2026 Principles of Agriscience

Title 7: Education K-12 Part 180: 2026 Principles of Agriscience 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 Principles of Agriscience 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 Principles of Agriscience 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 Daniel Derrick, Mississippi FFA Program 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: Catherine Avent, Lafayette High School, Oxford Trey Johnson, Houston Middle School, Houston Patrick Lemoine, Puckett High School, Puckett Alan Leonard, West Point Career and Technology Center, West Point Dr. Aaron Scammahorn, Millsaps Career and Technology Center, Starkville Amanda Taylor, Vardaman High School, Vardaman Appreciation is expressed to the following professionals who provided guidance and insight throughout the development process: Sydney Baker, MSU Agricultural Education student Dr. OP McCubbins, Associate Professor of Agricultural Education, MSU Lauren Woody, MSU Agricultural Education student 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 Principles of Agriscience 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 and so teachers and parents know what they need to do to help them. 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 Principles of Agriscience is a one-Carnegie unit course that can be taught as an enhancement course or as the foundation course for the four-credit Diversified Agriculture pathway. The course also offers one Carnegie unit of credit that can count as a science elective credit toward high school graduation. All students must complete Principles of Agriscience before enrolling in two additional pathway courses, plus Capstone. The course serves as an introduction to the sciences, technologies, and applied practices of the progressive agriculture/agriscience industry. Emphasis is on an active learning environment enriched with technology and science-based applications. The course provides students with an opportunity to explore different fields within agricultural sciences and to develop foundational skills and knowledge needed for advancement in other courses and programs. 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 ninth or tenth 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. Principles of Agriscience—Course Code: 993460 Unit Title Hours Introduction to Agriscience Lab Safety and the Scientific Method Agricultural Leadership and Career Development SAE for All Tools in Agriscience Soil Science Introduction to Cells and Genetics Introduction to the Science of Agricultural Plants Introduction to the Science of Agricultural Animals Introduction to Agribusiness and Entrepreneurship Exploring Mississippi’s Agricultural Sectors 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 was 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 Principles of Agriscience 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 institutions of higher learning 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 Principles of Agriscience 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 fosters the types of learning expected from the Principles of Agriscience curriculum. FFA provides participants and members with growth opportunities and competitive events. They also open the doors to the world of agricultural 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 Principles of Agriscience 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 Principles of Agriscience curriculum that will allow and encourage collaboration with professionals currently in the agricultural field. Work-Based Learning Work-based learning is an extension of understanding competencies taught in the Principles of Agriscience 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 supervised, real-world connections and applications provide a link to all types of students regarding knowledge, skills, and professional dispositions. 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 Principles of Agriscience 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. Examine the scope, sectors, and historical development of agriscience in society. DOK2 a. Investigate the scope of the agriculture industry at local, state, national, and global levels. b. Examine the significant sectors of agriculture. • Crop production o Grains and oilseeds (corn, wheat, soybeans, rice, etc.) o Fruits, vegetables, and tree nuts • Animal agriculture o Beef, dairy, poultry, swine, sheep, goats, and other livestock o Aquaculture (fish and shellfish farming) • Conservation, natural resources, and environment o Timber and forest products o Conservation of ecosystems o Soil, water, and air resource management o Conservation programs • Agricultural inputs and support o Fertilizers, pesticides, seed technologies o Equipment and mechanization o Irrigation and precision agriculture • Processing o Food manufacturing and processing o Bioenergy and bio-based products (ethanol, biodiesel, bioplastics, etc.) • Food Distribution and Marketing o Supply chains from farm to retail o Exports, imports, and international trade o Farmers' markets and local food systems c. Investigate the history of agricultural practices and technologies. 2. Describe scientific developments and applications in agriscience. DOK2 a. Describe basic and applied sciences that relate to agriscience. b. Explore the impact of biotechnology in agriscience. • Insulin (1922) • Discovery of DNA structure (1953) • Human Genome Project (1990) • Bacillus thuringiensis (Bt)/Roundup Ready crops (1996) • Cloning (Dolly the sheep, 1996) • GMOs (1996) c. Examine current trends and technologies impacting modern agricultural and environmental practices. Competencies and Suggested Objectives 1. Explain the basic rules of safety in the agriscience laboratory. DOK2 a. Discuss the safe and proper use of items found in an agriscience 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 agriscience classroom, laboratory, and workplace. c. Discuss the procedures for reporting an accident. d. Illustrate the use of a Safety Data Sheet (SDS). 2. Demonstrate the use and location of safety equipment in the agriscience 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. • Safety color codes • Fire extinguishers • First aid kits • Emergency exits 3. Practice safety concepts in laboratory activities. DOK2 a. Use appropriate precautions when working with electrical applications, fire, poisons, and gas. b. Demonstrate the correct way to wear personal protective equipment (PPE). c. Safely work with animals and plants. d. Take steps to prevent accidents. 4. Apply the scientific method by conducting experiments and evaluating results. DOK3 a. Identify the problem or question to be answered. b. Gather data related to the problem or question. c. Formulate possible solutions. d. Implement the preferred solutions. e. Evaluate the results and pursue further research as needed. 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. Explain the integral relationship between the FFA, agricultural education, and supervised agricultural experiences (SAE) within the three-circle model of agricultural education. DOK2 a. Examine historical events that shaped school-based agricultural education (SBAE), including but not limited to: • Smith-Hughes Act (1917) • Establishment of the National FFA Organization (1928) • Mississippi FFA Association chartered (1934) • Establishment of the New Farmers of America (NFA) (1935) • Public Law 740 (1950) • Merger of the FFA and the NFA (1965) • Female membership (1969) • Mississippi Junior FFA established (1974) • National FFA Organization name change (1988) • Public Law 116-7 (2019) b. Identify types of FFA membership. • Active/Student • Alumni/Adult c. Demonstrate knowledge of FFA fundamentals. • Investigate the FFA handbook. • Exhibit knowledge of the creed and motto. • Demonstrate proper official dress. • Investigate the emblem. • Discuss officer positions. d. Distinguish between the degree levels of Junior and Senior FFA membership and describe the requirements for each. • Junior Chapter FFA degree • Junior State FFA degree • Discovery FFA degree • Greenhand FFA degree • Chapter FFA degree • State FFA degree • American FFA degree 2. Explore the role of the FFA in promoting premier leadership, personal growth, and career success through 21st-century skills. DOK2 a. Explain the role of premier leadership. b. Have students self-evaluate their personal leadership traits and develop a plan for improvement. c. Identify and put into practice FFA activities that promote personal and career development, teamwork, and leadership skills. • Public speaking and communication skills • Career Development Events (CDE) • Leadership Development Events (LDE) • Proficiency awards • Community service activities • Conventions and leadership conferences d. Demonstrate basic parliamentary procedures. • Conducting a meeting • Stating a main motion • Voting on a motion • Understanding the use of the gavel • Distinguishing between types of motions (e.g., main, subsidiary, incidental, privileged) 3. Describe and demonstrate the role of 21st-century skills that contribute to career readiness and success. DOK2 a. Identify and demonstrate 21st-century skills. • Communication • Collaboration • Employability skills • Financial literacy • Problem solving • Responsibility • Social skills b. Practice acceptable behaviors that are appropriate through workplace activities. • Introductions and greetings • Appropriate dress (business casual, professional, etc.) • Table manners • Expressing gratitude • Appropriate social media usage • Communication etiquette (phone, text, email, etc.) 4. Investigate and research careers associated with agriscience. DOK3 a. Complete a career exploration project with details about a chosen career. • Description of the career • Educational/training requirements • Salary range • Job outlook Mississippi Career Connections Students should select two FFA opportunities and explain how participating in these activities can help them build important 21st-century skills, such as communication, teamwork, and problem-solving. Students then choose one Mississippi agriculture sector or career (e.g., crop production, forestry, poultry production, or natural resources conservation) and describe how classroom instruction, FFA involvement, and a future SAE project can work together to prepare them for that field. This activity helps students understand how the three-circle model of school-based agricultural education directly supports the agricultural industries that keep Mississippi’s economy moving. Competencies and Suggested Objectives 1. Explain the purposes, benefits, and requirements of SAE programs, utilizing SAE For All. DOK2 a. Establish objectives for the SAE program. • Personal growth • Career development • Responsible citizenship • Practical application of work experience and/or skill attainment b. Determine the benefits of participation in an SAE program. • Assisting with career and personal choices • Applying business practices (e.g., record keeping, money management, etc.) • Nurturing individual talents and developing a cooperative attitude • Building character and encouraging citizenship and volunteerism • Providing an environment for practical learning c. Describe the types of programs under SAE for All. • Explore concepts of a Foundational SAE. o Career exploration and planning o Employability skills for college and career readiness o Personal financial management and planning o Workplace safety o Agricultural literacy • Explore concepts of an Immersion SAE. o Placement/internship o Ownership/entrepreneurship o Research ▪ Experimental ▪ Analytical ▪ Invention o School-based enterprise o Service learning d. Explore the Mississippi Work-Based Learning Manual as a companion to Immersion SAE. 2. Develop and launch a Foundational SAE plan, including goals, resources, and stakeholder responsibilities. DOK3 a. Identify potential career interests. b. Determine the availability of time and money/resources to invest. c. Set short-range goals for the SAE program. d. Project long-range goals for the SAE program. e. Complete a training agreement for an SAE project. f. Establish the requirements of students, parents, supervisor, and/or employer. 3. Develop and maintain an electronic record-keeping system for an individual student’s SAE program. DOK2 a. Determine the types of records to keep. • Hours worked/spent on a project or enterprise • Inventory of assets • Expenses • Income • Skills attained during a project or enterprise • Leadership record • Community service record • Journal of experiences • Pictures b. Maintain records using an electronic/computer-based system of record keeping for the SAE program. Note: SAEs will be ongoing throughout the year. Time allotted for SAEs will be distributed over the entire school year. Mississippi Career Connections Work-based learning helps students explore careers before graduation. Student SAEs are essential to building Mississippi’s talent pipeline with experiences that can lead to internships, apprenticeships, and even entrepreneurship opportunities. Students are encouraged to establish meaningful connections with industry partners who can provide mentorship and experiences that prepare them for the next step after high school graduation. Visit the SAE For All website to access resources and guides to help students with their SAE planning. Competencies and Suggested Objectives 1. Identify and demonstrate the use of commonly used tools and measuring devices in agriscience. DOK2 a. Identify and demonstrate basic hand and power tools used in agriscience using the Mississippi FFA Tool Identification list, if applicable. b. Discuss and demonstrate the proper use of precision measuring devices to determine mass, weight, and volume. • Balance • Scale • Graduated cylinder • Standard measuring devices o Rulers o Tape measures o Micrometers o Dividers o Protractors 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. Mississippi Career Connections Skilled trades play a vital role in Mississippi’s economy, from advanced manufacturing and construction to the many technical careers that support our state’s agricultural industry. Safe and accurate tool use is a foundational skill across all of these fields. To deepen this connection, students can extend their learning by exploring real career pathways within Mississippi agriculture. Visit the MS Pathfinder website to research priority occupations and identify both agriculture and trade- related careers that rely on the tools and measuring skills practiced in this unit. Competencies and Suggested Objectives 1. Describe soil and discuss the importance it plays in agricultural production. DOK1 2. Identify and describe the physical properties of soil. DOK2 a. Describe the characteristics of various types of soil texture (e.g., sand, silt, clay, etc.). b. Describe the physical structure of soil. c. Discuss factors that influence the color of soil (e.g., mineral content, water, parent material). d. Demonstrate how to use the USDA Textural Triangle to classify soil texture. e. Describe a soil horizon and the horizons/layers of a typical soil profile, including O, A, B, C, and R. 3. Investigate the factors that impact soil formation, such as parent materials, climate, living organisms, time, and topography. DOK2 Mississippi Career Connections Soil is one of Mississippi’s most valuable natural resources, supporting agriculture across the state. To make a connection to industry in Mississippi, visit the Mississippi Natural Resources Conservation Service website and explore various state programs and initiatives (e.g., Agricultural Conservation Easement Program, Environmental Quality Incentives Program, Grazing Lands Conservation Initiative, etc.). Students may also look up their local service centers and agency offices to learn how conservation professionals work with landowners and producers across regions of Mississippi. Competencies and Suggested Objectives 1. Diagram the major components of an animal and plant cell and list their functions. DOK1 a. Diagram components of animal and plant cells. • Cell membrane • Cytoplasm • Endoplasmic reticulum • Golgi apparatus • Mitochondrion • Nucleus • Nucleolus • Ribosomes • Vacuoles 2. Explain animal growth and reproduction by cell mitosis and meiosis. DOK1 3. Define and explain basic concepts of heredity and genetics. DOK1 a. Define terms. • Genetics • Heredity • Genes • Homogeneous • Heterogeneous • Dominant • Recessive Competencies and Suggested Objectives 1. Analyze the physiology of plants and the processes that affect plant growth. DOK2 a. Compare the physiological processes of respiration, photosynthesis, and transpiration as they affect plant growth. b. Examine the process of plant growth, including cell division, cell elongation, and cell differentiation. 2. Identify and describe plant anatomy, including major structures and functions. DOK1 a. Draw and label a diagram of the anatomy of a flowering plant. • Roots • Stem • Leaf • Flower b. Describe and diagram root systems of plants, including types, structures, and functions. • Type (e.g., fibrous, taproot) • Structures (e.g., root cap, root hair) • Function (e.g., anchor the plant) c. Describe and diagram plant stems, including types, structures, and functions. • Type (e.g., woody, herbaceous) • Structures (e.g., xylem, phloem, lateral bud, terminal bud) • Function (e.g., transport water and nutrients) d. Describe and diagram plant leaves, including types and functions. • Types (e.g., monocot, dicot, broadleaf, narrowleaf) • Structures (e.g., blade, petiole, midrib, epidermis, mesophyll) • Function (e.g., photosynthesis) e. Describe and diagram plant flowers, including types, structures, and functions. • Types (e.g., complete, incomplete) • Structures (e.g., pistil, stamen, sepal, petal) • Function (e.g., seed production, reproduction) 3. Examine and apply common methods of plant reproduction, including sexual and asexual reproduction. DOK2 a. Compare and contrast sexual and asexual reproduction in plants. b. Examine the process of seed formation, including pollination and fertilization in sexual reproduction. c. Compare dicotyledonous and monocotyledonous seeds. d. Identify the parts of a seed and associate each part with its function. • Epicotyl • Hypocotyl • Cotyledon • Seed coat • Endosperm • Radicle e. Describe and apply factors essential to seed germination and conduct a simple germination test on a packet of seeds, including calculating the percentage of seeds that germinate and determining the germination ratio. • Water • Light • Temperature • Air f. Describe and demonstrate the methods of asexual reproduction in plants. • Cuttings • Grafting • Layering • Separation and division • Tissue culture/micropropagation 4. Identify classification methods for plants. DOK1 a. Identify and describe the basic life cycles of a plant, including annual, biennial, and perennial. b. Describe the use of scientific classification systems in plant science, with an emphasis on the use of the genus, species, variety, and cultivar in plant names. c. Highlight the importance of identifying local plant species and their impact on the ecosystem. Mississippi Career Connections Plant science plays a significant role in Mississippi’s agricultural economy, from row crops like cotton, soybeans, and sweet potatoes to nurseries, greenhouses, and landscape operations. A strong understanding of plant biology and growth opens doors to careers such as crop scouting, agronomy support, greenhouse and nursery management, and emerging roles in precision agriculture. Students can explore opportunities through local MSU Extension offices, crop consulting companies, and Mississippi’s expanding ag-tech sector. Competencies and Suggested Objectives 1. Identify common terminology associated with the agricultural animal industry. DOK1 a. Identify the terms associated with species and stage of life. • Cattle (e.g., bull, calf, heifer, steer, cow) • Sheep (e.g., lamb, ewe, ram, wether) • Swine (e.g., piglet, gilt, sow, boar, barrow) • Goats (e.g., kid, doe, buck, wether) • Horses (e.g., foal, colt, filly, mare, stallion, gelding) • Chickens (e.g., chick, hen, rooster, pullet, capon, cockerel) • Fish (e.g., fry, fingerling, adult) • Rabbits (e.g., buck, doe, dam, kit) b. Describe types and breeds of livestock relevant to the local area. c. Describe types, breeds, and uses of companion animals. 2. Investigate the anatomy and physiology of animals. DOK1 a. Identify the basic body systems and their functions. • Skeletal • Muscular • Nervous • Respiratory • Circulatory • Reproductive • Digestive • Urinary • Endocrine 3. Describe important elements of nutrition and digestion in animals. DOK2 a. Investigate the roles and functions of the six major classes of nutrients. • Proteins • Carbohydrates • Vitamins • Fats • Water • Minerals b. Compare and contrast processes of the following digestive systems: monogastric, ruminant, pseudo-ruminant, modified monogastric (avian), and fish. c. Discuss the use of roughages and concentrates as feedstuffs. 4. Examine reproduction and breeding methods in animal production. DOK2 a. Identify and explain the reproduction process in mammals, poultry, and fish. b. Define and describe breeding processes, including natural mating, artificial insemination, and embryo transfer. Mississippi Career Connections Animal agriculture makes up a large part of Mississippi’s 9-billion-dollar agriculture industry. Employers in veterinary medicine, livestock production, and general animal care and husbandry desire skills in animal anatomy, nutrition, and reproduction. These sectors rely heavily on genetics and animal health research to improve growth, disease resistance, and herd and flock performance. Learning the basics of genetics and heredity establishes a foundation for students interested in biotechnology, livestock management and production, hatcheries, and other animal or veterinary science careers. Students may research workforce connections through both higher learning and industry organizations, such as those listed below: Animal and Dairy Sciences at Mississippi State University Poultry Science at Mississippi State University Mississippi Poultry Association Mississippi Cattlemen’s Association MSU Diagnostic Laboratory System Competencies and Suggested Objectives 1. Explain the role and impact of agribusinesses in the economy and the agriculture industry. DOK2 a. Explain agribusiness. b. Define terms related to agribusiness. • Capital • Budgets • Assets • Liabilities • Income • Expenses c. Explain how agribusiness principles support the agricultural industry by guiding the flow of goods (e.g., harvesting to distribution, farm-to-table concept). d. Identify local and statewide agribusinesses. e. Explore the opportunities and challenges of e-commerce. 2. Analyze business organizations in agriculture and compare their characteristics. DOK2 a. Compare the characteristics of commonly used business organizations in the agriculture industry (e.g., proprietorships, partnerships, corporations, cooperatives). Mississippi Career Connections Exploring business concepts in agriculture is a key to student success in Mississippi. Agritourism, farm- to-table operations, and other entrepreneurial endeavors help promote Mississippi agriculture, while also creating career opportunities all over the state. Students will have opportunities to learn about starting or managing their own businesses and the skills needed to sustain them. Financial literacy principles are also crucial for setting smart money practices early, while marketing campaigns and strategies like Genuine MS®, help students see agriculture from multiple perspectives, such as production, distribution, and promotion. Competencies and Suggested Objectives 1. Analyze agriculture industries specific to the local, regional, or state level, aligning with the individual needs of students and/or communities in preparation for future coursework in the Diversified Agriculture pathway. DOK2 a. Examine sectors of the agriculture industry, including but not limited to: • Agricultural technology and manufacturing • Communication and marketing • Crop production • Food science • Forestry • Livestock production • Nursery and landscape management • Veterinary medicine • Wildlife and natural resources b. Investigate how sectors contribute to the state’s economy, culture, and ecosystems. Mississippi Career Connections To conclude this course, students should explore the careers, education pathways, technical skills, and employability traits associated with each major agricultural sector in Mississippi. Using the resources below, students can evaluate where their interests align with statewide workforce needs: • United States Department of Agriculture: nass.usda.gov • Mississippi Department of Agriculture & Commerce: mdac.ms.gov • Mississippi State University Extension Service: extension.msstate.edu • FFA AgExplorer: agexplorer.ffa.org This unit also provides an opportunity to survey student and community interest in potential Diversified Agriculture course offerings to ensure programs remain aligned with local and regional workforce demands. 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: Introduction to Agriscience 1. Examine the scope, sectors, and historical development of agriscience in society. 2. Describe scientific developments and applications in agriscience. Unit 2: Lab Safety and the Scientific Method 1. Explain the basic rules of safety in the agriscience laboratory. 2. Demonstrate the use and location of safety equipment in the agriscience laboratory. 3. Practice safety concepts in laboratory activities. 4. Apply the scientific method by conducting experiments and evaluating results. Unit 3: Agricultural Leadership and Career Development 1. Explain the integral relationship between the FFA, agricultural education, and supervised agricultural experiences (SAE) within the three-circle model of agricultural education. 2. Explore the role of the FFA in promoting premier leadership, personal growth, and career success through 21st-century skills. 3. Describe and demonstrate the role of 21st-century skills that contribute to career readiness and success. 4. Investigate and research careers associated with agriscience. Unit 4: SAE for All 1. Explain the purposes, benefits, and requirements of SAE programs, utilizing SAE For All. 2. Develop and launch a Foundational SAE plan, including goals, resources, and stakeholder responsibilities. 3. Develop and maintain an electronic record-keeping system for an individual student’s SAE program. Unit 5: Tools in Agriscience 1. Identify and demonstrate the use of commonly used tools and measuring devices in agriscience. Unit 6: Soil Science 1. Describe soil and discuss the importance it plays in agricultural production. 2. Identify and describe the physical properties of soil. 3. Investigate the factors that impact soil formation, such as parent materials, climate, living organisms, time, and topography. Unit 7: Introduction to Cells and Genetics 1. Diagram the major components of an animal and plant cell and list their functions. 2. Explain animal growth and reproduction by cell mitosis and meiosis. 3. Define and explain basic concepts of heredity and genetics. Unit 8: Introduction to the Science of Agricultural Plants 1. Analyze the physiology of plants and the processes that affect plant growth. 2. Identify and describe plant anatomy, including major structures and functions. 3. Examine and apply common methods of plant reproduction, including sexual and asexual reproduction. 4. Identify classification methods for plants. Unit 9: Introduction to the Science of Agricultural Animals 1. Identify common terminology associated with the agricultural animal industry. 2. Investigate the anatomy and physiology of animals. 3. Describe important elements of digestion and nutrition in animals. 4. Examine reproduction and breeding methods in animal production. Unit 10: Introduction to Agribusiness and Entrepreneurship 1. Explain the role and impact of agribusinesses in the economy and the agriculture industry. 2. Analyze business organizations in agriculture and compare their characteristics. Unit 11: Exploring Mississippi’s Agricultural Sectors 1. Analyze agriculture industries specific to the local, regional, or state level, aligning with the individual needs of students and/or communities in preparation for future coursework in the Diversified Agriculture pathway. 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 AS - Animal Systems 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 ESS - Environmental Sustainability Systems X X X FPP - Food Products and Processing Systems X X FPS - Foundational Pathway Skills X X X X X X X X X X X NRS - Natural Resource Systems X X X PS - Plant Systems X X X X X X PST - Power, Structural, and Technical Systems X 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. Food Products and Processing Systems Career Pathway Content Standards 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. 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. Foundational Pathway Skills Content Standards 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. Natural Resource Systems Career Pathway Content Standards 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. 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. Plant Systems Career Pathway Content Standards 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. 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. Power, Structural, and Technical Systems Career Pathway Content Standards 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. 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 10 11 Standards BIO.1A.1 X BIO.4.1 BIO.1A.2 X BIO.4.2 BIO.1A.3 X BIO.4.3 BIO.1A.4 X BIO.4.4 BIO.1B.1 X BIO.4.5 BIO.1B.2 X BIO.4.6 BIO.1C.1 X BIO.4.7 BIO.1C.2 X BIO.5.1 X X BIO.1C.3 X BIO.5.2 X X BIO.1D.1 X BIO.5.3 X X BIO.1D.2 X BIO.5.4 X X BIO.1E.1 X X X BIO.5.5 X X BIO.1E.2 X X X BIO.5.6 X X BIO.1E.3 X X X BIO.5.7 X X BIO.1E.4 X X X BIO.5.8 X X BIO.2.1 X X BIO.5.9 X X BIO.2.2 X X BIO.2.3 X X BIO.2.4 X X BIO.2.5 X X BIO.2.6 X X BIO.3A.1 X X BIO.3A.2 X X BIO.3A.3 X X BIO.3B.1 X X BIO.3B.2 X X BIO.3B.3 X X BIO.3B.4 X X BIO.3C.1 X X BIO.3C.2 X X BIO.3C.3 X 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). Reproduction and Heredity Adaptations and Evolution BIO.4.7 Enrichment: Construct explanations for how various disease agents (bacteria, viruses, chemicals) can influence natural selection. 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