7 MAC Pt. 242
Mississippi Secondary Curriculum Frameworks in Career and Technical Education,
Cite as 7 Miss. Admin. Code Pt. 242
Title 7: Education K-12
Part 242: Mississippi Secondary Curriculum Frameworks in Career and Technical Education,
Agriculture, Food & Natural Resources, 2023 Diversified Agriculture Precision Agriculture
Mississippi CTE
Curriculum Framework
2 023 D iv ersif ied A gr icu ltu r e P r ecisio n
A gr icu lture
Program CIP: 01.0000— Agriculture, General
Direct inquiries to:
Instructional Design Specialist
Program Supervisor
Research and Curriculum Unit
Office of Career and Technical Education
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
Mississippi Department of Education
Mississippi State University
Jackson, MS 39205
Mississippi State, MS 39762
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 contexts of curriculum development
and revision, research, assessment, professional development, and industrial training.
Mississippi CTE
Curriculum Framework
Table of Contents
Mississippi CTE
Curriculum Framework
Acknowledgments
The Diversified Agriculture Precision Agriculture curriculum was presented to the Mississippi
State Board of Education on March 19, 2023. The following persons were serving on the state
board at the time:
Mr. Michael D. Kent, interim state superintendent of education
Mrs. Rosemary G. Aultman, chair
Mr. Glen V. East, vice chair
Mrs. Mary Werner
Dr. Ronnie L. McGehee
Dr. Wendi Barrett
Mr. Matt Miller
Mr. Bill Jacobs
Ms. Micah Hill, student representative
Mr. Charlie Fruge’, student representative
The following Mississippi Department of Education (MDE) and RCU managers and specialists
assisted in the development of the Precision Agriculture curriculum:
Wendy Clemons, the associate state superintendent of the MDE Office of Secondary,
Professional Development, and Career Technical Education, supported the RCU and
teachers throughout the development of the framework and supporting materials.
Jill Wagner, the former agricultural education and FFA program supervisor for the MDE
Office of Career and Technical Education (CTE), supported the RCU and teachers
throughout the development of the framework and supporting materials.
Betsey Smith, the director of the RCU, supported RCU staff and teachers throughout the
development of this framework and supporting materials.
Courtney McCubbins, the curriculum manager for the RCU, supported RCU staff and
teachers throughout the development of this framework and supporting materials.
Rob Fyke, a project manager with the RCU, researched and co-authored this framework.
Special thanks are extended to the educators who contributed to the development and revision of
this framework and supporting materials:
Clint Young, Pontotoc Ridge CTC, Pontotoc
Catherine Avent, Lafayette High School, Oxford
Mississippi CTE
Curriculum Framework
Appreciation is expressed to the following professionals who provided guidance and insight
throughout the development process:
Dr. Joby Czarnecki, associate research professor, Geosystems Research Institute,
Mississippi State University
Parker Dulaney, regional sales specialist, Ag Leader Technology
Dr. Amelia Fox, assistant clinical professor, Department of Plant and Soil Sciences,
Mississippi State University
Ben Good, farmer, Noxubee County
Mitt Wardlaw, owner and consultant, Southern Ag. Inc.
Bryan Whittenton, graduate student and instructor, Department of Plant and Soil
Sciences, Mississippi State University
Mississippi CTE
Curriculum Framework
Standards
Standards and alignment crosswalks are referenced in the appendix. 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, English II, and U.S. History from 1877, which could be integrated into the
content of the units. Mississippi’s CTE Diversified Agriculture Precision Agriculture 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
International Society for Technology in Education Standards (ISTE)
Reprinted with permission from ISTE Standards for Students (2016). All rights reserved.
Permission does not constitute an endorsement by ISTE (iste.org).
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/oae/college-and-career-readiness-standards
Framework for 21st Century Learning
In defining 21st-century learning, the Partnership for 21st Century Skills has embraced key
themes and skill areas that represent the essential knowledge for the 21st century: global
awareness; financial, economic, business, and entrepreneurial literacy; civic literacy; health
literacy; environmental literacy; learning and innovation skills; information, media, and
technology skills; and life and career skills.
battelleforkids.org/networks/p21/frameworks-resources
Mississippi CTE
Curriculum Framework
Preface
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).
Mississippi CTE
Curriculum Framework
Mississippi Teacher Professional Resources
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.
Mississippi CTE
Curriculum Framework
Executive Summary
Pathway Description
The Diversified Agriculture Precision Agriculture curriculum is a one-Carnegie unit course
within the four-credit Diversified Agriculture pathway. Students must complete the Principles of
Agriscience prerequisite course before being allowed to enroll in the Diversified Agriculture
Precision Agriculture course. This course will explore how modern technology affects the
agriculture industry. Students will learn how farming has become more site-specific because of
the data collected by modern technologies. This course provides an opportunity for students to
survey precision agriculture and how it benefits farmers and the agriculture industry.
College, Career, and Certifications
No national industry-recognized secondary certifications are known to exist at this time in the
field of precision agriculture. Competencies and suggested performance indicators in these
courses have been correlated, however, to the National AFNR Career Cluster Content Standards
that have been reviewed and endorsed at the national level by the National Council on
Agricultural Education.
Grade Level and Class Size Recommendations
It is recommended that students enter this program as 10th graders. Exceptions to this are a
district-level decision based on class size, enrollment numbers, and student maturity, CTE
delivery method. A maximum of 25 students is recommended for classroom-based courses,
while a maximum of 15 students is recommended for lab-based courses.
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 and TABE) reading score (eighth grade or higher)
or
1. TABE reading and math score (eighth grade or higher)
2. Instructor approval
or
1. Instructor approval
Assessment
The latest assessment blueprint for the curriculum can be found at
rcu.msstate.edu/curriculum/curriculumdownload.
Applied Academic Credit
The latest academic credit information can be found at
mdek12.org/ese/approved-course-for-the-secondary-schools.
Mississippi CTE
Curriculum Framework
Teacher Licensure
The latest teacher licensure information can be found at
mdek12.org/oel/apply-for-an-educator-license.
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.
Mississippi CTE
Curriculum Framework
Course Outlines
This curriculum consists of one 1-credit course.
Diversified Agriculture Precision Agriculture—Course Code: XXXXXX
Unit
Title
Hours
Introduction to Precision Agriculture
Global Positioning System (GPS)
Geographic Information System (GIS)
Soil Variability
Planting
Fertility
Irrigation (Soil Moisture Management)
Pest Management
Harvesting and Economics
Immersion Into FFA and Supervised Agriculture Experience (SAE)
for All
Total
Mississippi CTE
Curriculum Framework
Career Pathway Outlook
Overview
The agricultural sciences career cluster covers the broad field of occupations related to the
production and use of plants and animals for food, fiber, aesthetic, and environmental purposes.
According to the U.S. Department of Agriculture, during the next five years (2020-2025) 59,400
jobs are expected to open in food, agriculture, renewable natural resources, or the environment
for graduates with bachelor’s or higher degrees in those areas. Almost half of those jobs will be
in management and business at 42%; 31% in science, technology, engineering, and math in
agriculture; 13% in sustainable food and biomaterials production; and 14% in education,
communication, and government services. According to USDA, agriculture, food, and related
industries contributed $1.109 trillion to the U.S. gross domestic product (GDP) in 2019. The
Mississippi Department of Agriculture and Commerce reports that agriculture is Mississippi’s
number one industry at $7.35 billion and employing approximately 17.4% of the state’s
workforce.
Diversified Agriculture will target careers at the professional and technical levels in agriculture.
Students enrolled in these courses should be better prepared to pursue degrees at the community
college and four-year-college levels.
Needs of the Future Workforce
Data for this synopsis were compiled from the Mississippi Department of Employment Security
(2022). Employment opportunities for each of the occupations are listed below:
Table 1.1: Current and Projected Occupation Report
Description
Jobs,
Projected
Jobs, 2028
Change
(Number)
Change
(Percent)
Average Yearly
Earnings, 2022
Agricultural and Food
Science Technicians
3.9%
$39,270
Agricultural Sciences
Teachers, Postsecondary
6.7%
$93,260
Career/Technical
Education Teachers,
Middle School
9.4%
$47,270
Career/Technical
Education Teachers,
Secondary School
7.4%
$50,370
Conservation Scientists
4.3%
$54,950
Environmental
Engineers
2.4%
$75,940
Environmental
Engineering Technicians
6.3%
$46,790
Environmental Scientists
and Specialists,
Including Health
8.1%
$64,460
Mississippi CTE
Curriculum Framework
Environmental Science
and Protection
Technicians, Including
Health
9.5%
$38,780
Farm and Home
Management Advisors
3.2%
$38,650
Logging Equipment
Operators
1,680
1,740
3.6%
$41,840
Soil and Plant Scientists
0%
$92,250
Farmers, Ranchers, and
Other Agricultural
Managers
1,790
1,840
2.8%
$55,830
First-Line Supervisors
of Landscaping, Lawn
Service, and
Groundskeeping
Workers
1,090
11.2%
$40,270
First-Line
Supervisors/Managers of
Farming, Fishing, and
Forestry Workers
5.3%
$54,550
Fish and Game Wardens
0%
$46,610
Foresters
5.3%
$52,660
Surveyors
4.4%
$48,600
Surveying and Mapping
Technicians
3.8%
$39,840
Tree Trimmers and
Pruners
11.1%
$44,920
Zoologists and Wildlife
Biologists
3.9%
$70,200
Source: Mississippi Department of Employment Security; mdes.ms.gov (2022).
Mississippi CTE
Curriculum Framework
Perkins V Requirements and Academic Infusion
This curriculum meets Perkins V requirements of introducing students to and preparing them for
high-skill, high-wage occupations in agriculture fields. It also offers students a program of study,
including secondary, postsecondary, and institutions of higher learning courses, that will further
prepare them for agriculture industry 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.
Mississippi CTE
Curriculum Framework
Best Practices
Innovative Instructional Technologies
Classrooms should be equipped with tools that will teach today’s digital learners through
applicable and modern practices. The precision agriculture educator’s goal should be to include
teaching strategies that incorporate current technology. To make use of the latest online
communication tools—wikis, blogs, podcasts, and social media platforms, for example—the
classroom teacher is encouraged to use a learning management system that introduces students to
education in an online environment and places more of the responsibility of learning on the
student.
Differentiated Instruction
Students learn in a variety of ways, and numerous factors—students’ background, emotional
health, and circumstances, for example—create unique learners. By providing various teaching
and assessment strategies, students with various learning preferences can have more
opportunities to succeed.
CTE Student Organizations
Teachers should investigate opportunities to sponsor a student organization. The National FFA
Organization is the student organization for this pathway and will foster the types of learning
expected from the Diversified Agriculture Precision Agriculture curriculum. FFA provides
students with growth opportunities and competitive events and opens the doors to the world of
agriculture and scholarship opportunities.
Cooperative Learning
Cooperative learning can help students understand topics when independent learning cannot.
Therefore, you will see several opportunities in this 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 precision agriculture curriculum that will allow and encourage collaboration with
professionals currently in the precision agriculture field.
Work-Based Learning
Work-based learning (WBL) is an extension of understanding competencies taught in the
aquaculture classroom. This program may require students to obtain a minimum of 35 clinical-
type hours, which may include but are not limited to clinicals/worksite field experiences,
entrepreneurships, internships, pre-apprenticeships, school-based enterprises, job placements,
and simulated worksites. These real-world connections and applications provide a link to all
types of students regarding knowledge, skills, and professional dispositions. Thus, supervised
collaboration and immersion into the agricultural industry are keys to students’ success,
knowledge, and skills development. For more information on embedded WBL, visit the
Mississippi Work-Based Learning Manual on the RCU website, rcu.msstate.edu.
Mississippi CTE
Curriculum Framework
Professional Organizations
American Association for Agricultural Education (AAAE)
aaaeonline.org
Association for Career and Technical Education (ACTE)
acteonline.org
Mississippi ACTE (MS ACTE)
mississippiacte.com
Mississippi Association of Agricultural Educators (MSAAE)
mississippiffa.org
National Association of Agricultural Educators (NAAE)
naae.org
National FFA Organization
ffa.org
Mississippi CTE
Curriculum Framework
Using This Document
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.
Teachers are welcome to teach the competencies in other ways than the listed objectives if it
allows for mastery of the competencies. Teachers are also allowed to teach the units and
competencies in the order they prefer, as long as they teach the necessary material allotted for the
specific course or credit they are teaching at the time.
Teacher Resources
All teachers should request to be added to the Canvas Resource Guide for their course. For
questions or to added to the guide send a help desk ticket to the RCU by emailing
helpdesk@rcu.msstate.edu.
Perkins V Quality Indicators and Enrichment Material
Some of the units may include an enrichment section at the end. This material will greatly
enhance the learning experiences of students. If the Diversified Agriculture—Precision
Agriculture 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.
Mississippi CTE
Curriculum Framework
Unit 1: Introduction to Precision Agriculture
Competencies and Suggested Objectives
1. Research definitions of precision agriculture and formulate a class definition. DOK3
2. Compare and contrast precision agriculture and traditional agriculture. DOK3
a. Discuss managing whole fields as a single unit vs. customizing management for small
areas within fields.
• Data acquisition and analysis
• Decision support system
• Increased attention to management
• Learning curve
b. Investigate how economics plays a role in the transition from traditional agriculture to
precision agriculture. DOK3
• Changes in cost
• Changes in revenue
• Cash flow
• Risk
c. Discuss the potential environmental benefits of implementing more precision
agriculture components on a farm. DOK1
• Decrease input losses
• Target nutrients to increase uptake efficiency
3. Investigate workplace safety and the use of personal protective equipment (PPE). DOK1
a. Describe safe practices when using equipment and working around potentially
hazardous areas.
b. Explore safety scenarios within the precision agriculture industry.
• Pesticide handling/storage
• Injuries from improper use of equipment
• Spray drift
• Off-target applications
• Materials Safety Data Sheet (MSDS)
4. Evaluate biosecurity risks in agriculture and understand how to mitigate risks. DOK 2
a. Define the term biosecurity and its effect on precision agriculture.
b. Investigate biosecurity practices for the following areas of agriculture:
• Disease containment
• Sanitation
• Preventing infectious disease from entering operations
• Controlling microbial contamination
• Preventing and controlling water contamination
• Pest control
Mississippi CTE
Curriculum Framework
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 documented in each student’s file.
Mississippi CTE
Curriculum Framework
Unit 2: Global Positioning System (GPS)
Competencies and Suggested Objectives
1. Define Global Positioning System (GPS). DOK1
2. Analyze the history of GPS creation. DOK3
a. Discuss the development of GPS technology and its progression over time.
b. Recognize the sequence of GPS usage.
• Military
• Industrial
• Commercial
• Civilian
3. Discuss the usage of GPS. DOK2
a. Discuss ways GPS is used in the daily lives of all people.
• Navigation assistance
• Locating lost devices
• Marking locations for future usage
b. Investigate common methods in which farmers utilize GPS technology.
• Farm planning
• Field mapping
• Soil sampling
• Tractor guidance
• Crop scouting
• Variable rate applications
• Yield mapping
• Working during low visibility field conditions
4. Understand the three divisions of GPS. DOK4
a. Investigate and illustrate the space segment within GPS.
b. Investigate and illustrate the control segment within GPS.
c. Investigate and illustrate the user segment within GPS.
Mississippi CTE
Curriculum Framework
Unit 3: Geographic Information System (GIS)
Competencies and Suggested Objectives
1. Define Geographic Information System (GIS). DOK1
2. Analyze the history of GIS creation and usage from 1960 to present.
a. Discuss when the field of GIS started and how it has evolved into a powerful and
necessary mapping tool.
3. Discuss how GIS technology is used in many fields, including agriculture, to make maps
that communicate, perform analysis, share information, and solve complex problems
around the world. DOK3
a. View various maps created by GIS programing.
• Maps that identify problems
• Maps that monitor change
• Maps that perform forecasting
b. Discuss observations within each type of map.
4. Discuss how GIS mapping has created a shift from traditional agriculture practices. DOK2
a. Investigate how maps help farmers compare variables on a farm.
• Soil type
• Wind direction
• Rainfall amount
• Slope
• Topography
• Elevation
b. Recognize and discuss how GIS maps can assist farmers with various tasks.
• Crop management
• Site suitability
• Drainage planning
• Flood prevention/management
• Drought prevention/management
• Erosion prevention/management
• Disease control
5. Compare the different methods of gathering remote sensing data to create GIS maps. DOK3
a. Illustrate or describe how satellites scan the earth’s surface to gather information.
b. Illustrate or describe how unmanned aerial vehicles (i.e., drones) scan the earth’s
surface to gather information.
c. Illustrate or describe how manned aircraft scan the earth’s surface to gather
information.
Mississippi CTE
Curriculum Framework
Unit 4: Soil Variability
Competencies and Suggested Objectives
1. Identify and describe soil variability. DOK2
a. Describe the characteristics of various types of soil texture (e.g., percentage of sand,
silt, clay).
2. Recognize the role soil variability plays in crop production. DOK2
a. Investigate the relationship between environmental factors and soil variability and
productivity.
• Cation exchange capacity
• Water holding capacity
3. Investigate soil testing tools and techniques. DOK4
a. Measure soil variability by using one or multiple available tools and techniques.
• Chemical soil test (multiple samples)
• Soil moisture probe
• Bare soil imagery
• United States Department of Agriculture (USDA) soil survey
• Soil Survey Geographic Database (SSURGO, web soil survey)
• Topography maps
b. Analyze the data from the soil test and identify the amount of variability.
4. Infer causes of variability and create a project or presentation based on results of soil
testing. DOK4
5. Identify and discuss actions that incorporate GIS and/or GPS technologies within soil
variability. DOK3
Mississippi CTE
Curriculum Framework
Unit 5: Planting
Competencies and Suggested Objectives
1. Identify and describe various planting strategies (e.g., uniform rate, variable seeding rate,
multi-hybrid planting, etc.). DOK1
2. Recognize the role soil variability plays in choosing the planting strategy, hybrid selection,
and seeding rates. DOK2
a. Identify how to choose a planting strategy.
b. Discuss the process of hybrid selection based on soil characteristics (e.g)., MSU variety
tests) and management practices.
c. Determine the seeding rate for each of the following factors:
• Soil fertility
• Drainage (i.e., poorly drained vs. well-drained)
• Yield potential
3. Compare and contrast various methods of measuring the emergence of plants. DOK3
a. Physically counting the plants
b. The use of remotely sensed image data (GIS technology)
• Autonomous vehicles
4. Draw conclusions about the success of the planting strategies. DOK3
a. Compare and contrast the planted rate vs. the emergent rate.
b. Make observations about the variability of the plant’s emergence.
5. Compare some of the potential outcomes when planting on a farm. DOK3
a. Develop a plan for one of the possible outcomes.
• Plants emerge poorly or not at all in multiple places in the field (i.e., sporadic
growth).
• None of the plants emerge.
6. Identify and discuss common equipment farmers could use within the planting process.
DOK3
a. Examine how various precision agriculture technologies assist with the planting
process.
• Auto steer on a tractor
• Road command (precision planting abilities)
7. Identify and discuss actions that incorporate GIS and/or GPS technologies within planting.
DOK2
Mississippi CTE
Curriculum Framework
Unit 6: Fertility
Competencies and Suggested Objectives
1. Identify and describe various nutrient management strategies (e.g., uniform rate, variable
rate). DOK1
2. Recognize the role soil variability plays in the choice of management strategy. DOK2
a. Identify how to choose a nutrient management strategy.
b. Discuss the process of product and rate based on the following factors:
• Soil test recommendations
• Yield goal
• Crop to be grown
3. Compare and contrast various philosophies of sampling chemical soil properties. DOK3
a. Assess composite soil sampling.
b. Assess grid sampling.
c. Assess zone sampling.
4. Draw conclusions about which fertility amendments are warranted. DOK3
a. Investigate yield goal-based rate.
b. Discuss blanket application (historical vs. test value).
c. Analyze variable application based on grid or zone soil sample.
d. Discuss the need for crop removal.
5. Develop a plan for various application scenarios. DOK3
a. Compare blanket rate application vs. variable application for the following scenarios:
• High variability
• Low variability
6. Identify and discuss common equipment farmers could use to apply fertilizer on a farm.
DOK3
a. Examine how various precision agriculture technologies assist with the application
process.
• Handheld GPS (e.g., iPhone, iPad, etc.)
• Spreader with variable rate applicator
• Sprayer with variable rate applicator
7. Identify and discuss actions that incorporate GIS and/or GPS technologies within fertility.
DOK2
Mississippi CTE
Curriculum Framework
Unit 7: Irrigation (Soil Moisture Management)
Competencies and Suggested Objectives
1. Identify and describe various irrigation strategies (e.g., uniform rate, variable rate). DOK2
a. Investigate the uniform rate strategy.
b. Investigate the variable rate strategy.
2. Recognize the role soil variability plays in the choice of irrigation strategy. DOK1
a. Identify how to choose an irrigation strategy.
b. Discuss the process of timing and applied volume based on the following indicators:
• Soil moisture probes
• Canopy temperature sensors
• Thermal remote sensing
3. Discuss what timing and volume are regarding soil moisture management. DOK4
a. Analyze the role each of the following plays in timing and applied volume:
• Weather
• Topography
• Soil texture
• Soil type
• Crop
• Crop growth stage
4. Identify types of irrigation methods used on the modern-day farm. DOK3
a. Investigate various irrigation methods and discuss technologies that could make
moisture management more precise.
• Drip irrigation
• Sprinkler irrigation
o Variable rate water distribution technology
• Surface irrigation
• Center pivot irrigation
o Variable rate water distribution technology
5. Identify and discuss actions that incorporate GIS and/or GPS technologies within
irrigation. DOK2
Mississippi CTE
Curriculum Framework
Unit 8: Pest Management
Competencies and Suggested Objectives
1. Identify and describe various pest management strategies (e.g., uniform rate, variable rate,
spot treatment). DOK2
2. Identify how to choose a pest management strategy. DOK3
a. Discuss how the following three variables guide the pest management strategy.
• Field history
• Growth stage
• Equipment availability
3. Compare and contrast traditional methods vs. methods using newer technology for pest
detection. DOK3
a. Identify patterns based on multiple counts.
• Sweep net counts (insects)
• Sample square counts (weeds)
b. Predict pest problems based on photographic input (artificial intelligence).
4. Interpret the agronomic benefit of treatment. DOK4
a. Determine the economic threshold.
b. Assess the application restrictions.
5. Identify and discuss common methods farmers use to control pests. DOK3
a. Investigate various pest management methods and discuss the pros and cons of each
method.
• Physical (e.g., traps, mowing, tillage)
• Genetic (e.g., genetically engineered pest resistance)
• Biological (e.g., predators, parasites, diseases)
• Chemical (e.g., pesticides [insecticides, herbicides, and fungicides])
6. Identify and discuss actions that incorporate GIS and/or GPS technologies within pest
management. DOK2
Mississippi CTE
Curriculum Framework
Unit 9: Harvesting and Economics
Competencies and Suggested Objectives
1. Identify and describe the patterns of yield. DOK2
a. Hypothesize causal agents for patterns of yield (e.g., what contributes to low yield vs.
what contributes to high yield).
2. Compare and contrast maximized yields vs. optimized yields. DOK3
a. Recognize the profitability.
b. Discuss the trade-offs between input costs and yields.
c. Discuss how farmers choose whether incorporating technology will benefit their net
profit.
• Short-term costs vs. yields
• Long-term costs vs. yields
3. Assess farm economic sustainability. DOK3
a. Discuss an enterprise budget.
b. Identify a straight ledger.
4. Identify and discuss common equipment farmers use in the harvesting process. DOK2
a. Examine how various precision agriculture technologies assist with the harvesting
process.
• GPS-equipped yield monitor on a harvester
• Other technologies on a harvester
5. Develop a logical argument for adopting one specific technology on the farm. DOK4
a. Research one specific technology currently being used by farmers or a technology that
farmers could use in the future.
b. Create a research-based presentation arguing for the use of the technology.
6. Identify and discuss actions that incorporate GIS and/or GPS technologies within
harvesting and economics. DOK2
Mississippi CTE
Curriculum Framework
Unit 10: Immersion Into FFA and Supervised
Agriculture Experience (SAE) for All
Competencies and Suggested Objectives
1. Participate in local, state, and/or national FFA activities that provide opportunities for
leadership development and career exploration. DOK 3
a. Actively participate in FFA activities.
• Leadership Development Events (LDEs)
• Career Development Events (CDEs)
o Nursery/Landscape
• Leadership retreats or conferences
• Industry-related seminars, workshops, or conferences
• Other related FFA activities
2. Apply concepts learned from the school-based agricultural education program to continue
progression of immersion SAEs. DOK 4
a. Redefine and adjust the agreement requirements between the student, parents,
supervisor, and/or employer.
b. Update SAE records utilizing an electronic/computer-based system of record keeping.
• SAE program goals
• Student inventory related to the SAE program
• Expense records
• Income/gift and scholarship records
• Skill-attainment records
• Leadership-activity records and participation in FFA activities
• Community service hours
c. Complete degree and proficiency award applications as they apply to the SAE.
3. Identify potential college and career opportunities in precision agriculture. DOK 2
a. Research postsecondary institutions that offer studies in precision agriculture or a
related field and prepare a two- to three-minute speech on their programs and potential
career choices.
b. Complete applications for college admission and scholarships.
c. Create a personal résumé for the purpose of applying for a specific job.
d. Complete a job application for employment.
e. Participate in a mock or real interview.
Mississippi CTE
Curriculum Framework
Student Competency Profile
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 on which the student mastered the
competency.
Unit 1: Introduction to Precision Agriculture
1. Research definitions of precision agriculture and formulate a class definition.
2. Compare and contrast precision agriculture and traditional agriculture.
3. Investigate workplace safety and the use of personal protective equipment (PPE).
4. Evaluate biosecurity risks in agriculture and understand how to mitigate risks.
Unit 2: Global Positioning System (GPS)
1. Define the Global Positioning System (GPS).
2. Analyze the history of GPS creation.
3. Discuss the usage of GPS.
4. Understand the three divisions of GPS.
Unit 3: Geographic Information System (GIS)
1. Define Geographic Information System (GIS).
2. Analyze the history of GIS creation and usage from 1960 to present.
3. Discuss how GIS technology is used in many fields, including agriculture, to
make maps that communicate, perform analysis, share information, and solve
complex problems around the world.
4. Discuss how GIS mapping has created a shift from traditional agriculture
practices.
5. Compare the different methods of gathering remote sensing data to create GIS
maps.
Unit 4: Soil Variability
1. Identify and describe soil variability.
2. Recognize the role soil variability plays in crop production.
3. Investigate soil testing tools and techniques.
4. Infer causes of variability and create a project or presentation based on results of
soil testing.
Mississippi CTE
Curriculum Framework
5. Identify and discuss actions that incorporate GIS and/or GPS technologies within
soil variability.
Unit 5: Planting
1. Identify and describe various planting strategies (e.g., uniform rate, variable
seeding rate, multi-hybrid planting, etc.).
2. Recognize the role soil variability plays in choosing the planting strategy, hybrid
selection, and seeding rates.
3. Compare and contrast various methods of measuring the emergence of plants.
4. Draw conclusions about the success of the planting strategies.
5. Compare some of the potential outcomes when planting on a farm.
6. Identify and discuss common equipment farmers could use within the planting
process.
7. Identify and discuss actions that incorporate GIS and/or GPS technologies within
planting.
Unit 6: Fertility
1. Identify and describe various nutrient management strategies (e.g., uniform rate,
variable rate).
2. Recognize the role soil variability plays in the choice of management strategy.
3. Compare and contrast various philosophies of sampling chemical soil properties.
4. Draw conclusions about which fertility amendments are warranted.
5. Develop a plan for various application scenarios.
6. Identify and discuss common equipment farmers could use to apply fertilizer on a
farm.
7. Identify and discuss actions that incorporate GIS and/or GPS technologies within
fertility.
Unit 7: Irrigation (Soil Moisture Management)
1. Identify and describe various irrigation strategies (e.g., uniform rate, variable
rate).
2. Recognize the role soil variability plays in the choice of irrigation strategy.
3. Discuss what timing and volume are regarding soil moisture management.
4. Identify types of irrigation methods used on a modern-day farm.
5. Identify and discuss actions that incorporate GIS and/or GPS technologies within
irrigation.
Unit 8: Pest Management
1. Identify and describe various pest management strategies (e.g., uniform rate,
variable rate, and spot treatment).
2. Identify how to choose a pest management strategy.
3. Compare and contrast traditional methods vs. methods using newer technology
for pest detection.
Mississippi CTE
Curriculum Framework
4. Interpret agronomic benefit of treatment.
5. Identify and discuss common methods farmers use to control pests.
6. Identify and discuss actions that incorporate GIS and/or GPS technologies within
pest management.
Unit 9: Harvesting and Economics
1. Identify and describe the patterns of yield.
2. Compare and contrast maximized yields vs. optimized yields.
3. Assess farm economic sustainability.
4. Identify and discuss common equipment farmers use in the harvesting process.
5. Develop a logical argument for adopting one specific technology on the farm.
6. Identify and discuss actions that incorporate GIS and/or GPS technologies within
harvesting and economics.
Unit 10: Immersion Into FFA and Supervised Agriculture Experience (SAE) for All
1. Participate in local, state, and/or national FFA activities that provide
opportunities for leadership development and career exploration.
2. Apply concepts learned from the school-based agricultural education program to
continue progression of immersion SAEs.
3. Identify potential college and career opportunities in precision agriculture.
Mississippi CTE
Curriculum Framework
Appendix: Industry Standards
Framework for AFNR Content Standards and Performance Elements Crosswalk for
Diversified Agriculture— Precision Agriculture
Unit
AFNR
ABS- Agribusiness Systems
X
X
X
X
X
X
X
X
AS- Animal Systems
X
X
BS- Biotechnology
X
X X X
X
X
X
X
CRP- Career Ready Practices
X
X
X
X
X
CS- AFNR Cluster Skill
X
X
X
X
X
X
X
X
ES- Environmental Service Systems
X
X
X X X
X
X
X
X
FPP- Food Products and Processing Systems
X
X X
X
X
X
X
NRS- Natural Resource Systems
X
X
X X
X
X
X
PS- Plant Systems
X
X X X
X
X
X
X
PST- Power, Structural, and Technical Systems
X
X
X X
X
X
X
X
X
AFNR Pathway
Content Standards and Performance Elements
The AFNR Pathway Content Standards and Performance Elements are adapted from National
Agriculture, Food, and Natural Resources (AFNR) Career Cluster Content Standards. Reprinted
with permission from the National Council for Agricultural Education, 1410 King St., Suite 400,
Alexandria, VA 22314, 800.772.0939. Copyright © 2015. A complete copy of the national
standards can be downloaded from the Team Ag Ed Learning Center at thecouncil.ffa.org/afnr
ABS AGRIBUSINESS SYSTEMS
AS ANIMAL SYSTEMS
BS BIOTECHNOLOGY
CRP CAREER READY PRACTICES
CS AGRICULTURE FOOD AND NATURAL RESOURCES CLUSTER SKILL
ES
ENVIRONMENTAL SERVICE SYSTEMS
FPP FOOD PRODUCTS AND PROCESSING SYSTEMS
NRS NATURAL RESOURCE SYSTEMS
PS
PLANT SYSTEMS
PST POWER, STRUCTURAL, AND TECHNICAL SYSTEMS
Mississippi CTE
Curriculum Framework
Agribusiness Systems Career Pathway Content Standards
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), and business planning, 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:
• Common Career Technical Core (CCTC) Standards – These are the standards for
Agribusiness Systems (AG-ABS) from the 2012 version of the Common Career and
Technical Core Standards, which are owned by the National Association of State Directors of
Career and Technical Education/National Career Technical Education Foundation and are
used here with permission. These statements define what students should know and be able
to do after completing instruction in a program of study for this pathway.
• Performance Indicators – These statements distill each CCTC 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 CCTC Standard
at the conclusion of a program of study in this area.
ABS.01. CCTC Standard: Apply management planning principles in AFNR businesses.
ABS.01.01. Performance Indicator: Apply micro- and macroeconomic principles to
plan and manage inputs and outputs in an AFNR business.
ABS.01.02. Performance Indicator: Read, interpret, evaluate and write statements of
purpose to guide business goals, objectives and resource allocation.
ABS.01.03. Performance Indicator: Devise and apply management skills to organize
and run an AFNR business in an efficient, legal and ethical manner.
ABS.01.04. Performance Indicator: Evaluate, develop and implement procedures used
to recruit, train and retain productive human resources for AFNR businesses.
ABS.02. CCTC Standard: Use record keeping to accomplish AFNR business objectives,
manage budgets and comply with laws and regulations.
ABS.02.01. Performance Indicator: 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. Performance Indicator: 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. CCTC Standard: Manage cash budgets, credit budgets and credit for an AFNR
business using generally accepted accounting principles.
ABS.03.01. Performance Indicator: Develop, assess and manage cash budgets to
achieve AFNR business goals.
Mississippi CTE
Curriculum Framework
ABS.03.02. Performance Indicator: Analyze credit needs and manage credit budgets to
achieve AFNR business goals.
ABS.04. CCTC Standard: Develop a business plan for an AFNR business.
ABS.04.01. Performance Indicator: Analyze characteristics and planning requirements
associated with developing business plans for different types of AFNR businesses.
ABS.04.02. Performance Indicator: Develop production and operational plans for an
AFNR business.
ABS.04.03. Performance Indicator: Identify and apply strategies to manage or mitigate
risk.
ABS.05. CCTC Standard: Use sales and marketing principles to accomplish AFNR business
objectives.
ABS.05.01. Performance Indicator: Analyze the role of markets, trade, competition and
price in relation to an AFNR business sales and marketing plans.
ABS.05.02. Performance Indicator: Assess and apply sales principles and skills to
accomplish AFNR business objectives.
ABS.05.03. Performance Indicator: Assess marketing principles and develop marketing
plans to accomplish AFNR business objectives.
Animal Systems Career Pathway Content Standards
The Animal Systems (AS) Career Pathway encompasses the study of animal systems, including content
areas such as life processes, health, nutrition, genetics, and management and processing, 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:
•
Common Career Technical Core (CCTC) Standards – These are the standards for Animal Systems
(AG-AS) from the 2012 version of the Common Career and Technical Core Standards, which are
owned by the National Association of State Directors of Career and Technical Education/National
Career Technical Education Foundation and are used here with permission. These statements define
what students should know and be able to do after completing instruction in a program of study for
this pathway.
•
Performance Indicators – These statements distill each CCTC 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 CCTC Standard at the conclusion of a
program of study in this area.
AS.01. CCTC Standard: Analyze historic and current trends impacting the animal systems
industry.
AS.01.01. Performance Indicator: Evaluate the development and implications of animal
origin, domestication and distribution on production practices and the environment.
AS.01.02. Performance Indicator: Assess and select animal production methods for use
in animal systems based upon their effectiveness and impacts.
Mississippi CTE
Curriculum Framework
AS.01.03. Performance Indicator: Analyze and apply laws and sustainable practices to
animal agriculture from a global perspective.
AS.02. CCTC Standard: Utilize best-practice protocols based upon animal behaviors for
animal husbandry and welfare.
AS.02.01. Performance Indicator: Demonstrate management techniques that ensure
animal welfare.
AS.02.02. Performance Indicator: Analyze procedures to ensure that animal products
are safe for consumption (e.g., use in food system, etc.).
AS.03. CCTC Standard: Design and provide proper animal nutrition to achieve desired
outcomes for performance, development, reproduction and/or economic production.
AS.03.01. Performance Indicator: Analyze the nutritional needs of animals.
AS.03.02 Performance Indicator: Analyze feed rations and assess if they meet the
nutritional needs of animals.
AS.03.03 Performance Indicator: Utilize industry tools to make animal nutrition
decisions.
AS.04. CCTC Standard: Apply principles of animal reproduction to achieve desired outcomes
for performance, development and/or economic production.
AS.04.01. Performance Indicator: Evaluate animals for breeding readiness and
soundness.
AS.04.02. Performance Indicator: Apply scientific principles to select and care for
breeding animals.
AS.04.03 Performance Indicator: Apply scientific principles to breed animals.
AS.05. CCTC Standard: Evaluate environmental factors affecting animal performance and
implement procedures for enhancing performance and animal health.
AS.05.01. Performance Indicator: Design animal housing, equipment and handling
facilities for the major systems of animal production.
AS.05.02. Performance Indicator: Comply with government regulations and safety
standards for facilities used in animal production.
AS.06. CCTC Standard: Classify, evaluate and select animals based on anatomical and
physiological characteristics.
AS.06.01. Performance Indicator: Classify animals according to taxonomic
classification systems and use (e.g. agricultural, companion, etc.).
AS.06.02. Performance Indicator: Apply principles of comparative anatomy and
physiology to uses within various animal systems.
AS.06.03. Performance Indicator: Select and train animals for specific purposes and
maximum performance based on anatomy and physiology.
AS.07. CCTC Standard: Apply principles of effective animal health care.
AS.07.01. Performance Indicator: Design programs to prevent animal diseases,
parasites and other disorders and ensure animal welfare.
Mississippi CTE
Curriculum Framework
AS.07.02. Performance Indicator: Analyze biosecurity measures utilized to protect the
welfare of animals on a local, state, national, and global level.
AS.08. CCTC Standard: Analyze environmental factors associated with animal production.
AS.08.01. Performance Indicator: Design and implement methods to reduce the effects
of animal production on the environment.
AS.08.02. Performance Indicator: Evaluate the effects of environmental conditions on
animals and create plans to ensure favorable environments for animals.
Common Career Technical Core Career Ready Practices Content Standards
The CCTC 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.).
DEFINITIONS: Within each pathway, the standards are organized as follows:
• Common Career Technical Core (CCTC) Standards – These are the standards for CRPs from the
2012 version of the Common Career and Technical Core Standards, which are owned by the
National Association of State Directors of Career and Technical Education/National Career
Technical Education Foundation and are used here with permission. These statements define what
students should know and be able to do after completing instruction in a program of study for this
pathway.
• Performance Indicators –These statements distill each CCTC 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 CCTC Standard at the conclusion
of a CTE program of study.
CRP.01. CCTC Standard: Act as a responsible and contributing citizen and employee.
CRP.01.01. Performance Indicator: Model personal responsibility in the workplace and
community.
CRP.01.02 Performance Indicator: Evaluate and consider the near-term and long-term
impacts of personal and professional decisions on employers and community before
taking action.
CRP.01.03. Performance Indicator: Identify and act upon opportunities for
professional and civic service at work and in the community.
CRP.02. CCTC Standard: Apply appropriate academic and technical skills.
CRP.02.01. Performance Indicator: Use strategic thinking to connect and apply
academic learning, knowledge and skills to solve problems in the workplace and
community.
Mississippi CTE
Curriculum Framework
CRP.02.02. Performance Indicator: Use strategic thinking to connect and apply
technical concepts to solve problems in the workplace and community.
CRP.03. CCTC Standard: Attend to personal health and financial well-being.
CRP.03.01. Performance Indicator: Design and implement a personal wellness plan.
CRP.03.02. Performance Indicator: Design and implement a personal financial
management plan.
CRP.04. CCTC Standard: Communicate clearly, effectively and with reason.
CRP.04.01. Performance Indicator: Speak using strategies that ensure clarity, logic,
purpose and professionalism in formal and informal settings.
CRP.04.02. Performance Indicator: Produce clear, reasoned and coherent written and
visual communication in formal and informal settings.
CRP.04.03. Performance Indicator: Model active listening strategies when interacting
with others in formal and informal settings.
CRP.05. CCTC Standard: Consider the environmental, social and economic impacts of
decisions.
CRP.05.01. Performance Indicator: Assess, identify and synthesize the information
and resources needed to make decisions that positively impact the workplace and
community.
CRP.05.02. Performance Indicator: Make, defend and evaluate decisions at work and
in the community using information about the potential environmental, social and
economic impacts.
CRP.06. CCTC Standard: Demonstrate creativity and innovation.
CRP.06.01. Performance Indicator: Synthesize information, knowledge and experience
to generate original ideas and challenge assumptions in the workplace and community.
CRP.06.02. Performance Indicator: 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. Performance Indicator: Create and execute a plan of action to act upon
new ideas and introduce innovations to workplace and community organizations.
CRP.07. CCTC Standard: Employ valid and reliable research strategies.
CRP.07.01. Performance Indicator: Select and implement reliable research processes
and methods to generate data for decision-making in the workplace and community.
CRP.07.02. Performance Indicator: 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. CCTC Standard: Utilize critical thinking to make sense of problems and persevere in
solving them.
CRP.08.01. Performance Indicator: Apply reason and logic to evaluate workplace and
community situations from multiple perspectives.
Mississippi CTE
Curriculum Framework
CRP.08.02. Performance Indicator: Investigate, prioritize and select solutions to solve
problems in the workplace and community.
CRP.08.03. Performance Indicator: Establish plans to solve workplace and community
problems and execute them with resiliency.
CRP.09. CCTC Standard: Model integrity, ethical leadership and effective management.
CRP.09.01. Performance Indicator: Model characteristics of ethical and effective
leaders in the workplace and community (e.g. integrity, self-awareness, self-
regulation, etc.).
CRP.09.02. Performance Indicator: Implement personal management skills to function
effectively and efficiently in the workplace (e.g., time management, planning,
prioritizing, etc.).
CRP.09.03. Performance Indicator: 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. CCTC Standard: Plan education and career path aligned to personal goals.
CRP.10.01. Performance Indicator: Identify career opportunities within a career cluster
that match personal interests, talents, goals and preferences.
CRP.10.02. Performance Indicator: Examine career advancement requirements (e.g.,
education, certification, training, etc.) and create goals for continuous growth in a
chosen career.
CRP.10.03. Performance Indicator: 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. Performance Indicator: Identify, prepare, update and improve the tools and
skills necessary to pursue a chosen career path.
CRP.11. CCTC Standard: Use technology to enhance productivity.
CRP.11.01. Performance Indicator: Research, select and use new technologies, tools
and applications to maximize productivity in the workplace and community.
CRP.11.02. Performance Indicator: Evaluate personal and organizational risks of
technology use and take actions to prevent or minimize risks in the workplace and
community.
CRP.12. CCTC Standard: Work productively in teams while using cultural/global competence.
CRP.12.01. Performance Indicator: Contribute to team-oriented projects and builds
consensus to accomplish results using cultural global competence in the workplace and
community.
CRP.12.02. Performance Indicator: 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.).
Agriculture, Food, and Natural Resources Cluster Skill Content Standards
The AFNR Cluster Skills (CS) encompasses the study of fundamental knowledge and skills
related to all AFNR professions. Students completing a program of study in any AFNR career
Mississippi CTE
Curriculum Framework
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:
•
Common Career Technical Core (CCTC) Standards – These are the standards for Agriculture, Food
and Natural Resources Career Cluster® (AG) from the 2012 version of the Common Career and
Technical Core Standards, which are owned by the National Association of State Directors of Career
and Technical Education/National Career Technical Education Foundation and are used here with
permission. These statements define what students should know and be able to do after completing
instruction in a program of study for this pathway.
•
Performance Indicators –These statements distill each CCTC 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 CCTC Standard at the conclusion of a
program of study in this area.
CS.01. CCTC Standard: Analyze how issues, trends, technologies and public policies impact
systems in the Agriculture, Food & Natural Resources Career Cluster.
CS.01.01. Performance Indicator: Research, examine and discuss issues and trends that
impact AFNR systems on local, state, national and global levels.
CS.01.02. Performance Indicator: Examine technologies and analyze their impact on
AFNR systems.
CS.01.03. Performance Indicator: Identify public policies and examine their impact on
AFNR systems.
CS.02. CCTC Standard: 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.
CS.02.01. Performance Indicator: Research and use geographic and economic data to
solve problems in AFNR systems.
CS.02.02. Performance Indicator: Examine the components of the AFNR systems and
assess their impact on the local, state, national and global society and economy.
CS.03. CCTC Standard: Examine and summarize the importance of health, safety and
environmental management systems in AFNR workplaces.
CS.03.01. Performance Indicator: Identify and explain the implications of required
regulations to maintain and improve safety, health and environmental management
systems.
CS.03.02. Performance Indicator: Develop and implement a plan to maintain and
improve health, safety and environmental compliance and performance.
CS.03.03. Performance Indicator: Apply health and safety practices to AFNR
workplaces.
CS.03.04. Performance Indicator: Use appropriate protective equipment and
demonstrate safe and proper use of AFNR tools and equipment.
Mississippi CTE
Curriculum Framework
CS.04. CCTC Standard: Demonstrate stewardship of natural resources in AFNR activities.
CS.04.01. Performance Indicator: Identify and implement practices to steward natural
resources in different AFNR systems.
CS.04.02. Performance Indicator: Assess and explain the natural resource related
trends, technologies and policies that impact AFNR systems.
CS.05. CCTC Standard: Describe career opportunities and means to achieve those
opportunities in each of the Agriculture, Food & Natural Resources career pathways.
CS.05.01. Performance Indicator: 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.).
CS.06. CCTC Standard: Analyze the interaction among AFNR systems in the production,
processing and management of food, fiber and fuel and the sustainable use of natural
resources.
CS.06.01. Performance Indicator: Examine and explain foundational cycles and
systems of AFNR.
CS.06.02. Performance Indicator: Analyze and explain the connection and
relationships between different AFNR systems on a national and global level.
Biotechnology Systems Career Pathway Content Standards
The Biotechnology Systems (BS) Career Pathway encompasses the study of using data and
scientific techniques 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 the application of 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:
• National Council for Agricultural Education (NCAE) Standard* – 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 performance element 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
performance element at the conclusion of a program of study in this area.
BS.01. NCAE Standard: Assess factors that have influenced the evolution of biotechnology in
agriculture (e.g., historical events, societal trends, ethical and legal implications, etc.).
BS.01.01. Performance Indicator: Investigate and explain the relationship between past,
current and emerging applications of biotechnology in agriculture (e.g., major
innovators, historical developments, potential applications of biotechnology, etc.).
Mississippi CTE
Curriculum Framework
BS.01.02. Performance Indicator: Evaluate the scope and implications of regulatory
agencies on applications of biotechnology in agriculture and protection of public
interests (e.g., health, safety, environmental issues, etc.).
BS.01.03. Performance Indicator: 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. NCAE Standard: 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 technique, equipment
maintenance, etc.).
BS.02.01. Performance Indicator: Read, document, evaluate and secure accurate
laboratory records of experimental protocols, observations and results.
BS.02.02. Performance Indicator: Implement standard operating procedures for the
proper maintenance, use and sterilization of equipment in a laboratory.
BS.02.03. Performance Indicator: Apply standard operating procedures for the safe
handling of biological and chemical materials in a laboratory.
BS.02.04. Performance Indicator: Safely manage and dispose of biological materials,
chemicals and wastes according to standard operating procedures.
BS.02.05. Performance Indicator: Examine and perform scientific procedures using
microbes, DNA, RNA and proteins in a laboratory.
BS.03. NCAE Standard: 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. Performance Indicator: Apply biotechnology principles, techniques and
processes to create transgenic species through genetic engineering.
BS.03.02. Performance Indicator: Apply biotechnology principles, techniques and
processes to enhance the production of food through the use of microorganisms and
enzymes.
BS.03.03. Performance Indicator: 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. Performance Indicator: Apply biotechnology principles, techniques and
processes to enhance plant and animal care and production (e.g., selective breeding,
pharmaceuticals, biodiversity, etc.).
BS.03.05. Performance Indicator: Apply biotechnology principles, techniques and
processes to produce biofuels (e.g., fermentation, transesterification, methanogenesis,
etc.).
BS.03.06. Performance Indicator: Apply biotechnology principles, techniques and
processes to improve waste management (e.g., genetically modified organisms,
bioremediation, etc.).
Environmental Service Systems Career Pathway Content Standards
Mississippi CTE
Curriculum Framework
The Environmental Service Systems (ESS) Career Pathway encompasses the study of systems,
instruments and technology used to monitor and minimize the impact of human activity on
environmental systems. 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:
•
Common Career Technical Core (CCTC) Standards – These are the standards for Environmental
Service Systems (AG-ESS) from the 2012 version of the Common Career and Technical Core
Standards, which are owned by the National Association of State Directors of Career and Technical
Education/National Career Technical Education Foundation and are used here with permission. These
statements define what students should know and be able to do after completing instruction in a
program of study for this pathway.
•
Performance Indicators – These statements distill each CCTC 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 CCTC Standard at the conclusion of a
program of study in this area.
ESS.01. CCTC Standard: Use analytical procedures and instruments to manage environmental
service systems.
ESS.01.01. Performance Indicator: Analyze and interpret laboratory and field samples
in environmental service systems.
ESS.01.02. Performance Indicator: Properly utilize scientific instruments in
environmental monitoring situations (e.g., laboratory equipment, environmental
monitoring instruments, etc.).
ESS.02. CCTC Standard: Evaluate the impact of public policies and regulations on
environmental service system operations.
ESS.02.01. Performance Indicator: Interpret and evaluate the impact of laws, agencies,
policies and practices affecting environmental service systems.
ESS.02.02. Performance Indicator: Compare and contrast the impact of current trends
on regulation of environmental service systems (e.g., climate change, population
growth, international trade, etc.).
ESS.02.03. Performance Indicator: Examine and summarize the impact of public
perceptions and social movements on the regulation of environmental service
systems.
ESS.03. CCTC Standard: Develop proposed solutions to environmental issues, problems and
applications using scientific principles of meteorology, soil science, hydrology,
microbiology, chemistry and ecology.
ESS.03.01. Performance Indicator: Apply meteorology principles to environmental
service systems.
ESS.03.02. Performance Indicator: Apply soil science and hydrology principles to
environmental service systems.
ESS.03.03. Performance Indicator: Apply chemistry principles to environmental
service systems.
Mississippi CTE
Curriculum Framework
ESS.03.04. Performance Indicator: Apply microbiology principles to environmental
service systems.
ESS.03.05. Performance Indicator: Apply ecology principles to environmental service
systems.
ESS.04. CCTC Standard: Demonstrate the operation of environmental service systems (e.g.,
pollution control, water treatment, wastewater treatment, solid waste management and
energy conservation).
ESS.04.01. Performance Indicator: Use pollution control measures to maintain a safe
facility and environment.
ESS.04.02. Performance Indicator: Manage safe disposal of all categories of solid
waste in environmental service systems.
ESS.04.03. Performance Indicator: Apply techniques to ensure a safe supply of
drinking water and adequate treatment of wastewater according to applicable rules
and regulations.
ESS.04.04. Performance Indicator: Compare and contrast the impact of conventional
and alternative energy sources on the environment and operation of environmental
service systems.
ESS.05. CCTC Standard: Use tools, equipment, machinery and technology common to tasks in
environmental service systems.
ESS.05.01. Performance Indicator: Use technological and mathematical tools to map
land, facilities and infrastructure for environmental service systems.
ESS.05.02. Performance Indicator: Perform assessments of environmental conditions
using equipment, machinery and technology.
Food Products and Processing Systems Career Pathway Content Standards
The Food Products and Processing Systems (FPP) Career Pathway encompasses the study of
food safety and sanitation; nutrition, biology, microbiology, chemistry and human behavior in
local and global food systems; food selection and 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:
•
Common Career Technical Core (CCTC) Standards – These are the standards for Food Products
and Processing Systems (AG-FPP) from the 2012 version of the Common Career and Technical Core
Standards, which are owned by the National Association of State Directors of Career and Technical
Education/National Career Technical Education Foundation and are used here with permission. These
statements define what students should know and be able to do after completing instruction in a
program of study for this pathway.
•
Performance Indicators – These statements distill each CCTC 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
Mississippi CTE
Curriculum Framework
demonstrate an acceptable level of proficiency with the related CCTC Standard at the conclusion of a
program of study in this area.
FPP.01. CCTC Standard: Develop and implement procedures to ensure safety, sanitation and
quality in food product and processing facilities.
FPP.01.01. Performance Indicator: Analyze and manage operational and safety
procedures in food products and processing facilities.
FPP.01.02. Performance Indicator: Apply food safety and sanitation procedures in the
handling and processing of food products to ensure food quality.
FPP.01.03. Performance Indicator: Apply food safety procedures when storing food
products to ensure food quality.
FPP.02. CCTC Standard: Apply principles of nutrition, biology, microbiology, chemistry and
human behavior to the development of food products.
FPP.02.01. Performance Indicator: 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. Performance Indicator: 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. Performance Indicator: 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. CCTC Standard: Select and process food products for storage, distribution and
consumption.
FPP.03.01. Performance Indicator: Implement selection, evaluation and inspection
techniques to ensure safe and quality food products.
FPP.03.02. Performance Indicator: Design and apply techniques of food processing,
preservation, packaging and presentation for distribution and consumption of food
products.
FPP.03.03. Performance Indicator: Create food distribution plans and procedures to
ensure safe delivery of food products.
FPP.04. CCTC Standard: Explain the scope of the food industry and the historical and current
developments of food product and processing.
FPP.04.01. Performance Indicator: Examine the scope of the food industry by
evaluating local and global policies, trends and customs for food production.
FPP.04.02. Performance Indicator: 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. Performance Indicator: Identify and explain the purpose of industry
organizations, groups and regulatory agencies that influence the local and global food
systems.
Natural Resource Systems Career Pathway Content Standards
Mississippi CTE
Curriculum Framework
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:
•
Common Career Technical Core (CCTC) Standards – These are the standards for Natural Resource
Systems (AG-NRS) from the 2012 version of the Common Career and Technical Core Standards,
which are owned by the National Association of State Directors of Career and Technical
Education/National Career Technical Education Foundation and are used here with permission. These
statements define what students should know and be able to do after completing instruction in a
program of study for this pathway.
•
Performance Indicators – These statements distill each CCTC 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 CCTC Standard at the conclusion of a
program of study in this area.
NRS.01. CCTC Standard: Plan and conduct natural resource management activities that apply
logical, reasoned and scientifically based solutions to natural resource issues and goals.
NRS.01.01. Performance Indicator: Apply methods of classification to examine natural
resource availability and ecosystem function in a particular region.
NRS.01.02. Performance Indicator: Classify different types of natural resources in
order to enable protection, conservation, enhancement and management in a
particular geographical region.
NRS.01.03. Performance Indicator: Apply ecological concepts and principles to
atmospheric natural resource systems.
NRS.01.04. Performance Indicator: Apply ecological concepts and principles to
aquatic natural resource systems.
NRS.01.05. Performance Indicator: Apply ecological concepts and principles to
terrestrial natural resource systems.
NRS.01.06. Performance Indicator: Apply ecological concepts and principles to living
organisms in natural resource systems.
NRS.02. CCTC Standard: Analyze the interrelationships between natural resources and
humans.
NRS.02.01. Performance Indicator: Examine and interpret the purpose, enforcement,
impact and effectiveness of laws and agencies related to natural resource
management, protection, enhancement and improvement (e.g., water regulations,
game laws, historic preservation laws, environmental policy, etc.).
NRS.02.02. Performance Indicator: Assess the impact of human activities on the
availability of natural resources.
NRS.02.03. Performance Indicator: Analyze how modern perceptions of natural
resource management, protection, enhancement and improvement change and
develop over time.
Mississippi CTE
Curriculum Framework
NRS.02.04. Performance Indicator: Examine and explain how economics affects the
use of natural resources.
NRS.02.05. Performance Indicator: Communicate information to the public regarding
topics related to the management, protection, enhancement, and improvement of
natural resources.
NRS.03. CCTC Standard: Develop plans to ensure sustainable production and processing of
natural resources.
NRS.03.01. Performance Indicator: Sustainably produce, harvest, process and use
natural resource products (e.g., forest products, wildlife, minerals, fossil fuels, shale
oil, alternative energy, recreation, aquatic species, etc.).
NRS.03.02. Performance Indicator: Demonstrate cartographic skills, tools and
technologies to aid in developing, implementing and evaluating natural resource
management plans.
NRS.04. CCTC Standard: Demonstrate responsible management procedures and techniques to
protect, maintain, enhance, and improve natural resources.
NRS.04.01. Performance Indicator: Demonstrate natural resource protection,
maintenance, enhancement and improvement techniques.
NRS.04.02. Performance Indicator: Diagnose plant and wildlife diseases and follow
protocols to prevent their spread.
NRS.04.03. Performance Indicator: Prevent or manage introduction of ecologically
harmful species in a particular region.
NRS.04.04. Performance Indicator: Manage fires in natural resource systems.
Plant Science Systems Career Pathway Content Standards
The Plant Systems (PS) Career Pathway encompasses the study of plant life cycles,
classifications, functions, structures, reproduction, media and nutrients, as wells as growth and
cultural practices through the study of crops, turfgrass, 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:
•
Common Career Technical Core (CCTC) Standards – These are the standards for Plant Systems
(AG-PS) from the 2012 version of the Common Career and Technical Core Standards, which are
owned by the National Association of State Directors of Career and Technical Education/National
Career Technical Education Foundation and are used here with permission. These statements define
what students should know and be able to do after completing instruction in a program of study for
this pathway.
•
Performance Indicators – These statements distill each CCTC 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 CCTC Standard at the conclusion of a
program of study in this area.
Mississippi CTE
Curriculum Framework
PS.01. CCTC Standard: Develop and implement a crop management plan for a given
production goal that accounts for environmental factors.
PS.01.01. Performance Indicator: Determine the influence of environmental factors on
plant growth.
PS.01.02. Performance Indicator: Prepare and manage growing media for use in plant
systems.
PS.01.03. Performance Indicator: Develop and implement a fertilization plan for
specific plants or crops.
PS.02. CCTC Standard: Apply principles of classification, plant anatomy, and plant physiology
to plant production and management.
PS.02.01. Performance Indicator: Classify plants according to taxonomic systems.
PS.02.02. Performance Indicator: Apply knowledge of plant anatomy and the functions
of plant structures to activities associated with plant systems.
PS.02.03. Performance Indicator: Apply knowledge of plant physiology and energy
conversion to plant systems.
PS.03. CCTC Standard: Propagate, culture and harvest plants and plant products based on
current industry standards.
PS.03.01. Performance Indicator: Demonstrate plant propagation techniques in plant
system activities.
PS.03.02. Performance Indicator: Develop and implement a management plan for plant
production.
PS.03.03. Performance Indicator: Develop and implement a plan for integrated pest
management for plant production.
PS.03.04. Performance Indicator: Apply principles and practices of sustainable
agriculture to plant production.
PS.03.05. Performance Indicator: Harvest, handle and store crops according to current
industry standards.
PS.04. CCTC Standard: Apply principles of design in plant systems to enhance an environment
(e.g. floral, forest landscape, and farm).
PS.04.01. Performance Indicator: Evaluating, identifying and preparing plants to
enhance an environment.
PS.04.02. Performance Indicator: Create designs using plants.
Mississippi CTE
Curriculum Framework
Power, Structural and Technical Systems Career Pathway Content Standards
The Power, Structural and Technical Systems (PST) Career Pathway encompasses the study of
agricultural equipment, power systems, alternative fuel sources and precision technology, as well
as woodworking, metalworking, welding 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:
•
Common Career Technical Core (CCTC) Standards – These are the standards for Power, Structural
and Technical Systems (AG-PST) from the 2012 version of the Common Career and Technical Core
Standards, which are owned by the National Association of State Directors of Career and Technical
Education/National Career Technical Education Foundation and are used here with permission. These
statements define what students should know and be able to do after completing instruction in a
program of study for this pathway.
•
Performance Indicators – These statements distill each CCTC 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 CCTC Standard at the conclusion of a
program of study in this area.
PST.01. CCTC Standard: Apply physical science principles and engineering applications to
solve problems and improve performance in AFNR power, structural and technical
systems.
PST.01.01. Performance Indicator: Apply physical science and engineering principles
to assess and select energy sources for AFNR power, structural and technical systems.
PST.01.02. Performance Indicator: Apply physical science and engineering principles
to design, implement and improve safe and efficient mechanical systems in AFNR
situations.
PST.01.03. Performance Indicator: Apply physical science principles to metal
fabrication using a variety of welding and cutting processes (e.g., SMAW, GMAW,
GTAW, fuel-oxygen and plasma arc torch, etc.).
PST.02. CCTC Standard: Operate and maintain AFNR mechanical equipment and power
systems.
PST.02.01. Performance Indicator: Perform preventative maintenance and scheduled
service to maintain equipment, machinery and power units used in AFNR settings.
PST.02.02. Performance Indicator: Operate machinery and equipment while observing
all safety precautions in AFNR settings.
PST.03. CCTC Standard: Service and repair AFNR mechanical equipment and power systems.
PST.03.01. Performance Indicator: Troubleshoot, service and repair components of
internal combustion engines using manufacturers’ guidelines.
PST.03.02. Performance Indicator: Service electrical systems and components of
mechanical equipment and power systems using a variety of troubleshooting and/or
diagnostic methods.
Mississippi CTE
Curriculum Framework
PST.03.03. Performance Indicator: Utilize manufacturers’ guidelines to diagnose and
troubleshoot malfunctions in machinery, equipment and power source systems (e.g.,
hydraulic, pneumatic, transmission, steering, suspension, etc.).
PST.04. CCTC Standard: Plan, build and maintain AFNR structures.
PST.04.01. Performance Indicator: Create sketches and plans for AFNR structures.
PST.04.02. Performance Indicator: Determine structural requirements, specifications
and estimate costs for AFNR structures
PST.04.03. Performance Indicator: Follow architectural and mechanical plans to
construct, maintain and/or repair AFNR structures (e.g., material selection, site
preparation and/or layout, plumbing, concrete/masonry, etc.).
PST.04.04. Performance Indicator: Apply electrical wiring principles in AFNR
structures.
PST.05. CCTC Standard: Use control, monitoring, geospatial and other technologies in AFNR
power, structural and technical systems.
PST.05.01. Performance Indicator: Apply computer and other technologies (e.g.,
robotics, CNC, UAS, etc.) to solve problems and increase the efficiency of AFNR
systems.
PST.05.02. Performance Indicator: Prepare and/or use electrical drawings to design,
install and troubleshoot electronic control systems in AFNR settings.
PST.05.03. Performance Indicator: Apply geospatial technologies to solve problems
and increase the efficiency of AFNR systems.