alignment to the standards mentioned below, as well as possible related academic topics as required in the Subject Area Testing Program in Algebra I, Biology I, and English II, which could be integrated into the content of the units. Mississippi’s CTE Diversified Agriculture—Animals Core curriculum is aligned to the following standards: National Agriculture, Food, and Natural Resources (AFNR) Career Cluster Content Standards The National AFNR Career Cluster Content Standards were developed by the National Council on Agricultural Education to serve as a guide for what students should know or be able to do through a study of agriculture in grades 9-12 and two-year postsecondary programs. The standards were extensively researched and reviewed by leaders in the agricultural industry, secondary and postsecondary instructors, and university specialists. The standards consist of a pathway content standard for each of the eight career pathways. For each content standard, performance elements representing major topic areas with accompanying performance indicators were developed. Measurements of assessment of the performance elements and performance indicators were developed at the basic, intermediate, and advanced levels. The National AFNR Career Cluster Content Standards are copyrighted by the National Council for Agricultural Education and are used with permission. thecouncil.ffa.org/afnr College- and Career-Readiness Standards College- and Career-Readiness Standards emphasize critical thinking, teamwork, and problem-solving skills. Students will learn the skills and abilities demanded by the workforce of today and the future. Mississippi adopted Mississippi College- and Career-Readiness Standards (MCCRS) to provide a consistent, clear understanding of what students are expected to learn. mdek12.org/academiceducation/mississipp-college-and-career-readiness-standards/ Career and Technical Student Organizations (CTSOs) Mississippi’s Career and Technical Education (CTE) curricula are aligned with the programs, activities, and competitive events offered through Career and Technical Student Organizations (CTSOs). These organizations provide students with opportunities to apply classroom knowledge in real-world contexts, develop leadership and employability skills, and connect with industry and community partners. Each pathway includes an appendix identifying the CTSOs most closely connected to the curriculum, ensuring that students’ classroom learning is reinforced through co-curricular experiences that prepare them for success in both post-secondary education and the workforce. mdek12.org/cte/so/ Secondary CTE programs in Mississippi face many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing applied learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. This document provides information, tools, and solutions that will aid students, teachers, and schools in creating and implementing applied, interactive, and innovative lessons. Through best practices, alignment with national standards and certifications, community partnerships, and a hands-on, student-centered concept, educators will be able to truly engage students in meaningful and collaborative learning opportunities. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, Ch. 487, §14; Laws, 1991, Ch. 423, §1; Laws, 1992, Ch. 519, §4 eff. from and after July 1, 1992; Strengthening Career and Technical Education for the 21st Century Act, 2019 [Perkins V]; and Every Student Succeeds Act, 2015). The following are resources for Mississippi teachers: Curriculum, Assessment, Professional Learning • Program resources can be found at the RCU’s website, rcu.msstate.edu. Learning Management System: An Online Resource • Learning management system information can be found at the RCU’s website, under Professional Learning. Should you need additional instructions, contact the RCU at 662.325.2510 or helpdesk@rcu.msstate.edu. Pathway Description The Diversified Agriculture—Animals Core curriculum is a one-Carnegie unit course within the four-credit Diversified Agriculture pathway. All students must successfully complete the Principles of Agriscience prerequisite before enrolling in this course. This course focuses on establishing a foundation of knowledge in animal practices, financial management and literacy, and entrepreneurship. Students will attain knowledge and skills in areas such as biosecurity and emergency management, feeding practices, reproduction, livestock evaluation and selection, equipment, and business and marketing concepts. College, Career, and Certifications No national industry-recognized certifications are utilized in Mississippi pertaining to the agriculture industry. Competencies and suggested objectives in this course have been correlated, however, to the National AFNR Career Cluster Content Standards that have been reviewed and endorsed at the national level by the National Council on Agricultural Education. Grade Level and Class Size Recommendations It is recommended that students enter this program as 10th graders. Exceptions to this are a district-level decision based on class size, enrollment numbers, student maturity, and CTE delivery method. This is a hands-on, lab- or shop-based course. Therefore, a maximum of 15 students is recommended per class, and teachers should only teach one subject per class period. Student Prerequisites For students to experience success in the program, the following student prerequisites are suggested: 1. C or higher in English (the previous year) 2. C or higher in high school-level math (last course taken, or the instructor can specify the level of math instruction needed) 3. Instructor approval or 1. Instructor approval Assessment The latest assessment blueprint for the curriculum can be found at rcu.msstate.edu/curriculum/. Applied Academic Credit The latest academic credit information can be found at mdek12.org/secondaryeducation/approved-courses/. Educator Licensure The latest educator licensure information can be found at mdek12.org/licensure/. Professional Learning If you have specific questions about the content of any training sessions provided, please contact the RCU at 662.325.2510 or helpdesk@rcu.msstate.edu. This curriculum consists of one 1-credit course. Diversified Agriculture—Animals Core– Course Code: 993423 Unit Title Hours Leadership and SAE for All Introduction to Animal Agriculture Biosecurity and Emergency Management Application of Feed and Feeding to Animal Growth and Production Animal Reproduction Livestock Evaluation and Selection Animal Production Management Facility and Equipment Management in Animal Agriculture Issues in Animal Agriculture Farm to Fork Total Overview The Agriculture career cluster encompasses a wide range of occupations focused on the production and use of plants and animals for food, fiber, aesthetic, and environmental purposes. A USDA-funded study (Purdue University, 2024–2025) is producing updated five-year national projections for employment opportunities in food, agriculture, renewable natural resources, and the environment for graduates with bachelor's degrees or higher. According to the U.S. Bureau of Labor Statistics (2023), employment of agricultural and food scientists is projected to grow 8% from 2023 to 2033, with approximately 3,100 annual openings primarily due to retirements and occupational transfers. As in previous USDA reports, nearly half of the employment openings are expected in management and business (approximately 42%), followed by science, technology, engineering, and math (31%), sustainable production and biomaterials (13%), and education, communication, and government services (14%) (Purdue University, 2020). Agriculture, food, and related industries contributed $1.1 trillion to the U.S. gross domestic product (GDP) in 2019 (USDA Economic Research Service, 2020). Projections through 2033 forecast continued growth in farm income, trade, and sector indicators (USDA Economic Research Service, 2024). In Mississippi, agriculture remains the top industry. The total value of agricultural production increased to approximately $9 billion in 2024 (Mississippi State University Extension, 2024), up from $7.8 billion in 2022. The agriculture, forestry, fishing, and hunting sector contributed $4.156 billion to the state’s GDP in Q4 2024 (Federal Reserve Bank of St. Louis, 2024). According to the Mississippi Department of Agriculture and Commerce (2024), agriculture directly or indirectly employs about 11.4% of Mississippi’s workforce. Needs of the Future Workforce Data for this synopsis were compiled from the Mississippi Department of Employment Security (MDES) (2025). Employment opportunities for each of the occupations are listed below: Table 1.1: Current and Projected Occupation Report Description Jobs, 2022 Projected Jobs, 2032 Change (Number) Change (Percent) Average Yearly Earnings, Agricultural and Food Science Technicians 8.0% $42,081 Agricultural Sciences Teachers, Postsecondary 6.7% $93,622 Animal Trainers 10% $29,230 Career/Technical Education Teachers, Middle School 4.3% $51,425 Career/Technical Education Teachers, Secondary School 7.4% $51,416 Conservation Scientists 0.8% $54,950 Environmental Engineers 2.4% $75,940 Environmental Engineering Technicians — — $46,790 Environmental Scientists and Specialists, Including Health 3.7% $64,460 Environmental Science and Protection Technicians, Including Health — — $38,780 Farm and Home Management Advisors 3.2% $38,650 Logging Equipment Operators 1,680 1,740 3.6% $41,840 Landscaping and Groundskeeping Workers 6,000 6,620 10.3% $25,630 Nonfarm Animal Caretakers 1,520 1,780 17.1% $24,030 Soil and Plant Scientists — — $92,250 Farmers, Ranchers, and Other Agricultural Managers 3.0% $55,830 First-Line Supervisors of Landscaping, Lawn Service, and Groundskeeping Workers 11.2% $40,270 First-Line Supervisors/Managers of Farming, Fishing, and Forestry Workers 5.3% $54,550 Fish and Game Wardens — — $46,610 Foresters — — $52,660 Surveyors 7.9% $48,600 Surveying and Mapping Technicians 7.5% $39,840 Tree Trimmers and Pruners 11.1% $44,920 Veterinarians 10.2% $81,950 Veterinary Assistants and Laboratory Animal Caretakers 12.4% $26,150 Veterinary Technologists and Technicians 10.5% $35,890 Zoologists and Wildlife Biologists 8.7% $70,200 Source: Mississippi Department of Employment Security; mdes.ms.gov (2025). Perkins V Requirements and Academic Infusion The Diversified Agriculture—Animals Core curriculum meets Perkins V requirements of introducing students to and preparing them for high-skill, high-wage occupations in agricultural fields. It also offers students a program of study, including secondary, postsecondary, and higher education courses, that will further prepare them for agricultural careers. Additionally, this curriculum is integrated with academic college- and career-readiness standards. Lastly, it focuses on ongoing and meaningful professional development for teachers as well as relationships with industry. Transition to Postsecondary Education The latest articulation information for secondary to postsecondary can be found at the Mississippi Community College Board website, mccb.edu. Best Practices Innovative Instructional Technologies Classrooms should be equipped with tools that will teach today’s digital learners through applicable and modern practices. The Diversified Agriculture—Animals Core educator’s goal should be to include teaching strategies that incorporate current technology. To make use of the latest online communication tools—wikis, blogs, podcasts, and social media platforms, for example—the classroom teacher is encouraged to use a learning management system that introduces students to education in an online environment and places more of the responsibility of learning on the student. Differentiated Instruction Students learn in a variety of ways, and numerous factors—students’ background, emotional health, and circumstances, for example—create unique learners. By providing various teaching and assessment strategies, students with various learning preferences can have more opportunities to succeed. CTE Student Organizations Teachers should investigate opportunities to sponsor a student organization. The National FFA Organization is the student organization for this pathway and will foster the types of learning expected from the Diversified Agriculture—Animals Core curriculum. FFA provides participants and members with growth opportunities and competitive events. They also open the doors to the world of agriculture careers and scholarship opportunities. Cooperative Learning Cooperative learning can help students understand topics when independent learning cannot. Therefore, you will see several opportunities in the Diversified Agriculture—Animals Core curriculum for group work. To function in today’s workforce, students need to be able to work collaboratively with others and solve problems without excessive conflict. This curriculum provides opportunities for students to work together and help each other complete complex tasks. There are many field experiences within the Diversified Agriculture—Animals Core curriculum that will allow and encourage collaboration with professionals currently in the agriculture field. Work-Based Learning Work-based learning is an extension of understanding competencies taught in the Diversified Agriculture— Animals Core classroom. The Diversified Agriculture pathway requires students to obtain clinical-type hours during Capstone, which may include but are not limited to clinicals, worksite field experiences, entrepreneurship, internships, pre-apprenticeships, school-based enterprises, job placements, and simulated worksites. These real-world connections and applications provide a link to all types of students regarding knowledge, skills, and professional dispositions. Thus, supervised collaboration and immersion into the agricultural industry are keys to students’ success, knowledge, and skills development. For more information on embedded WBL, visit the Mississippi Work-Based Learning Manual on the RCU website, rcu.msstate.edu. American Association for Agricultural Education (AAAE) aaaeonline.org Association for Career and Technical Education (ACTE) acteonline.org Mississippi Association for Career and Technical Education (MSACTE) mississippiacte.com Mississippi Association of Agricultural Educators (MSAAE) mississippiffa.org National Association of Agricultural Educators (NAAE) naae.org National FFA Organization ffa.org Competencies and Suggested Objectives A competency represents a general concept or performance that students are expected to master as a requirement for satisfactorily completing a unit. Students will be expected to receive instruction on all competencies. The suggested objectives represent the enabling and supporting knowledge and performances that will indicate mastery of the competency at the course level. Teacher Resources All teachers should request to be added to the Canvas Resource Guide for their course. For questions or to be added to the guide, send a Help Desk ticket to the RCU by emailing helpdesk@rcu.msstate.edu. Perkins V Quality Indicators and Enrichment Material Some of the units may include an enrichment section at the end. This material will greatly enhance the learning experiences of students. If the Diversified Agriculture—Animals Core program is using a national certification, work-based learning, or another measure of accountability that aligns with Perkins V as a quality indicator, this material could very well be assessed on that quality indicator. It is the responsibility of the teacher to ensure all competencies for the selected quality indicator are covered throughout the year. Competencies and Suggested Objectives 1. Participate in local, state, and/or national FFA activities that provide opportunities for leadership development and career exploration. DOK3 a. Actively participate in FFA activities. • Leadership Development Events (LDE) • Career Development Events (CDE) o Dairy Cattle Evaluation and Management o Dairy Cattle Handlers Activity o Horse Evaluation o Livestock Evaluation o Meats Evaluation and Technology o Poultry Evaluation o Veterinary Science • Livestock shows • Premier exhibitor event • Leadership retreats or conferences • Industry-related seminars, workshops, or conferences • Other related FFA activities 2. Identify potential college and career opportunities in animal agriculture. DOK2 a. Research post-secondary institutions that offer studies in animal agriculture or a related field and prepare a two- to three-minute speech on their programs and potential career choices (i.e., AgExplorer, O*NET). b. Complete applications for college admission and scholarships. c. Revise a personal résumé for the purpose of applying for a specific job. d. Complete a job application for employment. e. Participate in a mock or real interview. 3. Review the types of programs under Supervised Agricultural Experience (SAE) for All. DOK1 a. Explore concepts of a Foundational SAE. • Career exploration and planning • Employability skills for college and career readiness • Personal financial management and planning • Workplace safety • Agricultural literacy b. Explore concepts of an Immersion SAE. • Placement/internship • Ownership/entrepreneurship • Research o Experimental o Analytical o Invention • School-based enterprise • Service learning c. Update a personal résumé throughout for the purpose of applying for a specific job. 4. Review individual plans for student Foundational SAE programs. DOK2 a. Assess goal attainment in SAE from the previous year. b. Review and update short- and long-range goals pertaining to the SAE program. 5. Develop an Immersion SAE and maintain agricultural records. DOK2 a. Redefine and adjust requirements of agreements between the student, parents, supervisor, and/or employer. b. Utilize the state-approved electronic/computer-based system of record keeping. c. Update SAE records. • SAE program goals • Student inventory related to the SAE program • Expense records • Income/gift and scholarship records • Skill-attainment records • Leadership-activity records and participation in FFA activities • Community service hours d. Complete degree and proficiency award applications as they apply to the SAE. Mississippi Career Connections Visit the SAE for All website for more information on developing student Immersion SAEs. saeforall.org/immersion-sae/ Competencies and Suggested Objectives 1. Analyze the basic rules of safety in the animal science laboratory. DOK2 a. Discuss the safe and proper use of items found in an animal science laboratory. • Chemicals • Heat and fire • Laboratory equipment • Specimens and animals • Electrical equipment b. Explore Occupational Safety and Health Administration (OSHA) safety standards as they relate to the agricultural classroom, laboratory, and workplace. c. Discuss the procedures for reporting an accident. d. Illustrate the use of a Safety Data Sheet (SDS). 2. Demonstrate all safety equipment in the animal science laboratory. DOK2 a. Identify the location of safety equipment and discuss procedures for dealing with accidents, injuries, and spills. b. Describe general safety techniques using hand equipment and indicators. c. Identify the correct safety color codes that should be used in the animal science laboratory for the following: • Fire extinguishers • First aid kits • Emergency exits 3. Discuss the beef cattle industry. DOK1 a. Identify products produced from beef cattle. • Meat • By-products (edible/nonedible) b. Discuss beef cattle enterprises. • Cow-calf operation • Purebred herd • Stocker cattle • Feedlot c. Identify beef cattle breeds. • Angus • Hereford • Brahman • Brangus • Charolais • Simmental • Limousin • Santa Gertrudis • Texas Longhorn 4. Discuss the dairy cattle industry. DOK1 a. Identify products produced from dairy cattle. • Milk • Milk by-products (e.g., butter, cheese, yogurt, ice cream, etc.) • Meat b. Discuss dairy cattle enterprises. • Milk production • Heifer development c. Identify dairy cattle breeds. • Jersey • Holstein • Guernsey • Brown Swiss • Ayrshire d. Identify and explore careers in the dairy cattle industry. 5. Discuss the equine industry. DOK1 a. Identify uses for horses. • Work • Pleasure • Companion • Recreation b. Discuss equine enterprises. • Breeders • Trainers • Boarding c. Identify horse breeds. • Quarter horse • Appaloosa • Thoroughbred • Clydesdale • Arabian • Shetland ponies d. Identify and explore careers in the equine industry. 6. Discuss the swine industry. DOK1 a. Identify products produced from swine. • Meat • By-products (edible/nonedible) b. Discuss swine enterprises and vertical integration. • Farrowing • Nursery • Feeder pig • Breeding • Finishing c. Identify swine breeds. • Duroc • Yorkshire • Hampshire • Chester White • Spot • Hereford d. Identify and explore careers in the swine industry. 7. Discuss the poultry industry. DOK1 a. Identify products produced from poultry. • Meat • Eggs • By-products b. Discuss poultry enterprises and vertical integration. • Layers • Broiler production • Backyard flocks • Turkey production • Game bird production c. Identify breeds of poultry. • Leghorns • Plymouth Rock • Rhode Island Red d. Identify and explore careers in the poultry industry. 8. Discuss the aquaculture industry. DOK1 a. Identify products produced from aquaculture. • Meat • By-products b. Discuss aquaculture enterprises and vertical integration. • Fish • Shellfish • Alligators • Frogs c. Identify aquaculture species. • Catfish • Crawfish • Tilapia • Shrimp/prawn d. Identify and explore careers in the aquaculture industry. 9. Discuss the goat industry. DOK1 a. Identify products produced from goats. • Meat • Milk • Fiber • By-products b. Discuss goat enterprises. • Market goats • Dairy goats • Companion goats c. Identify goat breeds. • Boer • Kiko • Nubian • Lamancha • Pygmy • Nigerian dwarves d. Identify and explore careers in the goat industry. 10. Discuss the sheep industry. DOK1 a. Identify products produced from sheep. • Meat • Fiber (i.e., wool or hair) • By-products b. Discuss sheep enterprises. • Farm flocks • Purebred operations c. Identify sheep breeds. • Dorper • Katahdin • Suffolk • Dorset • Hampshire • Rambouillet d. Identify and explore careers in the sheep industry. 11. Conduct an in-depth investigation of the animal industry in your area that provides opportunities for hands-on experience while developing workplace skills. DOK3 12. Explore industries that implement vertical integration and the effects on the supply chain. DOK3 Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the shop for lab simulations and projects. This test should be geared toward the specific school’s needs, tools, facilities, etc. This test should be documented in each student’s file. Note: This unit will be ongoing throughout the year. Time allotted for this unit will be distributed over the entire year. Competencies and Suggested Objectives 1. Develop and maintain an emergency action plan (EAP) for working in animal agriculture. DOK3 a. Develop an EAP with the necessary information in the event of an emergency. • Premise identification number (PIN) • Owner/operator name • Farm Services Agency (FSA) number • Global Positioning System (GPS) coordinates • Physical address of the site (911 address) • Directions to the nearest town • Important telephone numbers and contact information o Veterinarian o Police o Fire o Doctor o Poison control o Utilities o Local emergency management agency o State board of animal health o CDC 2. Evaluate biosecurity risks in animal agriculture and understand how to mitigate risk. DOK2 a. Define the term biosecurity and its effect on animal agriculture. b. Investigate biosecurity practices for animal agriculture. • Disease containment • Sanitation • Livestock management • Preventing infectious disease from entering and movement throughout operations • Controlling microbial contamination • Water contamination • Pest control 3. Discuss hazards and protocols within the animal industry. DOK3 a. Define hazards and protocols related to the animal agriculture industry. • Manure pits • Fumes in areas with poor or no ventilation • Health products and pesticide handling/storage o Injuries from handling animals o Biosecurity outbreaks Mississippi Career Connections Beef Quality Assurance (BQA) is a program that provides U.S. beef producers with information on how good husbandry techniques, combined with accepted scientific knowledge, can be used to raise cattle under optimal management conditions. BQA programs have evolved to incorporate best practices in cattle handling, facility management, cattle transportation, record keeping, and protecting herd health. For Mississippi-specific BQA training, visit the MSU Extension BQA website. Competencies and Suggested Objectives 1. Investigate the role of animal digestive systems. DOK1 a. Describe a monogastric digestive system. b. Describe a ruminant digestive system. • Rumen • Reticulum • Omasum • Abomasum c. Describe a pseudoruminant digestive system (i.e., cecum). d. Describe an avian digestive system (i.e., crop, gizzard). e. Describe a fish’s digestive system (i.e., stomach, intestines). 2. Examine the role of nutrition in animal growth and health at different stages of life. DOK2 a. Explain metabolism. b. List six nutrients essential to life and how they are used to meet the nutritional requirements of animals. • Proteins • Carbohydrates • Fats • Vitamins o Fat-soluble (e.g., A, D, E, K) o Water-soluble (e.g., B, C) • Minerals o Macro (e.g., Ca P, Na, Cl) o Micro • Water (source and quality) c. Define common terms associated with feed and feeding. • Feedstuffs • Concentrates • Roughages • Rations • Total digestible nutrients (TDN) • Crude protein • Dry matter d. Distinguish between different sources of nutrients found in concentrates and roughages associated with various animal rations. • Plant sources (e.g., corn, soybean meal, cottonseed meal, hay) • Animal sources (e.g., bone meal, fish meal, feather meal) • Synthetic sources (e.g., urea) e. Explain the role of microorganisms in ruminants in increasing feed utilization. 3. Explain the role of nutrition in agricultural animal production. DOK3 a. Determine the available/appropriate feedstuffs that meet the nutrient requirements of various types of livestock. • Beef cattle • Dairy cattle • Horses • Sheep • Goats • Swine • Poultry • Aquaculture crops b. Determine the nutritional requirements of a livestock class based on production purposes. • Growth • Maintenance • Reproduction • Production • Lactation • Work 4. Investigate workplace safety and the use of personal protective equipment (PPE). DOK1 a. Describe safe practices when using equipment, handling livestock, handling animal feeding stations, and working around potentially hazardous areas. • Pastures • Hay rings • Feed bunks/troughs • Grain bins/silos • Fermentation vat • Feed mixer/tractor • Manure lagoon (swine facilities) 5. Describe the various types of feeding systems used in livestock production (e.g., hand-fed, free choice/ad libidum, creep feed). DOK1 6. Discuss forage management systems that emphasize production and utilization by ruminants and pseudoruminants. DOK2 a. Compare cool-season and warm-season grasses. b. Describe grazing systems (e.g., continuous, rotational, intense). c. Determine carrying capacity (e.g., head per acre). d. Discuss the utilization and management of harvested forages (e.g., hay, haylage, silage, baleage). 7. Explain how animals are fed. DOK3 a. Describe how a feed ration is formulated. b. Calculate feed rations using the Pearson square and related digital technologies. c. Interpret an ingredient label from a bag of livestock feed. d. Distinguish between feed additives and feed supplements. e. Interpret a hay sample report. f. Compare and contrast calculating a least-cost formulation for feeding livestock manually and digitally. Competencies and Suggested Objectives 1. Examine the basics of reproduction in animal production. DOK1 a. Define common terms associated with animal reproduction. • Copulation • Estrus/heat • Conception • Gestation • Fertilization • Ovulation • Lactation • Parturition • Incubation b. Describe the importance of reproduction and reproductive efficiency to animal enterprises. (e.g., breeding seasons, exposed vs. bred, etc.). c. Describe the process of fertilization. d. Identify the lengths of gestation for livestock species. 2. Examine the reproduction process. DOK2 a. Identify the parts of the male and female reproductive systems and discuss the function of each part. • Male (i.e., penis, testicle, scrotum, epididymis, accessory glands) • Female (i.e., uterus, cervix, ovary, Fallopian tubes, vagina, vulva, infundibulum) b. Discuss the male and female reproductive hormones as related to the estrus cycle and estrus synchronization. • Estrogen • Progesterone • Controlled Internal Drug Release (CIDR) • Luteinizing hormone (LH) • Follicle-stimulating hormone (FSH) • Gonadotropin-releasing hormone (GnRH) • Testosterone c. Identify signs of estrus, length of the estrus cycle, and time of ovulation in various female agricultural animals. • Cattle • Horses • Sheep • Goats • Swine d. Calculate the expected birth date for a given species based on the conception date. • Cattle • Sheep • Goats • Swine • Horses e. Identify and describe the function of the reproductive organs and system in poultry. • Male (i.e., cloaca, vas deferens, testes) • Female (i.e., ovary, infundibulum, magnum, isthmus, uterus, vagina, cloaca, vent) f. Indicate incubation and hatching conditions, including humidity and temperature required by various species. • Turkey • Chicken • Quail g. Describe the general process of spawning and incubation of Mississippi farm-raised catfish. 3. Investigate the use of breeding systems and genetic improvement techniques. DOK1 a. Describe various types of breeding systems. • Purebred breeding system • Crossbreeding system • Maternal vs. terminal cross b. Predict the transmission of a trait (i.e., genotype, phenotype) from parents to offspring using a Punnett square to complete a monohybrid and dihybrid cross. c. Discuss effects of genetic abnormalities in relation to genetic improvement (i.e., manipulations). 4. Investigate workplace safety and the use of personal protective equipment (PPE). DOK1 a. Describe safe practices when using equipment, handling livestock, and working around potentially hazardous areas. • Restraints (i.e., chute, breeding stall) • Artificial insemination (AI) kit • Semen tank • Ultrasound and gel • Microscope • Syringes and needles • Hormone vials b. Identify the appropriate PPE when using equipment, handling livestock, and working around potentially hazardous areas. 5. Determine which breeding system works best for specific animal enterprises. DOK2 a. Compare and contrast the types of mating systems. • Natural • Hand-mated • Artificial insemination • Embryo transfer b. Describe the application of estrus synchronization in breeding systems. c. Observe and describe the artificial insemination (AI) method of breeding. d. Observe and describe the procedure for collecting, processing, and sexing semen. e. Observe and describe the procedure for conducting a breeding soundness exam. f. Observe and describe the process of embryo transfer (ET). g. Discuss the male-to-female ratio (e.g., bull to cow) in a natural or hand-mated breeding program. 6. Discuss new scientific technology that will be of benefit to livestock producers. DOK1 a. Investigate technology and issues related to genetic engineering. b. Investigate research and technology as it applies to cloning in animal production. c. Discuss the pros and cons of using new technologies in animal production. Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the shop for lab simulations and projects. This test should be geared toward the specific school’s needs, tools, facilities, etc. This test should be documented in each student’s file. Mississippi Career Connections Visit the Mississippi Cattlemen’s Association website and research local breeders in your area, or those who produce specific breeds of interest. Establish an industry partnership with these breeders to provide demonstrations or mentorship for students regarding breeding practices and herd health management. Competencies and Suggested Objectives 1. Evaluate the external parts of an agricultural animal as they relate to selecting quality animals for market or breeding purposes. DOK1 a. Describe the external parts of beef, dairy, horse, swine, goat, chicken, and lamb as they relate to selection and evaluation. • Neck • Shoulder • Back • Loin • Hip/rump • Hock • Foot • Flank • Barrel 2. Investigate the selection of market animals (i.e., beef, sheep, swine, goat, and chicken). DOK3 a. Critique the main points to consider when visually evaluating a market animal. • Type • Muscle • Finish • Balance • Style • Structural correctness b. Evaluate classes of market animals and discuss placings for each class. c. Develop logical reasoning for the selection of market livestock. d. Explain how to improve livestock quality through selection. 3. Describe the process of selecting breeding animals (i.e., beef, sheep, swine, goat, and chicken, mare). DOK2 a. Define characteristics used in selecting various species of animals for breeding purposes. • Structural soundness • Growth • Capacity • Pedigree • Breed characteristics • Sex characteristics • Body condition • Muscle b. Explain the types of performance data used in selecting breeding animals. • Birth weight (BW) • Calving ease (CE) • Weaning weight (WW) • Yearling weight (YW) • Milk (M) • Back fat (BF) • Loin eye area (LEA) and ribeye area (REA) • Number born alive—sheep and swine • 21-day litter weight—swine • Days to 250 lbs.—swine • Expected progeny differences • Estimated breeding value • Term indexes o Sow productivity index—swine o Terminal sire index—swine o Maternal line index—swine c. Evaluate various species of breeding animals and identify favorable characteristics for breeding in each animal. 4. Evaluate breeding livestock. DOK3 a. Apply concepts in selecting high-quality animals for breeding. b. Evaluate breeding animals based upon high-quality breeding characteristics and performance data that is distinctive to each species of agricultural-breeding animals and present sound reasoning for placing animals in their respective positions within their class. c. Evaluate the classes of breeding animals and discuss the reasons for placing the animals in each class. Mississippi Career Connections Visit local farms or sale barns to practice evaluating livestock. Sale barn locations can be found on the Mississippi Cattlemen’s Association website. Use the Mississippi FFA Livestock Evaluation CDE rules and rubrics as a guide for instruction of this unit. Competencies and Suggested Objectives 1. Investigate workplace safety and the use of personal protective equipment (PPE). DOK1 a. Describe safe practices when using equipment, handling livestock, and working around potentially hazardous areas. • Restraints • Syringes and needles • Critical practice equipment 2. Examine basic concepts of animal health, including disease prevention, control, and treatment. DOK1 a. Describe the signs of good health in animals. b. Define disease and describe the major causes of diseases and their impact on animal health. • Infectious (pathogens) o Bacteria (contagious and noncontagious) o Viruses (contagious and noncontagious) o Protozoa • Zoonotic diseases • Noninfectious o Genetics o Poor nutrition o Toxins o Parasites (internal and external) o Injury c. Discuss methods for delivering medicines to animals. • Injection (e.g., intramuscular, subcutaneous, IV) • Drenching • Pills/bolus/paste • Topical (e.g., powders, liquids, etc.) • Infusions o Intramammary o Intravenous (IV) 3. Investigate how factors such as age, genetic background, stocking density, and natural immunity affect animal health and resistance to diseases. DOK2 a. Examine the effects of environmental conditions on animal health. • Temperature • Humidity • Air quality • Water source and quality • Light b. Discuss the role and functions of white blood cells in the development of natural immunity. c. Investigate the thermal neutral zone of beef cattle and how it affects animal performance (e.g., growth, reproduction, milk production). d. Describe how vaccinations prevent disease. e. Discuss practices that promote animal health. • Proper nutrition • Sanitation • Vaccination • Observation • Isolation • Biosecurity f. Demonstrate methods for delivering medicines to animals. • Injection (e.g., intramuscular, subcutaneous, IV) • Drenching • Pills/bolus/paste • Topical (e.g., powders, liquids, etc.) • Infusions o Intramammary o Intravenous (IV) 4. Observe and describe management and marketing practices for various animal enterprises. DOK3 a. Observe and assess critical practices in managing an animal enterprise. • Castration • Dehorning/disbudding • Semen testing • Identification (e.g., tagging, branding, ear notching) • Animal health practices (e.g., injections, tubing, etc.) • Breeding soundness exams b. Analyze marketing practices for meat animals (e.g., cattle, swine, sheep). • On-farm sale • Public auction (e.g., sale barn, breeding sale, online) • Order buyer • Retained ownership Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the shop for lab simulations and projects. This test should be geared toward the specific school’s needs, tools, facilities, etc. This test should be documented in each student’s file. Competencies and Suggested Objectives 1. Explore facility, equipment, and management needs for various animal enterprises. DOK3 a. Research and discuss general facility needs for different classes of animals (e.g., shelter, feeding, birthing, watering, examining, etc.). b. Demonstrate skills in building, repairing, and maintaining a safe, secure fenced area for agricultural animals. 2. Develop a production management plan, including facilities, equipment, production records, and maintaining and protecting animal health for a herd or flock. DOK3 3. Explore concepts of animal transportation as it relates to animal safety. DOK1 a. Review trailer safety practices and describe the process of verifying if a trailer is suitable for hauling livestock. b. Investigate precautionary procedures in the event of accidents or rollovers. c. Discuss appropriate handling practices when loading and unloading livestock. Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the shop for lab simulations and projects. This test should be geared toward the specific school’s needs, tools, facilities, etc. This test should be documented in each student’s file. Competencies and Suggested Objectives 1. Explore concepts of animal welfare and animal rights. DOK1 a. Define the concepts of animal welfare and animal rights. b. Discuss the practice of animal welfare and the implications of animal rights in animal production. 2. Examine consumer concerns and their effect on animal production. DOK1 a. Examine how consumer concerns and preferences about food and nutrition have affected animal production enterprises. b. Describe the role of quality assurance and safety in meat production today. c. Investigate concerns about animal waste and its effect on the environment. d. Identify and describe the role and function of government agencies in assisting animal producers in producing safe food products and protecting the environment. 3. Compare bioterrorism to biosecurity and discuss the effect each has on animal agriculture. DOK2 4. Analyze public perceptions of animal production for human food consumption and complete a project on the findings. DOK3 a. Describe the marketing goals of different types of production. b. List and describe different types of marketing goals. • Free-range • Organic • Antibiotic free (ABF) • Consumer demand 5. Identify laws and policies within food safety and regulations. DOK 1 a. List laws and policies associated with animal agriscience. • Hazard Analysis Critical Control Point (HACCP) • U.S. Food and Drug Administration (FDA) • U.S. Department of Agriculture (USDA) • Industry safety standards • Food Safety Modernization Act (FSMA) Mississippi Career Connections Using the competencies above as a guide, students should select a current issue in animal agriculture and research how Mississippi is impacted by the issue. To share their research findings, students are encouraged to participate in in-class debates, develop presentations to deliver to their classmates and/or industry partners, or write a research report. Competencies and Suggested Objectives 1. Investigate the movement of food from “farm to fork.” DOK2 a. Discuss the principles of purchasing, receiving, and inspecting food. b. Examine general storage guidelines and the types of storage. 2. Explain the role of food inspection. DOK3 a. USDA Food Safety and Inspection Service (FSIS) • Humane handling • Food inspection (pre- and post-mortem) • Sanitation b. State inspection 3. Understand the supply chain as it relates to large-scale animal-food production as compared to small farm operations. DOK3 a. Raising • Farm and mass production b. Processing and packaging • Food manufacturer, bulk shipper, and/or processor c. Transportation • Retail and food service distributor • International Shippers d. Selling • Grocery stores, restaurants, and/or international markets e. Buying • Customers and consumers Student’s Name: This record is intended to serve as a method of noting student achievement of the competencies in each unit. It can be duplicated for each student, and it can serve as a cumulative record of competencies achieved in the course. In the blank before each competency, place the date (MM/DD/YY) on which the student mastered the competency. Unit 1: Leadership and SAE for All 1. Participate in local, state, and/or national FFA activities that provide opportunities for leadership development and career exploration. 2. Identify potential college and career opportunities in animal agriculture. 3. Review the types of programs under Supervised Agricultural Experience (SAE) for All utilizing AET. 4. Review individual plans for student Foundational SAE programs. 5. Develop an Immersion SAE and maintain agricultural records. Unit 2: Introduction to Animal Agriculture 1. Analyze the basic rules of safety in the animal science laboratory. 2. Demonstrate all safety equipment in the animal science laboratory. 3. Discuss the beef cattle industry. 4. Discuss the dairy cattle industry. 5. Discuss the equine industry. 6. Discuss the swine industry. 7. Discuss the poultry industry. 8. Discuss the aquaculture industry. 9. Discuss the goat industry. 10. Discuss the sheep industry. 11. Conduct an in-depth investigation of the animal industry in your area that provides opportunities for hands-on experience while developing workplace skills. 12. Explore industries that implement vertical integration and the effects on the supply chain. Unit 3: Biosecurity and Emergency Management 1. Develop and maintain an emergency action plan for working in animal agriculture. 2. Evaluate biosecurity risks in animal agriculture and understand how to mitigate risk. 3. Discuss hazards and protocols within the animal industry. Unit 4: Application of Feed and Feeding to Animal Growth and Production 1. Investigate the role of animal digestive systems. 2. Examine the role of nutrition in animal growth and health at different stages of life. 3. Explain the role of nutrition in agricultural animal production. 4. Investigate workplace safety and the use of personal protective equipment. 5. Describe the various types of feeding systems used in livestock production (e.g., hand-fed, free choice/ad libidum, creep feed). 6. Discuss forage management systems that emphasize production and utilization by ruminants and pseudoruminants. 7. Explain how animals are fed. Unit 5: Animal Reproduction 1. Examine the basics of reproduction in animal production. 2. Examine the reproduction process. 3. Investigate the use of breeding systems and genetic improvement techniques. 4. Investigate workplace safety and the use of personal protective equipment. 5. Determine which breeding system works best for specific animal enterprises. 6. Discuss new scientific technology that will be of benefit to livestock producers. Unit 6: Livestock Evaluation and Selection 1. Evaluate the external parts of an agricultural animal as they relate to selecting quality animals for market or breeding purposes. 2. Investigate the selection of market animals (i.e., beef, sheep, swine, goat, and chicken). 3. Describe the process of selecting breeding animals (i.e., beef, sheep, swine, goat, and chicken, mare). 4. Evaluate breeding livestock. Unit 7: Animal Production Management 1. Investigate workplace safety and the use of personal protective equipment. 2. Examine basic concepts of animal health, including disease prevention, control, and treatment. 3. Investigate how factors such as age, genetic background, stocking density, and natural immunity affect animal health and resistance to diseases. 4. Observe and describe management and marketing practices for various animal enterprises. Unit 8: Facility and Equipment Management in Animal Agriculture 1. Explore facility, equipment, and management needs for various animal enterprises. 2. Develop a production management plan, including facilities, equipment, production records, and maintaining and protecting animal health for a herd or flock. 3. Explore concepts of animal transportation as it relates to animal safety. Unit 9: Issues in Animal Agriculture 1. Explore concepts of animal welfare and animal rights. 2. Examine consumer concerns and their effect on animal production. 3. Compare bioterrorism to biosecurity and discuss the effect each has on animal agriculture. 4. Analyze public perceptions of animal production for human food consumption and complete a project on the findings. 5. Identify laws and policies within food safety and regulations. Unit 10: Farm to Fork 1. Investigate the movement of food from “farm to fork.” 2. Explain the role of food inspection. 3. Understand the supply chain as it relates to large-scale animal-food production as compared to small farm operations. AFNR Pathway Content Standards and Performance Elements The AFNR Pathway Content Standards and Performance Elements are adapted from AFNR Agriculture, Food, and Natural Resources Content Standards. Reprinted with permission from the National Council for Agricultural Education, 6060 FFA Drive Indianapolis, IN 46268, 317.802.4206. Copyright © 2024. A complete copy of the national standards can be downloaded from the Team Ag Ed Learning Center at thecouncil.ffa.org/afnr/. Units Standards ABS - Agribusiness Systems X X X X X AS - Animal Systems X X X X X X X X X BS - Biotechnology Systems X X X X CRP - Career Ready Practices X X X X X ECL - Education, Communication, and Leadership X X X X ESS - Environmental Sustainability Systems X X X X X FPP - Food Products and Processing Systems X X X FPS - Foundational Pathway Skills X X X X X X X X X X NRS - Natural Resource Systems X PS - Plant Systems X PST - Power, Structural, and Technical Systems X X X The Agribusiness Systems (ABS) Career Pathway encompasses the study of agribusinesses and their management including, but not limited to, record keeping, budget management (cash and credit), business planning, introduction to micro- and macroeconomic principles, and sales and marketing. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the planning, development, application, and management of agribusiness systems in AFNR settings. Within each pathway, the standards are organized as follows: • Standards– These are the standards owned by Advance CTE and used here with permission. The standards defined the scope and guided the development of the updated indicators and sample measurements. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. ABS.01. Apply management planning principles in AFNR businesses. ABS.01.01. Apply economic principles to plan and manage inputs and outputs in an AFNR business. ABS.01.02. Evaluate and create statements of purpose and business goals for AFNR businesses. ABS.01.03. Develop and apply skills to manage an AFNR business in an efficient, legal, and ethical manner. ABS.01.04. Evaluate, develop, and implement procedures used to recruit, train, and retain productive human resources for AFNR businesses. Agribusiness Systems Career Pathway Content Standards ABS.02. Use record keeping to accomplish AFNR business objectives, manage budgets and comply with laws and regulations. ABS.02.01. Apply fundamental accounting principles, systems, tools, and applicable laws and regulations to record, track, and audit AFNR business transactions (e.g., accounts, debits, credits, assets, liabilities, equity, etc.). ABS.02.02. Assemble, interpret, and analyze financial information and reports to monitor AFNR business performance and support decision-making (e.g., income statements, balance sheets, cash-flow analysis, inventory reports, break- even analysis, return on investment, taxes, etc.). ABS.03. Manage cash budgets, credit budgets and credit for an AFNR business using generally accepted accounting principles. ABS.03.01. Manage cash budgets, assets, Employment Tax Incentive opportunities for credits, loans, etc. to achieve AFNR business goals. ABS.03.02. Analyze credit needs and manage credit budgets to achieve AFNR business goals. ABS.04. Develop a business plan for an AFNR business. ABS.04.01. Analyze characteristics and planning requirements associated with developing business plans for different types of AFNR businesses. ABS.04.02. Develop production and operational plans for an AFNR business. ABS.04.03. Identify and apply strategies to manage or mitigate risk. ABS.05. Use sales and marketing principles to accomplish AFNR business objectives. ABS.05.01. Determine the role of markets, trade, competition, and price in relation to AFNR business sales and marketing plan. ABS.05.02. Assess and apply sales principles and skills to accomplish AFNR business objectives. ABS.05.03. Assess marketing principles and develop marketing plans to accomplish AFNR business objectives. The Animal Systems (AS) Career Pathway encompasses the study of animal systems, including content areas such as life processes, health, nutrition, genetics, management, processing, and veterinary science, as applied to small animals, aquaculture, exotic animals, livestock, dairy, horses and/or poultry. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application and management of animal systems in AFNR settings. Within each pathway, the standards are organized as follows: • Standards– These are the standards owned by Advance CTE and used here with permission. The standards defined the scope and guided the development of the updated indicators and sample measurements. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. AS.01. Analyze historic and current trends impacting the animal systems industry. AS.01.01. Evaluate the development and implications of animal origin, domestication, and distribution on production practices and the environment. AS.01.02. Assess and select animal production, marketing, and management methods based upon effectiveness and potential social and environmental impacts. AS.01.03. Analyze laws and sustainable practices that impact animal agriculture from a local, tribal, state, national, and global perspective. AS.02. Utilize best-practice protocols based upon animal behaviors for animal husbandry and welfare. AS.02.01. Explain management techniques that ensure animal welfare. AS.02.02. Analyze procedures to ensure that animal products are safe for consumption. AS.03. Design and provide proper animal nutrition to achieve desired outcomes for performance, development, reproduction and/or economic production. AS.03.01. Analyze the nutritional needs of animals. AS.03.02. Analyze feed rations and assess if they meet the nutritional needs of animals. Animal Systems Career Pathway Content Standards AS.03.03. Utilize tools, equipment, techniques, and technology to make animal nutrition decisions. AS.04. Apply principles of animal reproduction to achieve desired outcomes for performance, development and/or economic production. AS.04.01. Evaluate animals for breeding readiness and soundness. AS.04.02. Apply scientific principles to select and care for breeding animals. AS.04.03. Apply scientific principles to animal breeding. AS.05. Evaluate environmental factors affecting animal performance and implement procedures for enhancing performance and animal health. AS.05.01. Design and evaluate animal housing, equipment, and handling facilities for the major systems of animal production. AS.05.02. Comply with government regulations and safety standards for facilities used in animal production. AS.06. Classify, evaluate and select animals based on anatomical and physiological characteristics. AS.06.01. Classify animals according to taxonomic classification systems and use (e.g., agricultural, companion, etc.). AS.06.02. Apply principles of comparative anatomy and physiology to uses within various animal systems. AS.06.03. Select animals for specific purposes and maximum performance based on anatomy and physiology. AS.07. Apply principles of effective animal health care. AS.07.01. Design programs to prevent animal diseases, parasites, and other disorders and ensure animal welfare. AS.07.02. Analyze biosecurity measures utilized to protect the welfare of animals and health of humans on a local, state, national, and global level. AS.08. Analyze environmental factors associated with animal production. AS.08.01. Design management practices related to animal agriculture to enhance the environment. AS.08.02. Evaluate the effects of environmental conditions on animals. The Biotechnology Systems (BS) Career Pathway encompasses the study of using scientific techniques to gather and analyze data to solve problems concerning living organisms with an emphasis on applications to agriculture, food, and natural resource systems. Students completing a program of study in this pathway will demonstrate competence in principles and techniques for the development, application, and management of biotechnology in the context of AFNR. Within each pathway, the standards are organized as follows: • Standards– These are the standards set forth by the National Council for Agricultural Education for Biotechnology Systems. They define what students should know and be able to do after completing instruction in a program of study focused on applying Biotechnology to AFNR systems. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. BS.01. Assess factors that have influenced the evolution of biotechnology in agriculture (e.g., scientific technologies, historical events, societal trends, ethical and legal implications, etc.). BS.01.01. Investigate and explain the relationships in the timeline of developing biotechnology applications and techniques in agriculture (e.g., major innovators, historical developments, potential applications of biotechnology, etc.). BS.01.02. Evaluate the roles, scope, and implications of regulatory agencies on applications of biotechnology in agriculture and the protection of public interests (e.g., health, safety, environmental issues, etc.). BS.01.03. Analyze the relationship and implications of bioethics, laws, and public perceptions on applications of biotechnology in agriculture (e.g., ethical, legal, social, cultural issues). BS.02. Demonstrate proficiency by safely applying appropriate laboratory skills to complete tasks in a biotechnology research and development environment (e.g., standard operating procedures, record keeping, aseptic Biotechnology Systems Career Pathway Content Standards technique, equipment maintenance, etc.). BS.02.01. Read, document, evaluate, and secure accurate laboratory records of experimental protocols, observations, and results. BS.02.02. Identify and apply standard laboratory procedures and equipment maintenance to create and maintain reliable data BS.02.01. Read, document, evaluate, and secure accurate laboratory records of experimental protocols, observations, and results. BS.02.03. Apply standard operating procedures for the safe handling of biological and chemical materials in a laboratory. BS.02.04. Safely manage and dispose of biological materials, chemicals, and wastes according to standard operating procedures. BS.02.05. Examine and perform scientific procedures using microbes, DNA, RNA and proteins in a laboratory. BS.03. Demonstrate the application of biotechnology to solve problems in Agriculture, Food and Natural Resources (AFNR) systems (e.g., bioengineering, food processing, waste management, horticulture, forestry, livestock, crops, etc.). BS.03.01. Apply biotechnology principles, techniques, and processes to modify a species. BS.03.02. Apply biotechnology principles, techniques, and processes to enhance the production of food through the use of microorganisms and enzymes. BS.03.03. Apply biotechnology principles, techniques, and processes to protect the environment and maximize use of natural resources (e.g., biomass, bioprospecting, industrial biotechnology, etc.). BS.03.04. Apply biotechnology principles, techniques, and processes to enhance plant and animal care and production (e.g., selective breeding, pharmaceuticals, biodiversity, etc.). BS.03.05. Apply biotechnology principles, techniques, and processes to produce bioproducts (e.g., fermentation, transesterification, methanogenesis, etc.). BS.03.06. Apply biotechnology principles, techniques, and processes to improve waste management (e.g., genetically modified organisms, bioremediation, etc.). Career Ready Practices (CRPs) encompass fundamental skills and practices that all students should acquire to be career ready such as: responsibility, productivity, healthy choices, maintaining personal finances, communication, decision-making, creativity and innovation, critical-thinking, problem-solving, integrity, ethical leadership, management, career planning, technology use and cultural/global competency. Students completing a program of study in any AFNR career pathway will demonstrate the knowledge, skills and behaviors that are important to career ready through experiences in a variety of settings (e.g., classroom, CTSO, work-based learning, community etc.). Within each pathway, the standards are organized as follows: • Standards – These are the standards owned by Advance CTE and used here with permission. The standards defined the scope and guided the development of the updated indicators and sample measurements. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. CRP.01. Act as a responsible and contributing citizen and employee. CRP.01.01. Model personal responsibility in the workplace and community. CRP.01.02. Explain the short-term and long-term impacts of personal and professional decisions on employers and community before taking action. CRP.01.03. Identify and act upon opportunities for professional and community service at the workplace. CRP.02. Apply appropriate academic and technical skills. CRP.02.01. Use strategic thinking to connect and apply academic learning, technical knowledge, and skills to solve problems in the workplace and community. CRP.03. Attend to personal health and financial well-being. CRP.03.01. Design and implement a personal wellness plan. CRP.03.02. Design and implement a personal financial management plan. Career Ready Practices Content Standards CRP.04. Communicate clearly, effectively and with reason. CRP.04.01. Communicate using strategies that ensure clarity, logic, purpose and professionalism in formal and informal settings. CRP.04.02. Produce clear, reasoned, and coherent written and visual communication in formal and informal settings. CRP.04.03. Model active listening strategies when interacting with others in formal and informal settings. CRP.05. Consider the environmental, social and economic impacts of decisions. CRP.05.01. Assess, identify, and synthesize the information and resources needed to make decisions that positively impact the workplace and community. CRP.05.02. Make, defend, and evaluate decisions at work and in the community using information about the potential environmental, social, and economic impacts. CRP.06. Demonstrate creativity and innovation. CRP.06.01. Synthesize information, knowledge, and experience to generate original ideas and challenge assumptions in the workplace and community. CRP.06.02. Assess a variety of workplace and community situations to identify ways to add value and improve the efficiency of processes and procedures. CRP.06.03. Create and execute a plan of action for new ideas and introduce innovations to workplace and community organizations. CRP.07. Employ valid and reliable research strategies. CRP.07.01. Select and implement reliable research processes and methods to generate data for decision making in the workplace and community. CRP.07.02. Evaluate the validity of sources and data used when considering the adoption of new technologies, practices, and ideas in the workplace and community. CRP.08. Utilize critical thinking to make sense of problems and persevere in solving them. CRP.08.01. Apply reason and logic to evaluate workplace and community situations from multiple perspectives. CRP.08.02. Investigate, prioritize and select solutions to solve problems in the workplace and community. CRP.08.03. Establish plans to solve workplace and community problems and execute them with resiliency. CRP.09. Model integrity, ethical leadership and effective management. CRP.09.01. Model characteristics of ethical and effective leaders in the workplace and community (e.g. integrity, self- awareness, self-regulation, etc.). CRP.09.02. Implement personal management skills to function effectively and efficiently in the workplace (e.g., time management, planning, prioritizing, etc.). CRP.09.03. Demonstrate behaviors that contribute to a positive morale and culture in the workplace and community (e.g., positively influencing others, effectively communicating, etc.). CRP.10. Plan education and career path aligned to personal goals. CRP.10.01. Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences. CRP.10.02. Examine career advancement requirements (e.g., education, certification, training, etc.) and create goals for continuous growth in a chosen career. CRP.10.03. Develop relationships with and assimilate input and/or advice from experts (e.g., counselors, mentors, etc.) to plan career and personal goals in a chosen career area. CRP.10.04. Identify, prepare, update and improve the tools and skills necessary to pursue a chosen career path. CRP.11. Use technology to enhance productivity. CRP.11.01. Research, select and use new technologies, tools and applications to maximize productivity in the workplace and community. CRP.11.02. Evaluate personal and organizational risks of technology use and take actions to prevent or minimize risks in the workplace and community. CRP.01.03. Identify and act upon opportunities for professional and community service at the workplace. CRP.12. Work productively in teams while using cultural/global competence. CRP.12.01. Contribute to team-oriented projects and build consensus to accomplish results using cultural global competence in the workplace and community. CRP.12.02. Create and implement strategies to engage team members to work toward team and organizational goals in a variety of workplace and community situations (e.g., meetings, presentations, etc.). The Education, Communication, and Leadership (ECL) Career Pathway joins together three disciplines that focus on ways to best inform, educate and advance the agricultural industry. Students completing a program of study in this pathway will demonstrate an understanding of effective education, leadership, and strategic communication in AFNR settings. Within each pathway, the standards are organized as follows: • Standards– These are the standards set forth by the National Council for Agricultural Education for Education, Communication, and Leadership. They define what students should know and be able to do after completing instruction in a program of study focused on applying Education, Communication, and Leadership to AFNR systems. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. ECL.01. Develop a plan for an educational workshop or lesson - recognizing the breadth of opportunities in agricultural education - that informs, educates and promotes a topic or concept relevant to AFNR. ECL.01.01. Explore the breadth of opportunities in agricultural education (e.g., using state or national resources, Teach Ag, university program information, professional associations, etc.). ECL.01.02. Apply fundamental understanding of AFNR and agricultural education - including experiential learning - to the development of a workshop or lesson. ECL.02. Apply curriculum development and effective instructional techniques to create, teach and evaluate an agricultural education lesson. ECL.02.01. Develop and deliver a workshop or lesson using a variety of methods and best practices in instruction and facilitation. ECL.02.02. Evaluate facilitation or presentation strategies that encourage appropriate social interactions, embrace diversity, promote equity and build a positive learning environment that is welcoming to all individuals. ECL.02.03. Demonstrate impactful leadership as a credible resource for AFNR. ECL.03. Evaluate the effectiveness of various communication strategies with related methods and platforms used by organizations across AFNR industries. ECL.03.01. Identify the methods and characteristics of effective verbal, nonverbal, written, and visual communication. ECL.03.02. Analyze the use of verbal, nonverbal, written, and visual communication platforms in AFNR. ECL.03.03. Analyze similarities and differences between verbal, nonverbal, written, and visual communication methods. ECL.04. Develop a written communication plan using various communication methods (e.g. news releases, social media, speaking opportunities, blogs, podcasts, etc.) to convey a message to an intended AFNR audience. ECL.04.01. Develop a communications plan that includes purpose, target audience, message, medium, and outcome evaluation. ECL.04.02. Identify, apply and demonstrate communication skills and methods per the communications plan. ECL.05. Model characteristics of ethical, efficient, and effective leaders in the workplace and community (e.g. integrity, collaboration, self-awareness, self-regulation, etc.). ECL.05.01. Identify characteristics and behaviors that constitute ethical, efficient, and effective leadership. ECL.05.02. Demonstrate leadership through advocacy for AFNR-related issues. Education, Communication, and Leadership Career Pathway Content Standards The Environmental Service Systems (ESS) Career Pathway encompasses the study of systems, instruments and technology, and sustainable practices used to monitor and minimize the impact of human activity on environmental systems in the supply chain. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application and management of environmental service systems in AFNR settings. Within each pathway, the standards are organized as follows: • Standards– These are the standards owned by Advance CTE and used here with permission. The standards defined the scope and guided the development of the updated indicators and sample measurements. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. ESS.01. Use analytical procedures and instruments to manage environmental service systems. ESS.01.01. Analyze and interpret laboratory and field samples in environmental sustainability systems. ESS.01.02. Properly utilize scientific instruments in environmental monitoring situations (e.g., laboratory equipment, environmental monitoring instruments, etc.). ESS.02. Evaluate the impact of public policies and regulations on environmental service system operations. ESS.02.01. Interpret and evaluate the impact of laws, agencies, policies, practices, and consumer preferences affecting environmental service systems. ESS.02.02. Compare and contrast the impact of current trends on regulation of environmental sustainability systems. ESS.02.03. Examine and summarize the impact of public perceptions and social movements on the regulation of environmental sustainability systems. ESS.03. Develop proposed solutions to environmental issues, problems and applications using scientific principles of meteorology, soil science, hydrology, microbiology, chemistry and ecology. ESS.03.01. Apply meteorology principles to environmental sustainability systems. ESS.03.02. Apply soil science and hydrology principles to environmental sustainability systems. ESS.03.03. Apply chemistry principles to environmental sustainability systems. ESS.03.04. Apply microbiology principles to environmental sustainability systems. ESS.03.05. Apply ecology principles to environmental sustainability systems. ESS.04. Demonstrate the operation of environmental service systems (e.g., pollution control, water treatment, wastewater treatment, solid waste management and energy conservation). ESS.04.01. Develop systems of sustainability management for all categories of solid waste in environmental sustainability systems. ESS.04.02. Sustainably manage solid waste in environmental service systems. ESS.04.03. Apply techniques to ensure a safe supply of drinking water and adequate treatment of wastewater according to applicable rules and regulations. ESS.04.04. Compare and contrast the impact of conventional and alternative energy sources on the environment and operation of environmental sustainability systems. ESS.05. Use tools, equipment, machinery and technology common to tasks in environmental service systems. ESS.05.01. Use technological and mathematical tools to map land, facilities, and infrastructure for environmental sustainability systems. ESS.05.02. Perform assessments of environmental conditions using equipment, machinery, and technology. Environmental Sustainability Systems Career Pathway Content Standards The Food Products and Processing Systems (FPP) Career Pathway encompasses the study of food safety, sanitation, nutrition, biology, microbiology, chemistry, human behavior in local and global food systems, food selection, processing for storage, distribution and consumption, and the historical and current development of the food industry. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application, and management of food products and processing systems in AFNR settings. Within each pathway, the standards are organized as follows: • Standards– These are the standards owned by Advance CTE and used here with permission. The standards defined the scope and guided the development of the updated indicators and sample measurements. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. FPP.01. Develop and implement procedures to ensure safety, sanitation and quality in food products and processing facilities. FPP.01.01. Distinguish between various food safety programs and management systems in food products and processing facilities. FPP 01.02. Apply food safety and quality assurance procedures in the harvesting, handling and processing of food products. FPP.01.03. Apply food safety procedures during storage and distribution to ensure food quality. FPP.02. Apply principles of nutrition, biology, microbiology, chemistry and human behavior to the development of food products. FPP.02.01. Apply principles of nutrition and biology to develop food products that provide a safe, wholesome, and nutritious food supply for local and global food systems. FPP.02.02. Apply principles of microbiology and chemistry to develop food products to provide a safe, wholesome, and nutritious food supply for local and global food systems. FPP.02.03. Apply principles of human behavior to develop food products to provide a safe, wholesome, and nutritious food supply for local and global food systems. FPP.03. Select and process food products for storage, distribution and consumption. FPP.03.01. Implement selection, evaluation, and inspection techniques to ensure safe and quality food products. FPP.03.02. Design and apply techniques of food processing, preservation, packaging, and presentation for distribution and consumption of food products. FPP.03.03. Create food distribution plans and procedures to ensure safe delivery of food products. FPP.04. Explain the scope of the food industry and the historical and current developments of food products and processing. FPP.04.01. Examine the scope of the food industry by evaluating local and global policies, trends, and customs for food production. FPP.04.02. Evaluate the significance and implications of changes and trends in the food products and processing industry in the local and global food systems. FPP.04.03. Identify the purpose of industry organizations, groups, and regulatory agencies that influence the local and global food systems. FPP.04.04. Evaluate the effectiveness of current sustainability practices in their role to food products and processing. The Agriculture, Food, and Natural Resources (AFNR) Foundational Pathway Skills (FPS) encompasses the study of essential knowledge and skills related to all AFNR professions. Students completing a program of study in any AFNR career pathway will demonstrate fundamental knowledge of the nature, scope and relationships of AFNR systems and the skills necessary for analysis of current and historical issues and trends; application of technologies; safety, health, and environmental practices; stewardship of natural resources; and exploration of career opportunities. Food Products and Processing Systems Career Pathway Content Standards Foundational Pathway Skills Content Standards Within each pathway, the standards are organized as follows: • Standards 1-6 – These are the standards owned by Advance CTE and used here with permission. The standards defined the scope and guided the development of the updated indicators and sample measurements. • Standards 7-14 – These are the standards set forth by the National Council for Agricultural Education for Foundational Pathway Skills. They define what students should know and be able to do after completing instruction in a program of study focused on applying Foundational Pathway Skills to AFNR systems. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. FPS.01. Analyze how issues, trends, technologies and public policies impact systems in the Agriculture, Food & Natural Resources Career Cluster. FPS.01.01. Research, examine, and discuss issues and trends that impact AFNR systems on local, state, national, and global levels. FPS.01.02. Examine technologies and analyze their impact on AFNR systems. FPS.01.03. Identify public policies and examine their impact on AFNR systems. FPS.02. Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economy. FPS.02.01. Research and use geographic and economic data to solve problems in AFNR systems. FPS.02.02. Examine the impact of AFNR on the local, state, national, and global society and economy. FPS.03. Examine and summarize the importance of health, safety and environmental management systems in AFNR workplaces. FPS.03.01. Identify and explain the implications of required regulations to maintain and improve safety, health, and environmental management systems. FPS.03.02. Develop and implement a plan to maintain and improve health, safety, and environmental compliance and performance. FPS.03.03. Apply health and safety practices to AFNR workplaces. FPS.03.04. Use appropriate protective equipment and demonstrate safe and proper use of AFNR tools and equipment. FPS.04. Demonstrate stewardship of natural resources in AFNR activities. FPS.04.01. Identify and implement practices to steward natural resources in different AFNR systems. FPS.04.02. Assess and explain the natural resource related trends, technologies and policies that impact AFNR systems. FPS.05. Describe career opportunities and means to achieve those opportunities in each of the Agriculture, Food & Natural Resources career pathways. FPS.05.01. Evaluate and implement the steps and requirements to pursue a career opportunity in each of the AFNR career pathways (e.g., goals, degrees, certifications, resumes, cover letter, portfolios, interviews, etc.). FPS.05.02. Examine and choose career opportunities that are matched to personal skills, talents, and career goals in an AFNR pathway of interest. FPS.06. Analyze the interaction among AFNR systems in the production, processing and management of food, fiber and fuel and the sustainable use of natural resources. FPS.06.01. Examine and explain foundational cycles and systems of AFNR. FPS.07. Recognize the value of a Supervised Agricultural Experience (SAE) as Work-Based Learning. FPS.07.01. Evaluate the value of an SAE. FPS.07.02. Connect SAE involvement to lifelong learning and career skills. FPS.07.03. Define and summarize the foundational and immersion SAEs and the relationship between the two. FPS.08. Utilize critical thinking to make sense of problems and persevere in solving them. FPS.08.01. Explore career opportunities and create a plan to prepare for a chosen career. FPS.08.02. Develop employability skills needed to be successful in a chosen career field. FPS.08.03. Engage in personal financial practices that lead to financial independence. FPS.08.04. Assess the importance of health and safety in the AFNR workplace. FPS.08.05. Evaluate the nature and role that agriculture plays in society, the environment, and the economy. FPS.09. Recognize the options within and participate in immersive supervised agricultural experiences. FPS.09.01. Develop AFNR technical knowledge and skills through a personal immersion SAE. FPS.09.02. Engage in record-keeping practices that promote financial literacy. FPS.10. Analyze the history of the National FFA Organization and how this timeline has allowed the organization to remain relevant. FPS.10.01. Evaluate the importance of key events within the organization's history. FPS.11. Evaluate the structure and value of agricultural education. FPS.11.01. Interpret the interaction of the three components of agricultural education. FPS.11.02. Summarize the importance of classroom instruction within agricultural education. FPS.11.03. Summarize the importance of the National FFA Organization within agricultural education. FPS.11.04. Summarize the importance of Supervised Agricultural Experiences (SAE) within agricultural education. FPS.12. Examine the key components providing directional leadership to the National FFA Organization. FPS.12.01. Identify the importance of the FFA Creed. FPS.12.02. Identify the importance of the FFA Emblem. FPS.12.03. Identify the importance of the FFA Mission statement. FPS.12.04. Identify the importance of a Program of Activities. FPS.13. Analyze the structures and procedures to effectively and professionally run and manage a meeting. FPS.13.01. Utilize parliamentary resources to solve problems of organizational management and operations. FPS.13.02. Present a logical, realistic, and convincing debate on motions. FPS.13.03. Evaluate agendas, minutes, the constitution, bylaws, and other organizational documents. FPS.14. Evaluate opportunities to develop leadership, citizenship, and career skills. FPS.14.01. Evaluate the importance and value of leadership skills. FPS.14.02. Evaluate the importance and value of citizenship skills. FPS.14.03. Evaluate the importance and value of career skills. FPS.14.04. Connect opportunities in leadership, citizenship, and career skills to student development. The Natural Resource Systems (NRS) Career Pathway encompasses the study of the management, protection, enhancement and improvement of soil, water, wildlife, forests, and air as natural resources. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application, and management of natural resource systems in AFNR settings. Within each pathway, the standards are organized as follows: • Standards– These are the standards owned by Advance CTE and used here with permission. The standards defined the scope and guided the development of the updated indicators and sample measurements. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. NRS.01. Plan and conduct natural resource management activities that apply logical, reasoned and scientifically based solutions to natural resource issues and goals. NRS.01.01. Examine natural resource availability and ecosystem function in a particular region. NRS.01.02. Classify different types of natural resources in order to enable protection, conservation, enhancement, and management in a particular geographical region. NRS.01.03. Apply ecological concepts and principles (e.g., weather, air quality, UV protection, atmospheric pressure, etc.) to the interaction of atmospheric and natural resource systems. NRS.01.04. Apply ecological concepts and principles to aquatic natural resource systems. NRS.01.05. Apply ecological concepts and principles to terrestrial natural resource systems. NRS.01.06. Apply ecological concepts and principles to biotic organisms in natural resource systems. Natural Resource Systems Career Pathway Content Standards NRS.02.01. Analyze the interrelationships between natural resources and humans. NRS.02.01. Examine and interpret the purpose, enforcement, impact, and effectiveness of laws, agencies, and private and public organizations related to natural resource management, protection, enhancement, and improvement (e.g., water regulations, game laws, environmental policy, local, state, and national conservation organizations, agricultural extension service, etc.). NRS.02.02. Assess the impact of human activities on the availability of natural resources. NRS.02.03. Analyze how social perceptions of natural resource management, protection, enhancement, and improvement change and develop over time. NRS.02.04. Examine and explain how economics affects the use of natural resources. NRS.02.05. Communicate information to the public regarding topics related to the management, protection, enhancement, and improvement of natural resources. NRS.03. Develop plans to ensure sustainable production and processing of natural resources. NRS.03.01. Sustainably produce, harvest, process, and use natural resource products (e.g., forest and rangeland products, wildlife, minerals, fossil fuels, shale oil, alternative energy, recreation, aquatic species, etc.). NRS.03.02. Demonstrate cartographic skills, tools, and technologies to aid in developing, implementing and evaluating natural resource management plans. NRS.04. Demonstrate responsible management procedures and techniques to protect, maintain, enhance, and improve natural resources. NRS.04.01. Demonstrate natural resource protection, maintenance, enhancement, and improvement techniques. NRS.04.02. Diagnose plant and wildlife diseases and follow protocols to prevent their spread. NRS.04.03. Prevent or manage introduction of ecologically harmful species in a particular region. NRS.04.04. Manage fires in natural resource systems. The Plant Systems (PS) Career Pathway encompasses the study of plant life cycles, classifications, functions, plant structures, greenhouse and nursery structures, field conditions, reproduction, media and nutrients, as well as growth and cultural practices through the study of crops, turf grass, trees, shrubs and/or ornamental plants. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application and management of plant systems in AFNR settings. Within each pathway, the standards are organized as follows: • Standards– These are the standards owned by Advance CTE and used here with permission. The standards defined the scope and guided the development of the updated indicators and sample measurements. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. PS.01. Develop and implement a crop management plan for a given production goal that accounts for environmental factors. PS.01.01. Determine the influence of environmental factors on plant growth. PS.01.02. Prepare and adjust growing media for use in plant systems. PS.01.03. Demonstrate planting techniques and create the conditions needed for seed germination. PS.01.04. Develop and implement a nutrient management and/or fertilizer plan for specific plants or crops. PS.02. Apply principles of classification, plant anatomy, and plant physiology to plant production and management. PS.02.01. Classify plants according to taxonomic systems. PST.02.02. Apply knowledge of plant anatomy and the functions of plant structures to activities associated with plant systems. PS.02.03. Apply knowledge of plant physiology and energy conversion to plant systems. PS.03. Propagate, culture and harvest plants and plant products based on current industry standards. PS.03.01. Demonstrate plant propagation techniques in plant system activities. Plant Systems Career Pathway Content Standards PS.03.02. Develop and implement a management plan for plant production. PS.03.03. Develop and implement a plan for integrated pest management for plant production. PS.03.04. Apply principles and practices of sustainable agriculture to plant production. PS.03.05. Harvest crops according to industry standards. PS.03.06. Haul and store crops according to industry standards. PS.04. Apply principles of design in plant systems to enhance an environment (e.g. floral, forest landscape, and farm). PS.04.01. Evaluate, identify, and prepare plants to enhance an environment. PS.04.02. Create designs using plants. The Power, Structural and Technical Systems (PST) Career Pathway encompasses the study of agricultural equipment, power systems, sustainable fuel sources and precision technology, as well as woodworking, metalworking, welding, electrification, and project planning for agricultural structures. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application and management of power, structural and technical systems in AFNR settings. Within each pathway, the standards are organized as follows: • Standards– These are the standards owned by Advance CTE and used here with permission. The standards defined the scope and guided the development of the updated indicators and sample measurements. • Performance Indicators – These statements distill each standard into more discrete indicators of the knowledge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of proficiency with the related standard at the conclusion of a program of study in this area. PST.01. Apply physical science principles and engineering applications to solve problems and improve performance in AFNR power, structural and technical systems. PST.01.01. Apply physical science and engineering principles to assess and select energy sources for AFNR power, structural, and technical systems. PST.01.02. Apply physical science and engineering principles to design, implement and improve safe and efficient mechanical systems in AFNR situations. PST.01.03. Apply physical science and engineering principles to metal fabrication using a variety of welding and cutting processes and equipment (e.g., SMAW, GMAW, GTAW, Oxy-fuel, CNC, and plasma arc torch, etc.). PST.02. Operate and maintain AFNR mechanical equipment and power systems. PST.02.01. Perform preventative maintenance and scheduled service to maintain equipment, machinery, and power units used in AFNR settings. PST.02.02. Operate machinery and equipment while observing all safety precautions in AFNR settings. PST.03. Service and repair AFNR mechanical equipment and power systems. PST.03.01. Troubleshoot, service, and repair components of internal combustion engines using manufacturers’ guidelines. PST.03.02. Service electrical systems and components of mechanical equipment and power systems using a variety of troubleshooting and/or diagnostic methods. PST.03.03. Utilize manufacturers’ guidelines to diagnose and troubleshoot malfunctions in machinery, equipment, and power source systems (e.g., hydraulic, pneumatic, transmission, steering, powertrain, suspension, etc.). PST.04. Plan, build and maintain AFNR structures. PST.04.01. Create plans for AFNR structures. PST.04.02. Determine structural requirements, specifications, customer needs, and estimate costs for AFNR structures. PST.04.03. Apply best practices and safety guidelines for use of hand and power tools associated with constructing and maintaining AFNR structures. PST.04.04. Follow architectural and mechanical plans to construct, maintain and/or repair AFNR structures (e.g., material selection, site preparation and/or layout, surveying, electrical, plumbing, concrete/masonry, etc.). PST.04.05. Apply electrical wiring principles in AFNR structures. Power, Structural, and Technical Systems Career Pathway Content Standards PST.05. Use control, monitoring, geospatial and other technologies in AFNR power, structural, and technical systems. PST.05.01. Apply current and/or identify emerging technologies (e.g., robotics, CNC, UAS, etc.) to solve problems and increase the efficiency of AFNR systems. PST.05.02. Prepare and/or use electrical drawings to design, install, and troubleshoot electronic control systems in AFNR settings. PST.05.03. Apply geospatial principles and technologies to solve problems and increase the efficiency of AFNR systems. Mississippi College- and Career-Readiness Standards (MS CCRS) Biology Units Units Standards Standards BIO.1A.1 X BIO.4.1 X X X BIO.1A.2 X BIO.4.2 X BIO.1A.3 X X BIO.4.3 X BIO.1A.4 X X BIO.4.4 X BIO.1B.1 X BIO.4.5 X BIO.1B.2 X BIO.4.6 X BIO.1C.1 X BIO.4.7 X X BIO.1C.2 X X BIO.5.1 X X BIO.1C.3 X X BIO.5.2 X BIO.1D.1 X BIO.5.3 X BIO.1D.2 X BIO.5.4 X X BIO.1E.1 X BIO.5.5 X BIO.1E.2 X BIO.5.6 X BIO.1E.3 X BIO.5.7 X BIO.1E.4 X BIO.5.8 X BIO.2.1 X BIO.5.9 X BIO.2.2 X BIO.2.3 X BIO.2.4 X BIO.2.5 X BIO.2.6 X BIO.3A.1 X BIO.3A.2 X BIO.3A.3 X BIO.3B.1 X BIO.3B.2 X BIO.3B.3 X BIO.3B.4 X BIO.3C.1 X BIO.3C.2 X BIO.3C.3 X BIO.3C.4 X X BIO.3C.5 X X BIO.1A Students will demonstrate an understanding of the characteristics of life and biological organization. BIO.1A.1 Develop criteria to differentiate between living and non-living things. BIO.1A.2 Describe the tenets of cell theory and the contributions of Schwann, Hooke, Schleiden, and Virchow. BIO.1A.3 Using specific examples, explain how cells can be organized into complex tissues, organs, and organ systems in multicellular organisms. BIO.1A.4 Use evidence from current scientific literature to support whether a virus is living or non-living. BIO.1B Students will analyze the structure and function of the macromolecules that make up cells. BIO.1B.1 Develop and use models to compare and contrast the structure and function of carbohydrates, lipids, proteins, and nucleic acids (DNA and RNA) in organisms. BIO.1B.2 Design and conduct an experiment to determine how enzymes react given various environmental conditions (i.e., pH, temperature, and concentration). Analyze, interpret, graph, and present data to explain how those changing conditions affect the enzyme activity and the rate of the reactions that take place in biological organisms. BIO.1C Students will relate the diversity of organelles to a variety of specialized cellular functions. BIO.1C.1 Develop and use models to explore how specialized structures within cells (e.g., nucleus, cytoskeleton, endoplasmic reticulum, ribosomes, Golgi apparatus, lysosomes, mitochondria, chloroplast, centrosomes, and vacuoles) interact to carry out the functions necessary for organism survival. BIO.1C.2 Investigate to compare and contrast prokaryotic cells and eukaryotic cells, and plant, animal, and fungal cells. BIO.1C.3 Contrast the structure of viruses with that of cells and explain why viruses must use living cells to reproduce. BIO.1D Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis. BIO.1D.1 Plan and conduct investigations to prove that the cell membrane is a semi-permeable, allowing it to maintain homeostasis with its environment through active and passive transport processes. BIO.1D.2 Develop and use models to explain how the cell deals with imbalances of solute concentration across the cell membrane (i.e., hypertonic, hypotonic, and isotonic conditions, sodium/potassium pump). BIO.1E Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms. BIO.1E.1 Construct models to explain how the processes of cell division and cell differentiation produce and maintain complex multicellular organisms. BIO.1E.2 Identify and describe the changes that occur in a cell during replication. Explore problems that might occur if the cell does not progress through the cycle correctly (cancer). BIO.1E.3 Relate the processes of cellular reproduction to asexual reproduction in simple organisms (i.e., budding, vegetative propagation, regeneration, binary fission). Explain why the DNA of the daughter cells is the same as the parent cell. BIO.1E.4 Enrichment: Use an engineering design process to investigate the role of stem cells in regeneration and asexual reproduction, then develop applications of stem cell research to solve human medical conditions. BIO.2 Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions. BIO.2.1 Use models to demonstrate that ATP and ADP are cycled within a cell as a means to transfer energy. BIO.2.2 Develop models of the major reactants and products of photosynthesis to demonstrate the transformation of light energy into stored chemical energy in cells. Emphasize the chemical processes in which bonds are broken and energy is released, and new bonds are formed and energy is stored. BIO.2.3 Develop models of the major reactants and products of cellular respiration (aerobic and anaerobic) to demonstrate the transformation of the chemical energy stored in food to the available energy of ATP. Emphasize the chemical processes in which bonds are broken and energy is released, and new bonds are formed and energy is stored. BIO.2.4 Conduct scientific investigations or computer simulations to compare aerobic and anaerobic cellular respiration in plants and animals, using real world examples. Cells in a System Energy Transfer BIO.2.5 Enrichment: Investigate variables (e.g., nutrient availability, temperature) that affect anaerobic respiration and current real-world applications of fermentation. BIO.2.6 Enrichment: Use an engineering design process to manipulate factors involved in fermentation to optimize energy production. BIO.3A Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction. BIO.3A.1 Model sex cell formation (meiosis) and combination (fertilization) to demonstrate the maintenance of chromosome number through each generation in sexually reproducing populations. Explain why the DNA of the daughter cells is different from the DNA of the parent cell. BIO.3A.2 Compare and contrast mitosis and meiosis in terms of reproduction. BIO.3A.3 Investigate chromosomal abnormalities (e.g., Down syndrome, Turner’s syndrome, and Klinefelter syndrome) that might arise from errors in meiosis (nondisjunction) and how these abnormalities are identified (karyotypes). BIO.3B Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population. BIO.3B.1 Demonstrate Mendel’s law of dominance and segregation using mathematics to predict phenotypic and genotypic ratios by constructing Punnett squares with both homozygous and heterozygous allele pairs. BIO.3B.2 Illustrate Mendel’s law of independent assortment using Punnett squares and/or the product rule of probability to analyze monohybrid crosses. BIO.3B.3 Investigate traits that follow non-Mendelian inheritance patterns (e.g., incomplete dominance, codominance, multiple alleles in human blood types, and sex-linkage). BIO.3B.4 Analyze and interpret data (e.g., pedigrees, family, and population studies) regarding Mendelian and complex genetic traits (e.g., sickle-cell anemia, cystic fibrosis, muscular dystrophy, color-blindness, and hemophilia) to determine patterns of inheritance and disease risk. BIO.3C Students will construct an explanation based on evidence to describe how the structure and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life. BIO.3C.1 Develop and use models to explain the relationship between DNA, genes, and chromosomes in coding the instructions for the traits transferred from parent to offspring. BIO.3C.2 Evaluate the mechanisms of transcription and translation in protein synthesis. BIO.3C.3 Use models to predict how various changes in the nucleotide sequence (e.g., point mutations, deletions, and additions) will affect the resulting protein product and the subsequent inherited trait. BIO.3C.4 Research and identify how DNA technology benefits society. Engage in scientific argument from evidence over the ethical issues surrounding the use of DNA technology (e.g., cloning, transgenic organisms, stem cell research, and the Human Genome Project, gel electrophoresis). BIO.3C.5 Enrichment: Investigate current biotechnological applications in the study of the genome (e.g., transcriptome, proteome, individualized sequencing, and individualized gene therapy). BIO.4 Students will analyze and interpret evidence to explain the unity and diversity of life. BIO.4.1 Use models to differentiate between organic and chemical evolution, illustrating the steps leading to aerobic heterotrophs and photosynthetic autotrophs. BIO.4.2 Evaluate empirical evidence of common ancestry and biological evolution, including comparative anatomy (e.g., homologous structures and embryological similarities), fossil record, molecular/biochemical similarities (e.g., gene and protein homology), and biogeographic distribution. BIO.4.3 Construct cladograms/phylogenetic trees to illustrate relatedness between species. BIO.4.4 Design models and use simulations to investigate the interaction between changing environments and genetic variation in natural selection leading to adaptations in populations and differential success of populations. BIO.4.5 Use Darwin's Theory to explain how genetic variation, competition, overproduction, and unequal reproductive success acts as driving forces of natural selection and evolution. BIO.4.6 Construct explanations for the mechanisms of speciation (e.g., geographic and reproductive isolation). BIO.4.7 Enrichment: Construct explanations for how various disease agents (bacteria, viruses, chemicals) can influence natural selection. Reproduction and Heredity Adaptations and Evolution BIO.5 Students will Investigate and evaluate the interdependence of living organisms and their environment. BIO.5.1 Illustrate levels of ecological hierarchy, including organism, population, community, ecosystem, biome, and biosphere. BIO.5.2 Analyze models of the cycling of matter (e.g., carbon, nitrogen, phosphorus, and water) between abiotic and biotic factors in an ecosystem and evaluate the ability of these cycles to maintain the health and sustainability of the ecosystem. BIO.5.3 Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases on the carbon dioxide cycle and global climate. BIO.5.4 Develop and use models to describe the flow of energy and amount of biomass through food chains, food webs, and food pyramids. BIO.5.5 Evaluate symbiotic relationships (e.g., mutualism, parasitism, and commensalism) and other co-evolutionary (e.g., predator-prey, cooperation, competition, and mimicry) relationships within specific environments. BIO.5.6 Analyze and interpret population data, both density-dependent and density-independent, to define limiting factors. Use graphical representations (growth curves) to illustrate the carrying capacity within ecosystems. BIO.5.7 Investigate and evaluate factors involved in primary and secondary ecological succession using local, real- world examples. BIO.5.8 Enrichment: Use an engineering design process to create a solution that addresses changing ecological conditions (e.g., climate change, invasive species, loss of biodiversity, human population growth, habitat destruction, biomagnification, or natural phenomena). BIO.5.9 Enrichment: Use an engineering design process to investigate and model current technological uses of biomimicry to address solutions to real-world problems. Interdependence of Organisms and Their Environment FFA Career and Leadership Development Events Alignment Dairy Cattle Evaluation and Management Unit Competency/Objective CDE/LDE Alignment Unit 1: Leadership and SAE for All 1. Participate in local, state and/or national FFA activities that provide opportunities for leadership development and career exploration 1a. Actively participate in FFA activities. Entire Event Unit 2: Introduction to Animal Agriculture 4. Discuss the dairy cattle industry 4a. Identify products produced from dairy cattle 4b. Discuss dairy cattle enterprises 4c. Identify dairy cattle breeds 4d. Identify & explore careers in the dairy industry Team Practicums (Herd Records; Keep/Cull; Feed/Nutrition) Individual Activities Unit 3: Biosecurity and Emergency Management 1. Develop & maintain an emergency action plan (EAP) for animal agriculture 2. Evaluate biosecurity risks and mitigation practices 3. Discuss industry hazards & protocols (manure pits, fumes, zoonoses, etc.) Team Practicums (Housing/Facilities, Health/Diseases; Current Issues) Unit 4: Feed and Feeding 3. Explain the role of nutrition in animal production 3a. Determine feedstuffs that meet the nutrient requirements of dairy cattle 3b. Calculate feed rations (Pearson square & software) 4. Describe feeding systems & forage management Team Practicums (Feed/Nutrition) Team Activity (Feeds/Nutrition) Unit 5: Animal Reproduction 2. Identify male/female reproductive systems & functions 3. Discuss reproductive hormones & estrus synchronization 5. Describe breeding systems & genetic-improvement techniques 5c. Predict trait transmission with Punnett squares Team Practicum (Genomic Data) Team Activity (Genetics/Reproduction) Unit 6: Livestock Evaluation and Selection 1. Evaluate external parts of dairy cattle 2. Investigate selection of market animals (type, muscle, finish, balance) 3. Describe performance data & EPDs used in dairy selection 4. Evaluate breeding livestock & give logical reasons Individual Activities Team Practicums (Keep/Cull) Unit 7: Animal Production Management 1. Investigate animal-health concepts & disease prevention 2. Demonstrate methods for delivering medications 3. Observe critical management practices (calf care, ID, breeding soundness, etc.) Team Practicums (Herd Health, Calf & Heifer Management Team Activity (Young-Stock Management) Unit 8: Facility and Equipment Management 1. Research housing, milking and handling facilities 1b. Develop a production-management plan (records, equipment, herd health) 2. Review trailer safety & livestock transport procedures Team Activity (Housing/Facilities) Team Practicums (Milking Equipment and Quality) Unit 9: Issues in Animal Agriculture 1. Explore animal welfare vs. animal rights 2. Examine consumer concerns & quality assurance 3. Investigate environmental and regulatory issues (HACCP, FDA, USDA, FSMA) Team Practicums (Current Issues) Team Activity (Current Issues; Biosecurity) Unit 10: Farm to Fork 1. Investigate the movement of food from farm to fork 2. Explain the role of USDA FSIS inspection & humane handling 3. Understand the livestock-product supply chain (production → processing → retail) Team Activity (Economic Evaluation and Decision- Making) Horse Evaluation Unit Competency/Objective CDE/LDE Alignment Unit 1: Leadership and SAE for All 1. Participate in local, state, and/or national FFA activities that provide opportunities for leadership development and career exploration. 1a. Actively participate in FFA activities. Entire Event Unit 2: Introduction to Animal Agriculture 5. Discuss the equine industry. 5a. Identify uses for horses. 5c. Identify major horse breeds. Individual Activities (Horse Knowledge Test) Unit 4: Application of Feed and Feeding to Animal Growth and Production 2. Examine the role of nutrition in animal growth and health at different stages of life. 3a. Determine the available/appropriate feedstuffs that meet the nutrient requirements of various types of livestock. 7. Explain how animals are fed. Practical Application Activities (Feed/Hay Selection) Unit 5: Animal Reproduction 1. Examine the basics of reproduction in animal production. 1d. Identify the lengths of gestation for livestock species. 2c. Identify signs of estrus, length of estrus cycle, and time in ovulation in various female agricultural animals. Individual Activities (Horse Knowledge Test) Team Activities (Reproduction) Unit 6: Livestock Evaluation and Selection 1. Evaluate the external parts of an agricultural animal as they relate to selecting quality animals for market or breeding purposes. 2a. Critique the main points to consider when visually evaluating a market animal. 4. Evaluate breeding livestock. 4b. Evaluate breeding animals based upon high-quality breeding characteristics and performance data that is distinctive to each species of agricultural-breeding animals and present sound reasoning for placing animals in their respective positions within their class. Individual Activities (Selection Class: Halter, Performance) Individual Activities (Oral Reasons) Unit 7: Animal Production Management 2. Examine basic concepts of animal health, including disease prevention, control, and treatment. 2a. Describe the signs of good health in animals. 2c. Discuss methods for delivering medicines to animals. Team Activities (Practical Application Activities) Unit 8: Facility and Equipment Management in Animal Agriculture 1. Explore facility, equipment, and management needs for various animal enterprises. 1a. Research and discuss general facility needs for different classes of animals. Team Activities (Practical Application Activities) Livestock Evaluation Unit Competency/Objective CDE/LDE Alignment Unit 1: Leadership and SAE for All 1. Participate in local, state, and/or national FFA activities that provide opportunities for leadership development and career exploration. 1a. Actively participate in FFA activities. Entire Event Unit 2: Introduction to Animal Agriculture 4. Discuss the dairy cattle industry. 6. Discuss the swine industry. 10. Discuss the sheep industry. Individual Activities (Livestock evaluation/placing classes) Unit 3: Biosecurity and Emergency Management 2. Evaluate biosecurity risks in animal agriculture and understand how to mitigate risk Individual Activities (Livestock evaluation/placing classes) Team Questions Unit 6: Livestock Evaluation and Selection 1. Evaluate the external parts of an agricultural animal as they relate to selecting quality animals for market or breeding purposes. 1a. Describe the external parts of beef, dairy, horse, swine, goat, chicken, and lamb as they relate to selection and evaluation. 2. Investigate the selection of market animals. 2a. Critique the main points to consider when visually evaluating a market animal 2b. Evaluate classes of market animals and discuss placings for each class. 2c. Develop logical reasoning for the selection of market livestock. 2d. Explain how to improve livestock quality through selection. 3. Describe the process of selecting breeding animals. 3a. Define characteristics used in selecting various species of animals for breeding purposes. 3b. Explain the types of performance data used in selecting breeding animals. 3c. Evaluate various species of breeding animals and identify favorable characteristics for breeding in each animal. 4. Evaluate breeding livestock. 4a. Apply concepts in selecting high-quality animals for breeding. 4b. Evaluate breeding animals based upon high-quality breeding characteristics and performance data that is distinctive to each species of agricultural-breeding animals and present sound reasoning for placing animals in their respective positions within their class. 4c. Evaluate the classes of breeding animals and discuss the reasons for placing the animals in each class. Individual Activities (Keep/Cull; Livestock evaluation/placing classes; Oral reasons) Team Questions Meats Evaluation and Technology Unit Competency/Objective CDE/LDE Alignment Unit 1: Leadership and SAE for All 1. Participate in local, state, and/or national FFA activities that provide opportunities for leadership development and career exploration. 1a. Actively participate in FFA activities. Entire Event Unit 3: Biosecurity and Emergency Management 2. Evaluate biosecurity risks in animal agriculture and understand how to mitigate risk. 2b. Investigate biosecurity practices for animal agriculture. 3. Discuss hazards and protocols within the animal industry. Individual Activities (Written Exam) Team Activities (Food Safety/Sanitation) Unit 6: Livestock Evaluation and Selection 1a. Describe the external parts of beef, dairy, horse, swine, goat, chicken, and lamb as they relate to selection and evaluation. 2b. Evaluate classes of market animals and discuss placings for each class. 2c. Develop logical reasoning for the selection of market livestock. Individual Activities (Retail Meat Cuts Identification; Evaluation Classes; Keep/Cull Class; Question Classes) Unit 7: Animal Production Management 4. Observe and describe management & marketing practices for various animal enterprises. 4b. Analyze marketing practices for meat animals. Individual Activities (Value- Based Pricing) Team Activities (Meat Pricing) Unit 9: Issues in Animal Agriculture 1c. Describe the role of quality assurance and safety in meat production today Individual Activities (Written Exam) Team Activities (Food Safety/Sanitation) Unit 10: Farm to Fork 1a. Discuss the principles of purchasing, receiving, and inspecting food. 2. Explain the role of food inspection. Individual Activities (Written Exam) Team Activities (Retail Identification) Poultry Evaluation Unit Competency/Objective CDE/LDE Alignment Unit 1: Leadership and SAE for All 1. Participate in local, state, and/or national FFA activities that provide opportunities for leadership development and career exploration. 1a. Actively participate in FFA activities. Entire Event Unit 2: Introduction to Animal Agriculture 7a. Identify products produced from poultry. 7b. Discuss poultry enterprises & vertical integration. 7c. Identify breeds of poultry. 7d. Identify and explore careers in the poultry industry. Written Exam (Production Segments of the Poultry Industry; Careers in the Poultry Industry) Individual Activity (Live Poultry) Unit 3: Biosecurity and Emergency Management 2.Evaluate biosecurity risks in animal agriculture and understand how to mitigate risk. 2b. Investigate biosecurity practices for animal agriculture. Written Exam (Poultry Waste Management) Unit 4: Application of Feed and Feeding to Animal Growth and Production 3a. Determine the available/appropriate feedstuffs that meet the nutrient requirements of various types of livestock. 3b. Determine the nutritional requirements of a class of livestock based on production purposes Written Exam (Poultry Nutrition) Individual Activity (Ready- to-Cook Poultry; Live Poultry) Unit 5: Animal Reproduction 2e. Identify and describe the function of the reproductive organs and system in poultry. 2f. Indicate incubation and hatching conditions, including humidity and temperature required by various species. Written Exam (Poultry Embryology; Anatomy and Physiology of the Fowl) Unit 6: Livestock Evaluation and Selection 2. Investigate the selection of market animals. 2b. Evaluate classes of market animals and discuss placings for each class. 4. Evaluate breeding livestock. 4a. Apply concepts in selecting high-quality animals for breeding. 4b. Evaluate breeding animals based upon high-quality breeding characteristics and performance data that is distinctive to each species of agricultural-breeding animals and present sound reasoning for placing animals in their respective positions within their class. 4c. Evaluate the classes of breeding animals and discuss the reasons for placing the animals in each class. Individual Activity (Live Poultry; Ready-to-Cook Poultry; Shell Eggs; Further Processed Poultry) Unit 7: Animal Production Management 2. Examine basic concepts of animal health, including disease prevention, control, and treatment. 2a. Describe the signs of good health in animals. 3. Investigate how factors such as age, genetic background, stocking density, and natural immunity affect animal health and resistance to diseases. Written Exam (Poultry Health Management) Unit 8: Facility and Equipment Management in Animal Agriculture 1. Explore facility, equipment, and management needs for various animal enterprises. 2. Develop a production management plan, including facilities, equipment, production records, and maintaining and protecting animal health for a herd or flock. Individual Activity (Live Poultry) Unit 9: Issues in Animal Agriculture 1. Explore concepts of animal welfare and animal rights. 1a. Define the concepts of animal welfare and animal rights. 1b. Discuss the practice of animal welfare and the implications of animal rights in animal production. 2b. Describe the role of quality assurance and safety in meat production today. 4. Analyze public perceptions of animal production for human food consumption and complete a project on the findings. Written Exam (Processing Poultry Products; Poultry Waste Management; Marketing Poultry Products) Team Activity Unit 10: Farm to Fork 1. Investigate the movement of food from “farm to fork.” 1a. Discuss the principles of purchasing, receiving, and inspecting food. 1b. Examine general storage guidelines and the types of storage. 2. Explain the role of food inspection. 3. Understand the supply chain as it relates to large scale animal-food production as compared to small farm operations. Individual Activity (Ready- to-Cook Poultry; Further Processed Poultry) Written Exam (Processing Poultry Products; Marketing Poultry Products) Veterinary Science Unit Competency/Objective CDE/LDE Alignment Unit 1: Leadership and SAE for All 1. Participate in local, state, and/or national FFA activities that provide opportunities for leadership development and career exploration. 1a. Actively participate in FFA activities. Entire Event Unit 2: Introduction to Animal Agriculture 1. Analyze basic rules of safety in the animal-science laboratory. 1b. Explore Occupational Safety and Health Administration (OSHA) safety standards as they relate to the agricultural classroom, laboratory, and workplace 3. Demonstrate all safety equipment in the animal science laboratory 4. Discuss the dairy cattle industry. 5. Discuss the equine industry. 6. Discuss the swine industry. 7. Discuss the poultry industry. 8. Discuss the aquaculture industry. 9. Discuss the goat industry. 10. Discuss the sheep industry. Individual Activities (General Knowledge; Identification) Unit 3: Biosecurity and Emergency Management 1. Develop and maintain an emergency action plan (EAP) for working in animal agriculture. 2. Evaluate biosecurity risks in animal agriculture and understand how to mitigate risk. 3. Discuss hazards and protocols within the animal industry. Individual Activities (General Knowledge) Team Activity Unit 4: Application of Feed and Feeding to Animal Growth and Production 2. Examine the role of nutrition in animal growth and health at different stages of life. 2b. List six nutrients essential to life and how they are used to meet the nutritional requirements of animals. Individual Activities (General Knowledge; Math Applications) Unit 5: Animal Reproduction 2. Examine the reproduction process. 2a. Identify the parts of the male and female reproductive systems and discuss the function of each part. Individual Activities (General Knowledge) Unit 6: Livestock Evaluation and Selection 1. Evaluate the external parts of an agricultural animal as they relate to selecting quality animals for market or breeding purposes. 3. Describe the process of selecting breeding animals. Individual Activities (General Knowledge; Identification) Unit 7: Animal Production Management 1. Investigate workplace safety and the use of personal protective equipment (PPE). 2. Examine basic concepts of animal health, including disease prevention, control, and treatment. 2c. Discuss methods for delivering medicines to animals. 3. Investigate how factors such as age, genetic background, stocking density, and natural immunity affect animal health and resistance to diseases. Individual Activities (General Knowledge; Practicums) Unit 8: Facility and Equipment Management in Animal Agriculture 1. Explore facility, equipment, and management needs for various animal enterprises. 1a. Research and discuss general facility needs for different classes of animals. 2. Develop a production management plan, including facilities, equipment, production records, and maintaining and protecting animal health for a herd or flock. 3. Explore concepts of animal transportation as it relates to animal safety. 3a. Review trailer safety practices and describe the process of verifying if a trailer is suitable for hauling livestock. Individual Activities (General Knowledge; Practicums) Unit 9: Issues in Animal Agriculture 1. Explore concepts of animal welfare and animal rights. 5. Identify laws and policies within food safety and regulations. Individual Activities (General Knowledge)