7 MAC Pt. 40
Agriculture Food and Natural Resources, Career Pathways
Cite as 7 Miss. Admin. Code Pt. 40
Science of Agricultural Environment
Title 7: Education K-12
Part 40: Agriculture Food and Natural Resources, Career Pathways
Science of Agricultural Environment
Program CIP: 03.0104
Ordering Information
Research and Curriculum Unit for Workforce Development
Vocational and Technical Education
Attention: Reference Room and Media Center Coordinator
P.O. Drawer DX
Mississippi State, MS 39762
www.rcu.msstate.edu/curriculum/download/
662.325.2510
Direct inquiries to
Scott Kolle
Lee James
Instructional Design Specialist
Program Coordinator for Agriculture
P.O. Drawer DX
Office of Vocational Education and Workforce
Mississippi State, MS 39762
Development
662.325.2510
Mississippi Department of Education
E-mail: scott.kolle@rcu.msstate.edu
P.O. Box 771
Jackson, MS 39205
662.285.7306
E-mail: leejjames@yahoo.com
Published by
Office of Vocational and Technical Education
Mississippi Department of Education
Jackson, MS 39205
Research and Curriculum Unit for Workforce Development
Vocational and Technical Education
Mississippi State University
Mississippi State, MS 39762
Robin Parker, Curriculum Coordinator
Scott Kolle, Instructional Design Specialist
Jolanda Harris, Educational Technologist
Ashleigh Barbee Murdock, Editor
Kim Harris, Graphic Artist
The Research and Curriculum Unit (RCU), located in Starkville, MS, as part of Mississippi State University, was
established to foster educational enhancements and innovations. In keeping with the land grant mission of
Mississippi State University, the RCU is dedicated to improving the quality of life for Mississippians. The RCU
enhances 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.
Science of Agricultural Environment
Table of Contents
Science of Agricultural Environment
Acknowledgments
The Science of Agricultural Environment curriculum was presented to the Mississippi Board of Education on
October 21, 2010. The following persons were serving on the state board at the time:
Dr. Tom Burnham, State Superintendent
Mr. William Harold Jones, Chair
Mr. Charles McClelland, Vice Chair
Ms. Kami Bumgarner
Mr. Howell “Hal” N. Gage
Dr. O. Wayne Gann
Mr. Claude Hartley
Ms. Martha “Jackie” Murphy
Ms. Rosetta Richards
Dr. Sue Matheson
Jean Massey, Associate Superintendent of Education for the Office of Vocational Education and Workforce
Development, at the Mississippi Department of Education assembled an oversight committee to provide input
throughout the development of the Science of Agricultural Environment curriculum framework and supporting
materials. Members of this task force were as follows:
Mr. Sammy Blossom, Executive Director, Mississippi Cattleman’s Association
Dr. Gwendolyn Boyd, Assistant Professor, Alcorn State University
Dr. Ron Brown, Executive Director, Association of Southern Region Extension Directors
Mr. Harry Dendy, Capitol City Ag Services
Dr. Frank Flanders, Agricultural Education Subject Matter Specialist, Georgia Department of Workforce
Development
Dr. Gary Jackson, Chair, School of Human Sciences, Mississippi State University
Ms. Karen McKie, Green Oak Florist
Dr. Robert Merle, Owner, Agricultural Information Management Consulting
Dr. Tom Monaghan, Executive Director, Mississippi Forestry Association
Mr. Mike Pepper, Executive Director, Mississippi Poultry Association
Dr. Kenneth Stallings, Department of Agriculture Chairperson, Alcorn State University
Mr. J. D. Sumrall, Grower Relations Coordinator, Mississippi Poultry Association
Dr. Kirk Swortzel, Associate Professor of Life Sciences, Mississippi State University
Mr. Mike Thomas, North American Coal Company
Mr. Briley Tomlinson, Agricultural Information Services
Mr. David Waide, President, Mississippi Farm Bureau
Ms. Donna West, Division Director, Marketing Management, Mississippi Department of Agriculture and
Commerce
Also, a special thanks is extended to the teachers who contributed teaching and assessment materials that are
included in the framework and supporting materials. Members who contributed were as follows:
Shelly Pulliam, AEST Instructor, Stone High School
Gayle Fortenberry, AEST Instructor, McKellar Career Center
Sterling Brown, AEST Instructor, Byhalia High School
Rodney Hopper, Agricultural Mechanics Instructor, Tishomingo County Career Center
Dr. Eloise Gena Roberts, AEST Instructor, Keys Career Center
Tony Akins, AEST Instructor, Jackson County Career Center
Karla Turner, AEST Instructor, Raymond Career Center
SirByron Bailey, AEST Instructor, West Point Career Center
Science of Agricultural Environment
James Lake, AEST Instructor, Coffeeville High School
William Harvision, AEST Instructor, Franklin County Career Center
Brandi Ratliff, Science Instructor, Stone High School
Barry Corley, Farm Management Instructor, Mississippi Delta Community College
Chad Stocks, Assistant Dean, Career and Technical Education, Hinds Community College
Appreciation is expressed to the following staff members at the Mississippi Department of Education who
provided guidance and insight throughout the development process:
Wilbur Chancellor, Program Coordinator – Agriculture Education, Office of Vocational Education and
Workforce Development, Mississippi Department of Education, Jackson, MS
Finally, standards in the Science of Agricultural Environment Curriculum Framework and Supporting Materials are
based on the following:
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 2-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. A
complete copy of the standards can be accessed at https://aged.learn.com. The National AFNR Career
Cluster Content Standards are copyrighted to the National Council for Agricultural Education and are used
by permission.
Applied Academic Credit Benchmarks
Mississippi Department of Education 2010 Mississippi Science Framework
21st Century Skills and Information and Communication Technologies Literacy Standards
In defining 21st century learning, the Partnership for 21st Century Skills has embraced five content and
skill areas that represent the essential knowledge for the 21st century: global awareness; civic
engagement; financial, economic, and business literacy; learning skills that encompass problem-solving,
critical-thinking, and self-directional skills; and Information and Communication Technology (ICT) literacy.
National Educational Technology Standards for Students
Reprinted with permission from National Educational Technology Standards for Students: Connecting
Curriculum and Technology, Copyright © 2007, ISTE (International Society for Technology in Education),
(800) 336-5191 (U.S. and Canada) or (541) 302-3777 (International), iste@iste.org, www.iste.org. All rights
reserved. Permission does not constitute an endorsement by ISTE.
ACT College Readiness Standards
The College Readiness Standards are sets of statements intended to help
students understand what is expected of them in preparation for the ACT. These
standards are integrated into teaching and assessment strategies throughout the
curriculum framework.
Science of Agricultural Environment
Preface
Secondary vocational–technical education programs in Mississippi are faced with many challenges resulting from
sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held
accountable for providing true 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.
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; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001).
Science of Agricultural Environment
Research Synopsis
Agricultural and Environmental Science and Technology Research
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
Labor, the growing interest in worldwide standardization of agricultural equipment should result in increased
employment of agricultural engineers. Job opportunities should also result from the increasing demand for
agricultural products, the continued efforts for more efficient agricultural production, and the increasing emphasis
on the conservation of resources. The sales of food and fiber products amounted to 5.8 billion dollars in 2005
according to USDA statistics. Additionally, the Mississippi Department of Agriculture and Commerce estimates that
30% of the state’s workforce is employed in jobs relating directly or indirectly to agriculture.
Agriculture and Environmental Science and Technology 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 4-year college levels.
Employment Projections
Data for this synopsis were compiled from employment projections prepared by the Mississippi Department of
Employment Security and the U. S. Department of Labor. The National Agriculture, Food and Natural Resources
(AFNR) Career Cluster Content Standards developed by the National Council for Agricultural Education and
scholarly research articles were also reviewed as a guide for the redesign of the Agriculture and Natural Resources
Cluster.
Industry Job Data – Employment Projections 2006 to 2016 for Mississippi
Note: Compiled by Mississippi Department of Employment Security and Labor Market Information Department
Occupational title
Employment,
Projected
employment,
Change 2006–
Total Projected Avg.
Annual Job Openings
Number
Percent
Animal Breeders
9,770
9,870
1.0
Agricultural and Food Science
Technicians
19.2
Agricultural Equipment Operators
1,090
1,190
9.2
Agricultural Sciences Teachers,
Postsecondary
26.3
Conservation Scientists
12.7
Custodial and Caretaking Supervisors
and Workers
46,920
54,110
7,190
15.3
2,320
Environmental Engineers
18.5
Environmental Engineering
100.0
Science of Agricultural Environment
Occupational title
Employment,
Projected
employment,
Change 2006–
Total Projected Avg.
Annual Job Openings
Number
Percent
Technicians
Environmental Scientists and
Specialists
11.9
Environmental Science and Protection
Technicians
50.0
Farmworkers and Laborers, Crop,
Nursery, and Greenhouse
5,160
5,810
12.6
Farmworkers, Farm and Ranch
Animals
1,400
1,550
10.7
First-Line Supervisors / Managers of
Farming, Fishing, and Forestry
Workers
1,390
1,540
10.8
Food Processing Workers
14,920
18,320
3,400
22.8
Foresters
10.6
Forest and Conservation Technicians
12.8
Forest and Conservation Workers
11.4
Grounds Maintenance Workers
10,310
11,810
1,500
14.5
Logging Equipment Operators
3,910
4,210
7.7
Purchasing Agents and Buyers, Farm
Products
62.5
Soil and Plant Scientists
11.6
Veterinarians
18.5
Veterinary Assistants and Laboratory
Animal Caretakers
29.0
Veterinary Technologists and
Technicians
22.7
Note: Data was retrieved from the Mississippi Department of Employment Security (2009).
Science of Agricultural Environment
Occupational Employment and Wage Estimates for Mississippi May 2006
Occupation
Employment,
Avg. Hourly Wage
Average Annual Wage
Farmers and Ranchers
2,760
$17.85
$43,560.00
Farm Managers and Supervisors
2,640
$23.23
$48,360.00
Logging Equipment Operators
3,890
$14.28
$30,880.00
Landscaping Supervisors
2,990
$17.93
$40,240.00
Landscape Workers
8,560
$10.22
$23,010.00
Agricultural Scientists/Technicians
29,680
$18.33
$38,555.00
Note: Data was retrieved from the U.S. Bureau of Labor Statistics (2009)
Curriculum Content
In compiling the research for the Agricultural Sciences cluster, face-to-face and telephone interviews were
conducted with representatives of agricultural employers and agricultural agencies. The following comments
summarize the results of these interviews:
•
While opportunities to enter farming on a full-scale commercial enterprise basis are limited, opportunities do
exist and are expected to increase as current operators retire and begin to rent their land to companies and
individuals. Opportunities are also expected to increase for consultants and technicians who support
production enterprises by providing specialized services to producers.
•
There was general agreement among all persons interviewed that all students need to better develop skills
related to leadership, teamwork, communication, and work ethics, habits, and values. All respondents also
indicated that a basic knowledge of economics, recordkeeping, budgeting, and business decision-making skills
will be essential in today’s “lean” environment.
•
Opportunities for high school graduates in all fields of agriculture are limited to the basic entry-level positions.
More abundant opportunities exist for students who have received advanced training at the community
college or 4-year colleges.
•
All respondents agreed that a common core of knowledge and skills existed across all three major pathways
related to the following themes: leadership and personal development; principles of plant science and
production; principles of soil science and air and water quality; principles of agricultural power, structures, and
technology; and principles of economics and management. A sixth theme, principles of animal science and
production, exists for students in the AEST and Agriculture and Natural Resources pathway.
•
All respondents agreed that students in all three pathways should be exposed to the process by which
agricultural products are grown, managed, harvested, processed, and marketed. As students study this
process, they should be also exposed to the different careers that are involved in all segments of the industry.
•
The role of federal and state agencies including the USDA, OSHA, FDA, EPA, and so forth should be discussed.
Also, the role of agricultural organizations such as the Poultry Association, Nurseryman’s Association, and
Farm Bureau needs to be investigated.
Science of Agricultural Environment
Results of the survey of employers and agricultural agency representatives show that there are six major themes or
topics that apply to a majority of occupations in the agriculture and natural resources area. These themes and their
respective pathways are listed below.
Theme
AEST
Ag and Nat. Resources
Horticulture/Landscape
Principles of Leadership,
Personal Development,
and Career Success
X
X
X
Principles of Plant Science
and Production
X
X
X
Principles of Animal
Science and Production
X
X
Principles of Soil, Water,
and Air Quality,
Conservation, and Use
X
X
X
Principles of Agricultural
Power, Structures, and
Technological Systems
X
X
X
Principles of
Management, Economics,
and Marketing
X
X
X
Science of Agricultural Environment
Executive Summary
Program Description
Science of Agricultural Environment is an advanced level course for the Agricultural and Environmental
Science and Technology Program. All students must complete Concepts of Agriscience before being
allowed to enroll in the advanced courses of the program. The course focuses on the development of
skills and knowledge related to the management, conservation, and responsible use of natural resources
and on the protection and enhancement of the environment. Instruction is provided on soil, air, and
water conservation and use; waste management; forest management; local and global environmental
issues; and environmental stewardship. The course carries 1 Carnegie unit of credit that can count as a
science elective credit for high school graduation. Students may also earn an additional ½ Carnegie unit
by completing a successful supervised agricultural experience program.
Industry Certification
No national industry recognized certifications are known to exist at this time in the field of Agriscience.
Competencies and suggested performance indicators in the Science of Agricultural Environment course
have been correlated, however to the National Agriculture, Food and Natural Resources (AFNR) Career
Cluster Content Standards, which have been reviewed and endorsed at the national level by the
National Council on Agricultural Education.
Articulation
The following articulation plan is in place for the AEST Pathway.
High School Program
Community College Program
Community College Course
Agricultural & Environmental
Science & Tech – Concepts
(CIP: 01.9999)
Ag Business & Mgmt
Tech(Program CIP: 01.0304 –
Field Crops)
AGT 1111 - Survey of Agriculture
Agricultural & Environmental
Science & Tech –
Environments (CIP: 03.0104)
Ag Business & Mgmt Tech(CIP:
01.0304 – Field Crops)
AGT 1313 - Applied Principles of Plant
Production
Agricultural & Environmental
Science & Tech – Animals
(CIP: 01.0901)
Ag Business & MgmtTech (CIP
01.0302) Agricultural Animal
Husbandry/Production)
AGT 1214 - Applied Principles of
Animal Production
Agricultural & Environmental
Science & Tech – Plants (CIP:
01.1101)
Ag Business & Mgmt Tech(CIP:
01.0304 – Field Crops)
AGT 1313 - Applied Principles of Plant
Production
Agricultural & Environmental
Science & Tech – Agricultural
Ag Business & Mgmt
Tech(Program CIP: 01.0304 –
AGT 2563 - Agricultural Machinery and
Shop Management
Science of Agricultural Environment
Mechanization (CIP: 01.0201)
Field Crops)
Assessment
Students will be assessed using the AEST MS-CPAS2 test. All students will be tested on Concepts of
Agriscience and the second course that they may take in their chosen path of study. The second
course may be one of the following:
•
Science of Agricultural Animals
•
Science of Agricultural Environment
•
Science of Agricultural Mechanization
•
Science of Agricultural Plants
The MS-CPAS2 blueprint can be found at http://info.rcu.msstate.edu/services/curriculum.asp. If there
are questions regarding assessment of this program, please contact the instructional design specialist at
the Research and Curriculum Unit at 662.325.2510.
Student Prerequisites
Prior to enrolling in Science of Agricultural Environment, a student must have completed Concepts of
Agriscience. Science of Agricultural Environment may be offered to students in grades 10–12.
Applied Academic Credit
Content of the Science of Agricultural Environment course has been aligned to the 2010 Mississippi
Science Curriculum Framework. Students who complete Science of Agricultural Environment may receive
one elective science credit that will count toward high school science graduation requirements. (See
Appendix A: High School Graduation Requirements in Mississippi Public Schools Accountability Standards
for the current school year for current status.)
Licensure Requirements
A 992 endorsement is currently required to teach any course in the Agricultural and Environmental
Science and Technology Program. In order to receive a 992 endorsement, applicants must do the
following:
1. Hold a valid Mississippi Educator License with endorsement #301 – Vocational Agriculture
Education Programs or #302 – Agriculture.
2. Possess a baccalaureate degree in an agricultural subject area.
3. Complete the 3-semester-credit-hour course devoted to the teaching of Agricultural and
Environmental Science and Technology courses. The course, AIS 6113 - Methods of Teaching
Agriscience, is currently offered by Mississippi State University.
Science of Agricultural Environment
4. Enroll immediately in the Vocational Instructor Preparation (VIP) program or the College and
Career Readiness Education Program (CCREP).
5. Complete the individualized Professional Development Plan (PDP) requirements of the VIP or
CCREP prior to the expiration date of the 3-year vocational license.
6. Successfully complete an MDE-approved computer literacy certification exam.
7. Successfully complete a certification for an online learning workshop, module, or course that is
approved by MDE.
Note: If the applicant meets all requirements listed above, that applicant will be issued a (992)
endorsement—a 5-year license. If the applicant does not meet all requirements, the applicant will be
issued a 3-year endorsement (license), and all requirements stated above must be satisfied prior to the
ending date of that license.
Professional Learning
The professional learning itinerary for the middle school or individual pathways can be found at
http://redesign.rcu.msstate.edu. If you have specific questions about the content of each training
session provided, please contact the Research and Curriculum Unit at 662.325.2510, and ask for the
Professional Learning Specialist.
Course Outlines
Course Description: Science of Agricultural Environment introduces and develops skills for students in
environmental areas related to the use and management of natural resources in the food and fiber
systems. New technologies being used to enhance human capabilities to monitor and protect the
environment are introduced. The overall focus is on maintaining and protecting resources to assure
quality human life. Important relationships of living organisms to land and soil, water, the atmosphere,
waste management, forestry, and energy management are included. Stress is on understanding global
environmental issues and developing appropriate attitudes of environmental stewardship.
Science of Agricultural Environment
Science of Agricultural Environment (One Carnegie Unit) - Course Code: 991002
Unit
Title
Hours
Introduction to the Science of Agricultural Environment*
Experiential Learning (SAE)*
Living Organisms and Ecology
Land and Soil Management
Water Quality Management
The Atmosphere and Environmental Quality
Forestry and the Environment
Wildlife and the Environment
Environmental Stewardship
Issues in a Global Environment
* Note: These units are not tested by MS-CPAS2.
Science of Agricultural Environment
Using This Document
Unit Number and Title
Suggested Time on Task
An estimated number of clock hours of instruction that should be required to teach the competencies and
objectives of the unit. A minimum of 140 hours of instruction is required for each Carnegie unit credit. The
curriculum framework should account for approximately 75–80% of the time in the course.
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.
Suggested Teaching Strategies
This section of each unit indicates research-based strategies that can be used to enable students to master
each competency. Emphasis has been placed on strategies that reflect active learning methodologies.
Teachers should feel free to modify or enhance these suggestions based on needs of their students and
resources available in order to provide optimum learning experiences for their students.
Suggested Assessment Strategies
This section indicates research-based strategies that can be used to measure student mastery. Examples of
suggested strategies could include rubrics, class participation, reflection, and journaling. Again, teachers
should feel free to modify or enhance these suggested assessment strategies based on local needs and
resources.
Integrated Academic Topics, 21st Century Skills and Information and Communication Technology
Literacy Standards, ACT College Readiness Standards, and Technology Standards for Students
This section identifies related academic topics as required in the Subject Area Testing Program (SATP) in
Algebra I, Biology I, English II, and U.S. History from 1877, which are integrated into the content of the unit.
Research-based teaching strategies also incorporate ACT College Readiness standards. This section also
identifies the 21st Century Skills and Information and Communication Technology Literacy skills. In addition,
national technology standards for students associated with the competencies and suggested objectives for the
unit are also identified.
References
A list of suggested references is provided for each unit. The list includes some of the primary instructional
resources that may be used to teach the competencies and suggested objectives. Again, these resources are
suggested, and the list may be modified or enhanced based on needs and abilities of students and on available
resources.
Science of Agricultural Environment
Science of Agricultural Environment
Unit 1: Introduction to the Science of Agricultural Environment
7 Hours
Competency 1: Examine the environment and how it is affected by human and agricultural activities.
NRS.01, NRS.03, NRS.04, ESS.01, ESS.02, ESS.05, BIOI 2, BIOI 3, ES 2, ES 3
Suggested Enduring Understandings
1. Natural resources are an integral part of our
daily lives.
2. Environmental sustainability is critical in
protecting resources for future use.
3. Natural resources are interdependent on one
another.
4. The quality and protection of the
environment is the responsibility of the
agriculture industry.
Suggested Essential Questions
1. What are natural resources, and how
are they classified?
2. What does sustainability mean, and
how does it affect how we manage our
use of the environment?
3. What is a food chain, and how is
energy transferred through a food
chain?
4. Why does the agriculture industry need
to be concerned about environmental
quality and protection?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Identify natural
resources, and
distinguish between
renewable and
nonrenewable
resources. (DOK 2)
a.
Conduct a survey on how students feel about
protection of the environment and natural
resource use. From the findings of the survey,
identify natural resources that the students
are aware of, and lead a discussion on how
these and other natural resources are used.
Define the terms renewable and
nonrenewable resources, and classify each
resource. Have students distinguish between
renewable and nonrenewable resources and
justify their decisions. Use the Lecture Notes
for Unit 1 (1.2) as a guide. E1, E2, E3, E4, CS2, CS3, CS4,
T2, T3
a. Grade students on
completion of the
survey using the
Rubric for Student
Survey on
Environmental
Protection and
Natural Resources
Use (1.1).
b. Discuss the concept
of sustainability in
environmental and
natural resource
management.
(DOK 2)
b. Define the term sustainability, and provide
illustrations of its applications in the
environment or in agricultural production.
Have students write a paragraph in their own
words summarizing the concept of
sustainability. E1, CS1, T2, T3, T4
b. Use paper and
pencil test
questions to check
students’
understanding of
the concept of
sustainability. (See
Sample Test
Questions (1.6) for
sample questions.)
Science of Agricultural Environment
c. Examine
relationships of the
ecosystem to energy
transfer and food
chains. (DOK 2)
c. Using class discussion and group assigned
research, create a giant food web identifying
the role of natural resources and various levels
of the food chain throughout the web. Use
Construct a Food Web Activity (1.3) as the
activity guide. Lead a discussion on the process
by which energy from the sun is transformed
into other forms of energy through the food
chain. E1, E2, CS1, CS2, CS3, CS4, CS5, T1, T2, T3, T4
c. Use the Rubric for
Group Activity to
Construct a Food
Web (1.4) to assess
student mastery.
d. Assess the
relationship of
agriculture to the
quality of the
environment.
(DOK 3)
d. Have students research and prepare a position
paper that supports the role of agriculture and
natural resources in promoting conservation
and responsible use of natural resources and
the environment. They can narrow their topic
to a specific crop or animal or to a specific area
of agriculture related to their chosen career
objective. CS1, CS2, CS4, CS5, T1, T2, T3, E1, E2, E3, E4, E5, E6
d. Use the Rubric for
Position Paper on
Conservation and
Responsible Use of
Natural Resources
(1.5) to assess
student mastery.
Use a pencil and
paper test to assess
student mastery.
(See Sample Test
Questions (1.6) for
sample questions.)
Competency 2: Analyze issues affecting the global environment and how these relate to agriculture.
NRS.01, ESS.02, ES 2, ES 3, AQ 4, BIOI 1, BIOI 3
Suggested Enduring Understandings
1. As human population demands change and
grow, the environment is impacted.
2. Agriculture production and its impact on the
environment are affected as human
population demands increase.
3. As the landscape changes to meet human
needs, these changes can affect the
environment.
4. Protecting our natural resources is
everyone’s responsibility.
Suggested Essential Questions
1. What changes in population affect the
environment?
2. How does agriculture affect the quality
of the environment?
3. How do building roads, bridges, and
buildings affect the landscape of an
area?
4. What can individual homeowners,
business people, and farmers do to
protect the environment?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Examine trends and
factors influencing
population changes.
(DOK 2)
a. Have students read the chapter 3, Human
Population Growth, and chapter 4, Human
Population Demands, from the text (Porter et.
al., 2006). Lead a discussion on trends and
factors that influence population changes. List
major trends and factors, and have students
a.
Use a
student
electronic
notebook rubric
to evaluate
student journals
Science of Agricultural Environment
take notes to be transferred to their electronic
notebook. Have students prepare a graph
comparing population growth rates in the
United States to growth rates in other
countries. CS2, T3, M2, M3, M5, S1
and portfolios.
Use the Rubric
for Student
Electronic
Notebook (1.7) to
assess student
mastery. Evaluate
the graph
assignment for
accuracy of data
and graphics.
b. Investigate the
demands of human
population on the
environment and
how these relate to
agriculture. (DOK 1)
b. Use clips from the movie Over the Hedge to
illustrate effects of population growth and lead
a discussion on how this applies to humans.
Have students use census data to create a graph
illustrating changes in the population over the
last 30 years. Compare general population
growth to the growth rate for agricultural
producers, and show that data on a poster. CS2,
CS4, T1, T3, M3, M5, S1
b. Evaluate the
graph and poster
for accuracy of
data and
graphics.
c. Describe the effect of
landscape
degradation on the
environment.
(DOK 1)
c. Lead a discussion on the concept of landscape
degradation. Have students identify sources of
landscape degradation and discuss how they
impact the environment and our natural
resources. CS2, CS4, T1, T3, M3, M5, S1
c. Use a paper and
pencil test to
evaluate this
indicator.
d. Examine natural
resource
conservation and
interdependency.
(DOK 2)
d. Define the terms conservation, preservation,
and interdependency. Assign students to
research and prepare a written report on
agencies, such as the Nature Conservancy, and
their efforts to preserve land and the
environment. The report should cover the
mission and purpose of the organization and
cite examples of activities and projects that
promote conservation and interdependency of
resources. CS1,CS2, T2, T3, T5, T6, R4, W2, W4
d. Use the Rubric
for Written
Report on
Environmental
Agencies (1.8) to
score the report
on the agency
and its work to
conserve natural
resources.
Competency 3: Demonstrate career and leadership skills required for employment in the
environmental and natural resources industry. ES 3
Suggested Enduring Understandings
1. Leadership and human relations skills are key
factors in being successful in any career.
2. Involvement in student youth organizations
effectively prepares a student for furthering
his or her education and employment.
Suggested Essential Questions
1. What leadership and human relations
skills are necessary for success in any
career?
2. What programs and/or activities does
the FFA offer than can prepare students
for personal growth and career
success?
Science of Agricultural Environment
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Demonstrate
leadership, human
relations, and
workplace skills.
(DOK 2)
a. Provide students with the listing of 21st Century
Life and Career Skills (1.9) found in this unit.
Lead students in a discussion of how these skills
apply to their current career interest as a
student and how these skills will apply to their
career success after school. Provide students
with a copy of the rubric that will be used to
evaluate each student’s demonstration of life
and career skills. Have students self-evaluate
their current score on this rubric, and explain
that they will be periodically (at least once a
grading period) be graded on their ability to
demonstrate these skills. CS1, CS2, CS3, CS4, CS5, T4, R5, S3,
W1
a. Use the 21st
Century Life and
Career Skills
Rubric (1.10) to
assess student
mastery.
b. Develop a plan for
increasing
leadership, human
relations, and
workplace skills
through student and
youth organizations.
(DOK 3)
b. Have an officer of the local FFA chapter speak
to the class regarding FFA activities and
programs that develop leadership, human
relations, and workplace skills (career
development events, chapter activities,
proficiency awards, degree programs,
community service projects, etc.). Have
students prepare a personal plan of activities
for the coming year that identifies FFA and
other youth organization activities that
contribute to the development of leadership,
human relations, and workplace skills. Have
students keep records and documentation of
their accomplishments to be incorporated into
their SAE record book and electronic portfolio.
CS1, CS2, CS3, CS4, CS5, T1, T2, T4, T5, T6, E1, E2, W1, W2, W3, W4
b. Use the Rubric for
Personal Plans
(1.11) to evaluate
the student’s
personal plan of
activities.
Competency 4: Identify general safety precautions for the laboratory and field.
Suggested Enduring Understandings
1. Safety policies and procedures are designed
to protect people from injury and must
always be followed.
2. Each person is responsible for his or her own
personal behavior in a shop or laboratory
setting and for using appropriate personal
safety devices.
Suggested Essential Questions
1. What are the general safety standards
that apply to people in the laboratory
and field?
2. What are the specific safety rules and
practices that must be followed when
working in the AEST classroom and
Science of Agricultural Environment
laboratory?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Describe procedures
for working in and
maintaining a safe
and orderly
workplace. (DOK 1)
a.
Provide students with a list of policies and
rules related to behavior and activities in the
Environmental and Natural Resources lab. (See
sample set of rules in the Rubric for Personal
Plans (1.11). These rules are an example only
and may be modified or replaced as
necessary.) Lead a classroom discussion of
these policies and activities, and question
students to ensure they understand the
importance of following all policies and rules.
CS1, CS2, CS4, CS5, T2, T4, M1, M7
a. Describe
procedures for
working in and
maintaining a safe
and orderly
workplace.
b. Describe personal
behavior and
personal safety
requirements for the
laboratory and field.
(DOK 1)
b. Identify personal safety behaviors and devices
used in the environmental and natural
resources laboratory, and demonstrate their
use. CS1, CS2, CS4, CS5, T2, T4, M1, M7
b. Describe personal
behavior and
personal safety
requirements for
the laboratory
and field.
c. Identify common
hazards found in
laboratory and field
work, and apply
procedures to
prevent injury.
(DOK 1)
c. Assign students to groups of two or three to
create a presentation on an assigned safety
topic to identify and describe common hazards
encountered in working in environmental
laboratory and field work (poisonous plants,
insects, and animals; heat and sun stroke,
dehydration, getting lost, allergic reactions,
hypothermia, etc). Discuss and demonstrate as
practical, prevention, and treatment methods,
including first aid. CS1, CS2, CS4, CS5, T2, T3, T4, E1, E2, M1, M7,
R3, R4, R5, S1, W4, W5
c. Identify common
hazards found in
laboratory and
field work, and
apply procedures
to prevent injury.
d. Describe procedures
for working in and
maintaining a safe
and orderly
workplace. (DOK 1)
d. Provide students with a list of policies and rules
related to behavior and activities in the
Environmental and Natural Resources lab. (See
sample set of rules in the Rubric for Personal
Plans (1.11). These rules are an example only
and may be modified or replaced as necessary.)
Lead a classroom discussion of these policies
and activities and question students to ensure
they understand the importance of following all
policies and rules. CS1, CS2, CS4, CS5, T2, T4, M1, M7
d. Describe
procedures for
working in and
maintaining a safe
and orderly
workplace.
Science of Agricultural Environment
Competency 5: Explore career opportunities in environmental and natural resources areas. BIOI 1, CHI 1,
PS 1
Suggested Enduring Understandings
1. Careers should be selected based on a
student’s interests, skills, and job
descriptions.
2. Various careers require different kinds of
education and training.
3. Potential employers are out there. One just
needs to know where to look.
Suggested Essential Questions
1. What skills and qualifications are
required for a particular job?
2. What kinds of education and training
are required for a particular job?
3. Where can jobs be found in an
environmental career?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Analyze careers in
environmental
agriculture and the
skills required by
employees. (DOK 3)
a. Have students to research two different
environmental careers and develop Need to
Know and How to Guide for those particular
careers (Job outlook, education, training and
skills, work conditions, etc.). One of the careers
included in the guide should be a possible job
interest for the student. Have the student
identify personal interests and how this career
matches. The student should locate a local
employer and find what characteristics, skills,
and expectations the employer wants from a
potential employee and highlight these skills in
the guide. CS1, CS2, CS3, Cs4, CS5, T1, T2, T3, T4, E1, E2, E3, W2, W3,
W4, W5, W6
a. Use the Need to
Know and How
to Guide Report
Rubric (1.12) to
assess student
mastery on the
oral report on
the job shadow/
interview
experience.
b. Investigate
education and
training
opportunities in
environmental and
natural resources.
(DOK 2)
b. Invite a representative from a community
college, technical institute, college, or
university to serve as a resource person in
class. Ask him or her to discuss the available
educational opportunities in environmental and
natural resource occupations, entry
requirements, and estimated costs and returns.
Have the students add their findings to the
Need to Know and How to Guide created in the
indicator above. CS1, CS2, CS3, Cs4, CS5, T1, T2, T4, E1, E2, E3,
W2, W3, W4, W5, W6
b. Use the Need to
Know and How
to Guide Report
Rubric (1.12) to
assess student
mastery on the
oral report on
the job shadow/
interview
experience.
c.
Locate potential jobs
and employers.
(DOK 3)
c. Have students search for environmental and
natural resources jobs using the Internet, local
c. Use the Natural
Resources
Careers
Science of Agricultural Environment
and state newspapers, and other sources. Have
them develop a table comparing job
descriptions, entry requirements, and salaries
for different jobs in different areas of the
nation. Have students summarize their findings
in a chart and select the job that is a “best fit”
for them. A written justification should be
provided.
Research Rubric
(1.13) to assess
student
mastery.
Science of Agricultural Environment
Standards
AFNR Industry Standards
NRS.01
Recognize the important interrelationships between natural resources and humans necessary to
conduct management activities in natural environments.
NRS.03
Apply knowledge of natural resources industries to production practices and processing procedures.
NRS.04
Demonstrate techniques used to protect natural resources.
ESS.01
Use analytical procedures to plan and evaluate environmental service systems.
ESS.02
Identify policies and regulations affecting environmental service systems to determine their impact on
facility operation.
ESS.05
Examine the relationships between energy sources and environmental service systems.
Applied Academic Credit Standards
Aquatic Science
AQ 4
Draw conclusions about the relationships between human activity and aquatic organisms.
Biology I
BIOI 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
BIOI 2
Describe the biochemical basis of life, and explain how energy flows within and between the living
systems.
BIOI 3
Investigate and evaluate the interaction between living organisms and their environment.
Chemistry I
CHI 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
Environmental Science
ES 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
ES 2
Develop an understanding of the relationship of ecological factors that affect an ecosystem.
ES 3
Discuss the impact of human activities on the environment, conservation activities, and efforts to
maintain and restore ecosystems.
Physical Science
PS 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
21st Century Learning Standards
CS1
Flexibility & Adaptability
CS2
Initiative & Self-Direction
CS3
Social & Cross-Cultural Skills
CS4
Productivity & Accountability
CS5
Leadership & Responsibility
National Educational Technology Standards for Students (NETS)
T1
Creativity and Innovation
T2
Communication and Collaboration
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
Science of Agricultural Environment
T5
Digital Citizenship
T6
Technology Operations and Concepts
ACT College Readiness Standards
E1
Topic Development in Terms of Purpose and Focus
E2
Organization, Unity, and Coherence
E3
Word Choice in Terms of Style, Tone, Clarity, and Economy
E4
Sentence Structure and Formation
E5
Conventions of Usage
E6
Conventions of Punctuation
M2
Probability, Statistics, and Data Analysis
M3
Numbers: Concepts and Properties
M5
Graphical Representations
M7
Measurement
R3
Sequential, Comparative, and Cause–Effect Relationships
R4
Meaning of Words
R5
Generalizations and Conclusions
S1
Interpretation of Data
S3
Evaluation of Models, Inferences, and Experimental Results
W1
Expressing Judgments
W2
Focusing on the Topic
W3
Developing a Position
W4
Organizing Ideas
W5
Using Language
Science of Agricultural Environment
Suggested References
Ames, K. (2005). Holt environmental science. Orlando, FL: Harcourt.
Porter, L., Lee, J., Turner, D., & Hillan, M. (2006). Environmental science and technology. (2nd ed.).
Upper Saddle River, NJ: Pearson.
DreamWorks Animation SKG. (2006). Over the hedge. [Motion picture]. Glendale, CA: Author.
Powers, L., & McCorley, R. (2000). Ecological principles for agriculture. Albany, NY: Delmar.
Texas A&M University. (2008). Rubric toolkit for agricultural science and technology education. Retrieved
August 6, 2008, from http://www-ims.tamu.edu/docs2/Rubrics2004.doc
U. S. Consumer Product Safety Commission. (2006). Chemistry lab safety guide. Retrieved on August 6,
2008, from http://www.cdc.gov/niosh/docs/2007-107/pdfs/2007-107.pdf
Wentworth, T. R. (2000). Field laboratory safety protocol. Retrieved August 7, 2008, from
http://www.ncsu.edu/ehs/www99/right/handsMan/worker/fieldtrip.html
Science of Agricultural Environment
Science of Agricultural Environment
Unit 2: Experiential Learning (SAE)
5 Hours
Competency 1: Plan and implement an experiential learning program. ABS.02, ABS.04
Suggested Enduring Understandings
1. Planning is a continuous process in business.
2. Plans must be reviewed and updated on a
regular basis.
Suggested Essential Questions
1. What are my goals and plans for an SAE
in the coming year?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Update and revise
long-range and
short-term goals of
the experiential
learning program.
(DOK 3)
a. Based on the summary and analysis of the
students’ previous experiential learning
activities, have students reflect and revise or
amend their experiential learning long-range
and short-term goals for the coming year. The
goals should be added to the students’
electronic portfolios. CS1, CS2, CS4, T1, T3, T4, T6, W1, W2,
W4, W5
a. Use an experiential
learning planning
rubric and record
keeping rubric to
evaluate the
students’ goals.
(See the Rubric for
Experiential
Learning Planning
and Record Keeping
(2.1).)
b. Update, revise, and
implement the
experiential learning
plan/training
agreement for the
coming year.
(DOK 3)
b. Based on the revised goals, have students
update, amend, and revise their experiential
learning plan/training agreement to reflect
growth in skill and proficiency levels. The
updated plan should be added to the students’
electronic portfolios. CS1, CS2, CS4, T1, T3, T4, T6, W1, W2,
W4, W5
b. Use an experiential
learning planning
rubric and record
keeping rubric to
evaluate the
students’ goals.
(See the Rubric for
Experiential
Learning Planning
and Record Keeping
(2.1).)
Competency 2: Maintain records and documentation of experiential learning activities, projects, and
enterprises. ABS.02, ABS.03, ABS.04, ABS.06
Suggested Enduring Understandings
1. Records must be maintained and updated on
a regular and timely basis to accurately
reflect progress.
2. Records should be summarized to give a
“snapshot” of operations on a regular basis
that can be used to make decisions.
Suggested Essential Questions
1. How do I update and maintain the
records of my experiential learning
program?
2. How do I summarize and analyze my
experiential learning records?
Science of Agricultural Environment
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Update and
maintain records of
experiential
learning related
income, expenses,
activities, skills, and
supplementary
improvement
projects. (DOK 3)
a. Review requirements for record keeping for the
different types of experiential learning. Have
students maintain and update their records
electronically throughout the year. CS2, CS4, T3, T4,
T6, M1, M2, W4
a. Use the Rubric for
Experiential
Learning Planning
and Record Keeping
(2.1) to evaluate
the students’ goals.
b. Prepare an annual
summary report.
(DOK 3)
b. Review procedures for summarizing records.
Have students prepare an annual summary of
their experiential learning activities at the end
of the school year to include income and
expense summary and a net worth statement.
CS2, CS4, T3, T4, T6, M1, M2, W4
b. Use the Rubric for
Experiential
Learning Planning
and Record Keeping
(2.1) to evaluate
the students’
summaries.
Science of Agricultural Environment
Standards
AFNR Industry Standards
ABS.02.
Utilize appropriate management planning principles in AFNR business enterprises.
ABS.03.
Utilize record keeping to accomplish AFNR business objectives while complying with laws and
regulations.
ABS.04.
Apply generally accepted accounting principles and skills to manage cash budgets, credit budgets, and
credit for an AFNR business.
ABS.05.
Assess accomplishment of goals and objectives by an AFNR business.
21st Century Learning Standards
CS1
Flexibility & Adaptability
CS2
Initiative & Self-Direction
CS4
Productivity & Accountability
National Education Technology Standards for Students (NETS)
T1
Creativity and Innovation
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
T6
Technology Operations and Concepts
ACT College Readiness Standards
M1
Basic Operations and Applications
M2
Probability, Statistics, and Data Analysis
W1
Expressing Judgments
W2
Focusing on the Topic
W4
Organizing Ideas
W5
Using Language
Science of Agricultural Environment
Suggested References
Cooper, E., & Burton, L. (2007). Agriscience: Fundamentals and applications (4th ed.). Clifton Park, NJ:
Thomson Delmar.
National FFA Organization. (n.d.). Introduction to SAE [PowerPoint presentation]. Retrieved June 9, 2010,
from http://www.ffa.org/documents/sae_tch_intro.zip
National FFA Organization. (2004). Lesson 126: Taking my trip. In LifeKnowledge: Real lessons for real life
[CD-ROM software]. Indianapolis, IN: Author.
National FFA Organization. (n.d.). SAE best practices guide. Retrieved June 9, 2010, from
http://www.ffa.org/documents/sae_bp.pdf
National FFA Organization. (2006). SAE handbook [CD-ROM edition]. Indianapolis, IN: Author.
National FFA Organization. (2004). SAE ideas. Indianapolis, IN: Author.
National FFA Organization. (n.d.). Supervised Agricultural Experience. Retrieved June 9, 2010, from
http://www.ffa.org/index.cfm?method=c_programs.SAE
Ohio Curriculum Materials Service. (n.d.). Ohio Electronic Recordbooks. Retrieved June 9, 2010, from
http://osu-cms.org/productdetails.cfm?PC=421
Texas Tech University. (n.d.). Supervised agricultural experience. Retrieved June 9, 2010, from
http://www.depts.ttu.edu/agriculturalteachers/Survival/AGTCHNBK/10SAE.PDF
Science of Agricultural Environment
Science of Agricultural Environment
Unit 3: Living Organisms and Ecology
15 Hours
Competency 1: Investigate the role of living organisms in the environment. AS.02, AQ 1, AQ 2, AQ 3, BIOI 3, BIOI 6, BIOII
4,BIOII 5, BO 5, ES2, ES 3, ZO 3
Suggested Enduring Understandings
1. Organisms are classified using distinguishing
characteristics that separate them into
kingdoms.
2. Each of the five kingdoms that define the
classification of an organism plays a
significant role in maintaining the health of
the environment.
3. Microorganisms that exist in the environment
can be collected and identified.
Suggested Essential Questions
1. What characteristics are used to
classify organisms in the environment?
2. What role does each of the five
kingdoms of organisms play in
maintaining the health of the
environment?
3. How do you collect and examine
microorganisms in the environment?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Classify living
organisms in the
environment.
(DOK 1)
a. Have students identify the five kingdoms of
organisms found in the environment: Monera,
Protista, Fungi, Plantae, and Animalia.
Students should be able to distinguish
characteristics between each kingdom and
identify organisms that are classified within
each. CS2, CS4, T2, T3, T4, R5
a. Pencil and paper
test
b. Examine the roles of
living organisms in
the environment.
(DOK 2)
b. Lead a discussion with the students identifying
the role that each of the five kingdoms of
organisms plays in the environment. Have the
students list the contributions and the
negative impacts that each kingdom can have
on the environment. CS2, CS4, T2, T3, T4, R5
b. Pencil and paper
test
c. Collect and examine
microbiological
organisms in the
local environment.
(DOK 3)
c. Take a walk around the school campus or
along a nearby creek, and evaluate the local
environment, noting the presence of various
organisms and a description of the habitat in
which they are found. Collect specimens for
evaluation and observation upon returning to
the classroom. Prepare wet mount slides of
various microorganisms collected in the
exercise above or brought from the student’s
home, and examine them under a microscope.
Identify each specimen, and preserve if
c. Use the Microbe
Collection and Wet
Mount Slide
Performance Rubric
(3.1) to assess
student mastery.
Science of Agricultural Environment
possible. CS2, CS4, CS5, T2, T3, T4, T6, R5, S2, S3
Competency 2: Examine relationships of living organisms and the environment. NRS.01, AQ 4, BIOI 3, BIOI 6, BIOII 4,
BO 5, ES 2, ES 3, ZO 2, ZO 3, ZO 4
Suggested Enduring Understandings
1. All organisms have unique life spans that
progress through five common stages of life.
2. There are eight life processes, plus
reproduction, that every organism must go
through in order to complete the cycle of life.
3. Organisms have the ability to physically and
genetically adapt to changes in their
environment.
Suggested Essential Questions
1. What is a life span, and how does it vary
among organisms?
2. What are the eight life processes
essential for an organism to live?
3. Why is reproduction not an essential
life process?
4. How can organisms change their bodies
to adjust to changes in the
environment?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Explain the concept
of a life span and the
stages of life. (DOK 2)
a. Explain the concept of life span, and highlight
the five stages of life - beginning, growth,
maturity, declining, and dying through the use
of a PowerPoint presentation. Have students
select from a list one species of local wildlife
and investigate the life span of that species.
Require the student to create a visual aid
depicting the life span of that species to
include the name of that animal at each stage
of its life (fawn, yearling, doe, and buck). E1, E2,
R3, R4, R5, CS2, CS4, T1, T3
a. Pencil and paper
test
Use the Life Span
Visual Report
Rubric (3.2) to
assess student
mastery.
b. Investigate the life
processes essential
for the living
condition. (DOK 2)
b. Investigate the basic life processes (growth
and repair, food acquisition and use,
movement and locomotion, circulation,
respiration, secretion, sensation, excretion,
and reproduction). Have students associate
the anatomy and physiology of living
organisms to each life process through the
use of student created posters and/or
illustrations. Divide students into groups of
two to three, and assign each a life process to
research and prepare a presentation poster
or illustration to share with the class. E1, E2, W2,
W3, W4, W5, CS 1, CS2, CS3, CS4, CS5, T1, T2, T3, T4, T6
b. Use the Rubric
for Life Process
Poster (3.3) to
assess student
mastery.
c. Discuss how the
anatomy and
physiology of living
organisms adapts
c. Use student input to define heredity and
genetics. Relate the concepts of heredity and
genetics to biodiversity: genetic diversity,
species diversity, and ecological diversity.
c. Use the Grading
Checklist for
Collection of
Specimens and/or
Science of Agricultural Environment
over time to the
native environment.
(DOK 3)
Have students identify diversity among similar
organisms, through collections of insects,
vertebrates, invertebrates, or plankton. Have
students collect specimens or pictures of
specimens from the local area that illustrate
biodiversity. E1, E2, CS1, CS2, CS4, CS5, T2, T3, T4, T5, T6
Photographs that
Illustrate
Biodiversity (3.4)
to assess student
mastery.
Competency 3: Discuss the impact of agricultural pests and pest control measures on the environment.
AS.06, ESS.04, NRS.01, NRS.02, NRS.03, NRS.04, AQ 3, AQ 4, BIOI 3, BIOI 6, BIOII4, BIOII 5, BO 8, ES 2, ES 3
Suggested Enduring Understandings
1. Pests in the environment can cause a lot of
expensive damage to agricultural crops.
2. The method of controlling pests has a direct
correlation to its impact on the environment.
Suggested Essential Questions
1. What types of damage can agricultural
pests cause to the environment?
2. What methods of pest control can be
used that will not damage or threaten
the quality of the environment?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Analyze the
economic impact of
agricultural pests on
the environment.
(DOK 2)
a. Using a PowerPoint presentation, explain the
economic impact of agricultural pests in the
environment. Include pictures of insect damage
in various stages on different aspects of the
environment. E1, E2, E3, E4, R1, R2, R3, R4, R5, S1, S2, W1, W2, W3,
W4, W5, CS1, CS2, CS3, CS4, CS5, T1, T2, T3, T4, T5, T6
a. Pencil and paper
test
b. Relate methods of
controlling
agricultural pests to
impact on the
environment.
(DOK 3)
b. Have students select from a prepared list an
agricultural pest that has an impact on the
environment. The student is to research that
pest and create an informational pamphlet
highlighting the pest, its target, the effects of its
impact on the environment, and methods of
controlling or prevention of infestation. The
pamphlet should include pictures or
illustrations and pertinent information. E1, E2, E3, E4,
R1, R2, R3, R4, R5, S1, S2, W1, W2, W3, W4, W5, CS1, CS2, CS3, CS4, CS5,
T1, T2, T3, T4, T5, T6
b. Use the Rubric
for Pest
Pamphlet (3.5)
to assess
student
mastery.
Competency 4: Examine principles of ecology as related to environmental quality. ESS.01, ESS.02, ESS.03, ESS.05,
NRS.01, NRS.02, NRS.03, NRS.04, PS.01, PS.02, PST.02, AQ 1, AQ 2, AQ 3, AQ 4, BIOI 3, BIOI 6, BIO II 4, BIO II 5, BIO II 6, BO 5, ES 2, ES 3, ZO
2, ZO 3, ZO 4
Suggested Enduring Understandings
1. Many factors influence the organization of an
ecosystem.
2. Although there are similarities, there are
distinguishing differences between
Suggested Essential Questions
1. What factors affect the structure of an
ecosystem?
2. What makes a wildlife ecosystem
different from an agricultural
Science of Agricultural Environment
agricultural ecosystems and wildlife
ecosystems.
3. Environmental communities are defined in
layers.
4. Maintaining a functioning food chain within a
food web is essential to the health of a
habitat.
5. Sustaining the environment is essential to
conserving our natural resources.
ecosystem?
3. How are environmental communities
defined?
4. How is a food chain important to the
health of a habitat?
5. What is sustainability, and how does it
help to protect the environment?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Develop a working
definition of ecology.
(DOK 1)
a. Use class discussion to formulate a definition of
ecology using a Wiki through BlackBoard. Have
students draw a diagram of the structure of an
ecosystem, beginning with the community
organization, and explain how habitats, niche,
and structures are formed. Students should also
distinguish between biotic and abiotic factors
that influence an ecosystem. E1, E2, E3, E4, E5, R1, R2, R3,
R4, R5, CS2, CS4 , T1, T2, T3, T4, T5, T6
a. Use the Grading
Checklist for the
Wiki on Ecology
(3.6) to assess
student mastery.
b. Compare factors
associated with
agricultural and
wildlife ecosystems.
(DOK 2)
b. Using the Chapter 11 Microhabitats in an
Ecosystem activity (Turner, 1997) as a guide,
assign teams of two to three students to study a
part of a designated habitat located on the
school campus. Students are to make
comprehensive observations of the organisms
present in that habitat, recording observations
of both the biotic and abiotic factors in the
microhabitat. Upon completion of observations,
have the students compile a list of all the
organisms and diagram a food chain for the
particular habitat. S1, S2, S3, W1, W2, W3, W4, W5, CS1, CS2,
CS3, CS4, CS5, T1, T2, T3, T4
b. Grade the
Microhabitat
Observation
assignment from
the lab manual
(Turner, 1997).
c. Explain community
organization and
structure. (DOK 2)
c. Using the Owl Pellet Lab kit available from
Carolina, complete the dissection of a Barn Owl
Pellet. Have students identify the prey of the
owl according to bones found in the pellet.
View the video that accompanies the dissection
lab. Diagram the food chain of the owl. Lead a
class discussion on how natural selection and
succession would impact the life and lifestyle of
the Barn Owl. S1, S2, S3, CS1, CS2, CS3, CS4, CS5, T2, T3, T4
c. Use the Grading
Rubric for the
Owl Pellet
Dissection (3.7)
to assess student
mastery.
d. Diagram the food
chain and web for
d. Use the Adopt a Stream or Globe program for
the class to adopt an area for clean up and
d. Use the Grading
Rubric for Stream
Science of Agricultural Environment
organisms in a local
agricultural or
wildlife ecosystem.
(DOK 1)
monitoring. S1, S2, S3, CS1, CS2, CS3, CS4, CS5, T2, T3, T4, T6
Monitoring (3.8)
to assess student
mastery.
e. Identify the roles of
natural selection and
succession. (DOK 2)
e. Explain the terms natural selection and
succession. Give examples of local animals or
plants that have adapted to their environment
to survive. S1, S2, S3, R4, R5, CS2, T1, T2
Examine an area in the local community in
terms of succession, such as a forested area or a
portion of a stream in an area that is being
developed. Determine the sequence of
succession that is underway. Have the students
prepare a diagram that illustrates succession in
that particular area. S1, S2, S3, R2, R3, R4, R5, CS2, CS4, T1, T2,
T3, T4
e. Pencil-paper test
Competency 5: Identify ecological diversity in agricultural and wildlife ecosystems. NRS.01, NRS.02, NRS.03, PS.01,
AQ 3, AQ 4, BIOI 6, ES 2, ES 3, ES 4, BIOII 4
Suggested Enduring Understandings
1. Characteristics of the various biome that
exist around the world are determined by
their location in a climatic zone.
2. Homeostasis is essential to the survival of
organisms around the world.
3. The birth rate and death rate of organisms
within an ecosystem greatly influence the
population ecology of an area.
Suggested Essential Questions
1. How do areas of latitude on the globe
define climate zones and biomes?
2. What is homeostasis?
3. Why is population ecology essential to
understanding the environment?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a.
Distinguish between
terrestrial and
aquatic biomes, and
give examples of
each. (DOK 2)
a. Display a world map or globe, and explain how
areas of latitude on the globe are used to define
climatic zones on the earth. Further explain that
within those zones, there are terrestrial and
aquatic biomes, each further diversified and
defined by distinctive characteristics. M5, S1, S2, S3,
CS2, CS3, T2, T3, T4
Divide students into groups of two or three,
assigning each group a biome to research. Each
group will write a report and create a replica of
that biome to present to the class. Each
report/replica should include a description of
a. Pencil and paper
test
Evaluate biome
report for
accuracy and
completeness.
Science of Agricultural Environment
the biome, the organisms that live in that biome
and their adaptations, and the limiting, abiotic,
and biotic factors that characterize that biome.
R1, R2, R3, R4, R5, S1, S2, S3, CS1, CS2, CS3, CS4, CS5, T1, T2, T3, T4, T6
b. Explain the
importance of
homeostasis in the
survival of organisms.
(DOK 2)
b. Define homeostasis, and discuss the importance
of homeostasis in the survival of organisms. W2,
W3, W4, W5, CS1, CS2 , T1, T2, T3
b. Pencil and paper
test
c.
Describe population
ecology, including
natality and
mortality. (DOK 1)
c. Explain the concepts of natality and mortality
on population ecology. W2, W3, W4, W5, CS1, CS2
c. Pencil and paper
test
Science of Agricultural Environment
Standards
AFNR Industry Standards
PS.01.
Apply knowledge of plant classification, plant anatomy, and plant physiology to the production and
management of plants.
PS.02.
Prepare a plant management plan that addresses the influence of environmental factors, nutrients, and
soil on plant growth.
AS.02.
Classify animals according to hierarchical taxonomy and agricultural use.
AS.06.
Outline handling procedures for safety of animals, producers, and consumers of animal products.
PST.02.
Design, operate and maintain mechanical equipment, structures, biological systems, land treatment,
power and technology.
NRS.01.
Recognize the important interrelationships between natural resources and humans necessary to
conduct management activities in natural environments.
NRS.02.
Apply scientific principles to natural resource management activities.
NRS.03.
Apply knowledge of natural resources industries to production practices and processing procedures.
NRS.04.
Demonstrate techniques used to protect natural resources.
ESS.01.
Use analytical procedures to plan and evaluate environmental service systems.
ESS.02.
Identify policies and regulations affecting environmental service systems to determine their impact on
facility operation.
ESS.03.
Apply scientific principles to environmental service systems.
ESS.04.
Operate environmental service systems to manage a facility environment.
ESS.05.
Examine the relationships between energy sources and environmental service systems.
Applied Academic Credit Standards
Aquatic Science
AQ 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
AQ 2
Develop an understanding of physical and chemical properties of water and aquatic environments.
AQ 3
Apply an understanding of the diverse organisms found in aquatic environments.
AQ 4
Draw conclusions about the relationships between human activity and aquatic organisms.
Biology I
BIOI 3
Investigate and evaluate the interaction between living organisms and their environment.
BIOI 6
Demonstrate an understanding of principles that explain the diversity of life and biological evolution.
Biology II
BIOII 4 Demonstrate an understanding of the factors that contribute to evolutionary theory and natural selection.
BIOII 5 Develop an understanding of organism classification.
BIOII 6 Examine the behavior of organisms.
Botany
BO 5
Relate an understanding of plant genetics to its uses in modern living.
Chemistry I
CHI 9
Apply understanding of the interactions of matter and energy.
Science of Agricultural Environment
Environmental Science
ES 2
Develop an understanding of the relationship of ecological factors that affect an ecosystem.
ES 3
Discuss the impact of human activities on the environment, conservation activities, and efforts to
maintain and restore ecosystems.
Zoology
ZO 3
Differentiate among animal life cycles, behaviors, adaptations, and relationships.
21st Century Learning Standards
CS1
Flexibility & Adaptability
CS2
Initiative & Self-Direction
CS3
Social & Cross-Cultural Skills
CS4
Productivity & Accountability
CS5
Leadership & Responsibility
National Education Technology Standards for Students (NETS)
T1
Creativity and Innovation
T2
Communication and Collaboration
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
T5
Digital Citizenship
T6
Technology Operations and Concepts
ACT College Readiness Standards
E1
Topic Development in Terms of Purpose and Focus
E2
Organization, Unity, and Coherence
E3
Word Choice in Terms of Style, Tone, Clarity, and Economy
E4
Sentence Structure and Formation
M5
Graphical Representations
R1
Main Ideas and Author’s Approach
R2
Supporting Details
R3
Sequential, Comparative, and Cause–Effect Relationships
R4
Meaning of Words
R5
Generalizations and Conclusions
S1
Interpretation of Data
S2
Scientific Investigation
S3
Evaluation of Models, Inferences, and Experimental Results
W2
Focusing on the Topic
W3
Developing a Position
W4
Organizing Ideas
W5
Using Language
Science of Agricultural Environment
Suggestsed References
Bernstein, Winkler, & Zierdt-warshaw. (1996). Environmental science: Ecology and impact. Menlow Park,
CA: Addison Wesly.
Carolina Biological Supply. (n.d.). Carolina basic biology biomes cd-rom set. [CD-ROM software].
Burlington, NC: Carolina Biological.
CEV Video. (n.d.). CEV Pathway: Natural Resources & Environmental Systems Pathway [DVD]. Lubbock,
TX: Author.
Discovery Channel. (2005). Discovery Channel Biomes. Silver Spring, MD: Discovery Communications.
Global learning and observations benefit the environment (GLOBE). Retrieved June 11, 2010, from
http://globe.gov/fsl/html/templ.cgi?for_students&lang=en
Mississippi Wildlife Federation. Adopt A Stream Retrieved January 18, 2008, from
http://www.mswildlife.org/education/adopt_a_stream.html
Porter, L., Lee, J. S., Turner, D. L., & Hillan, M. (2003). Environmental science and technology. Upper
Saddle River, NJ: Pearson.
Turner, D. L. (1997). Environmental science and technology activity manual. Upper Saddle River, NJ:
Pearson
For additional references, activities, and web resources, please refer to: Mississippi Agriculture
Education B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).
Science of Agricultural Environment
Science of Agricultural Environment
Unit 4: Land and Soil Management
10 Hours
Competency 1: Examine the process of planning for urban and rural land use. NRS 01, BIOI 3, BO 4, BO 5, ES 2, ES 3, PS
1, PS 2, SP 1, SP 2
Suggested Enduring Understandings
1. Land is a valuable environmental resource,
and great care should be taken in planning
for its use and protection.
2. Skills can be learned in describing and
measuring land, reading maps, and making
maps.
3. Global positioning is a valuable technological
tool used in managing land areas.
4. Basic surveying techniques can assist a
landowner in managing his or her land.
5. Some land areas have to be designated for
certain uses.
Suggested Essential Questions
1. How do landowners and managers plan
for land use?
2. How is land described and measured?
3. How is global positioning used to
monitor the environment?
4. How do you pace the boundary of a
land area?
5. How is a land area zoned for use?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a.
Explain the
concepts of land and
land use. (DOK 2)
a. Define land and discuss planning for land use
in both rural and urban settings. Invite a
representative from the USDA Natural
Resources Conservation Service to speak to
the class about the work he or she does and
how land is classified according to use. E1, R4, CS2,
T2, T4
a. Use the Guest
Speaker Evaluation
Form (4.1) to
assess student
mastery.
b.
Apply skills in
describing and
measuring land,
map reading, and
map making. (DOK
3)
b. Guide students through activities on pacing,
measurement of land area and land use
zoning. Include activities on reading and
interpreting legal land descriptions. Use
materials from the activity manual
(Fortenberry, 2003) and from the text (RCU,
1997). Using the classroom compass set and
accompanying materials, lead students
through a mapping and orientation exercise.
M1, M2, M3, M4, M5, M6, M7, M8, CS1, CS2, CS4, T4, T6
b. Grade activity
sheets on pacing,
measuring land
area, and reading
and interpreting
legal land
descriptions.
c.
Apply global
positioning skills.
(DOK 3)
c. Instruct students on basic concepts of global
positioning systems. Have students mark
waypoints and utilize GPS tracking to create a
map of the school. M1, M2, M3, M4, M5, M6, M7, M8, CS2,
CS4, T4, T6
c. Use the Land
Measuring
Checklist (4.2) Part
1 to assess student
mastery.
Science of Agricultural Environment
d.
Practice
basic surveying
techniques such as
pacing, locating
corners and
boundaries, reading
a compass,
sketching a plot, and
estimating an area.
(DOK 3)
d. Demonstrate and allow students to practice
basic surveying techniques. Provide a
boundary survey of a given tract of land, and
have students identify markers and boundary
lines, using GPS technology and compasses.
M1, M2, M3, M4, M5, M6, M7, M8, CS2, CS4, T4, T6
d. Use the Land
Measuring
Checklist (4.2) Part
2 to assess student
mastery.
e.
Describe
concepts of land-use
planning and zoning.
(DOK 3)
e. Invite a representative of a local zoning agency
to speak to the class on concepts and
principles of land use and zoning. M1, R1, R2, R3, CS4,
T2, T4
e. Unit test
Competency 2: Apply principles of soil and land management and use. NRS.01, NRS.04, AQ 2, AQ 3, BIOI 1, BIOI 2, BIOI 3,
CHI 1, CHI 5, ORGC 2, ES 1, ES 2, ES 3
Suggested Enduring Understandings
1. Soil is made up of minerals, organic matter,
and water and air and is formed over long
periods of time as a result of rocks being
broken down.
2. Organic matter in soils serves to enhance the
fertility and productivity of a soil.
3. Soils in different locations vary in texture,
depth, and pH.
4. The highest productive use of a piece of land
is dependent on the texture, depth, and
surface slope of the land.
Suggested Essential Questions
1. What are the primary components of
soil?
2. What is the role of soil organic matter?
3. What influences the chemical and
physical makeup of soil?
4. How is the highest productive use of a
soil determined?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Identify the materials
in soil and growing
media. (DOK 1)
a. Have students bring approximately one pint of
dry soil from their local area. Set up laboratory
stations with the soil sample, wax paper or
paper plates, and water. Have students conduct
a “feel” test of the soil samples to determine
the texture of the soil. Instruct students to feel
of the dry soil to determine smoothness or
grittiness of the soil. Have students make
observations as to the color of the soil when it
is dry and the amount of clods or peds in the
soil. Instruct the students to wet the soil just
a. Use the
Reflective
Writing Rubric
(4.3) to assess
student mastery.
Science of Agricultural Environment
enough to make a mud ball. Have students work
the wet soil in their hands, making observations
about the texture, stickiness, and elasticity of
the soil. Have evaluation sheets available for
each soil sample for the students to complete
after conducting the “feel” test. When students
have conducted a test on each soil sample,
discuss the characteristics and components of
the soil samples, and identify the components
that affect the texture of the soil. Instruct
students to write a reflective summary of the
soil feel test. S1, S2, S3, CS1, CS 2. CS4, T3, T4
b. Examine the role of
soil organic matter.
(DOK 2)
b. Lead a class discussion on the role of organic
matter in the soil. Discuss the types of organic
matter found in soil and the influence of that
matter on soil fertility and productivity. Use the
Nematode Study Kit to conduct a laboratory
activity to extract nematodes from the soil. Use
the results of that study to emphasize the
importance of organic matter in the soil. S1, S2, S3,
CS 1, CS2, CS4, T2. T3
b. Grade Nematode
Study Kit
Laboratory
Worksheets
c. Investigate the
physical and
chemical nature of
soil using appropriate
analyses. (DOK 2)
c. Conduct a mechanical analysis of soil to
determine the percentages of sand, silt, and
clay in selected soil samples. Use the soil
textural classification triangle to identify the soil
texture classification of the soil sample. Use
practice problems of soil percentages to
determine textural class prior to using actual
mechanical analysis test results on the soil
triangle. Give students the Soil Texture
Classification Assignment (4.5) to complete for
this activity. Measure the pH of the soil using a
pH meter. M1, M2, M3, M4, M5, M7, S1, S2, S3, CS1, CS2, CS4, T2. T3
c. Use the
Mechanical
Analysis of Soil
Rubric (4.4) to
assess student
mastery.
d. Classify land as to its
highest productive
use. (DOK 2)
d. After reviewing land classification guidelines,
use the evaluation forms in a Land Judging
Reference guide to evaluate a chosen area of
land. S1, S2, S3, CS 1, CS2, CS3, CS4, CS5, T2. T3, T4
d. Evaluate student
Land Judging
Evaluation
sheets.
Competency 3: Assess the impact of agricultural, horticultural, and forestry practices on land and soil.
NRS.01, NRS.02, NRS.03, NRS.04, ESS.02, AQ 4, ES 3, SP 1, SP 2
Suggested Enduring Understandings
1. Soil erosion and soil degradation can be
prevented by practicing effective methods of
soil conservation.
2. It is important that the soil and land be
protected from degradation and erosion
because we need the soil we have to
Suggested Essential Questions
1. What are some methods of soil
conservation?
2. Why is it important to protect the soil
from degradation?
Science of Agricultural Environment
produce plants and trees for many years to
come.
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Identify and select
practices that
promote soil
conservation and
prevent soil erosion
and degradation.
(DOK 2)
a. Assign groups of two or three students to
research assigned topics in soil erosion and
degradation. The students will write and
present an oral report to present to the class,
along with visual aids depicting the importance
of protecting soil from degradation and erosion.
The report will include information on practices
that promote soil conservation and prevent
erosion. E1, E2, E3, E4, R1, R2, R3, R4, R5, CS1, CS2, CS4, T1, T2, T3, T4
a. Use the Rubric
for Evaluating
Oral Report on
Soil Conservation
and Degradation
(4.6) to assess
student mastery.
b. Unit test
Science of Agricultural Environment
Standards
AFNR Industry Standards
NRS.01.
Recognize the important interrelationships between natural resources and humans necessary to
conduct management activities in natural environments.
NRS.02.
Apply scientific principles to natural resource management activities.
NRS.03.
Apply knowledge of natural resources industries to production practices and processing procedures.
NRS.04.
Demonstrate techniques used to protect natural resources.
ESS.02.
Identify policies and regulations affecting environmental service systems to determine their impact on
facility operation.
Applied Academic Credit Standards
Aquatic Science
AQ 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
AQ 2
Develop an understanding of physical and chemical properties of water and aquatic environments.
AQ 3
Apply an understanding of the diverse organisms found in aquatic environments.
AQ 4
Draw conclusions about the relationships between human activity and aquatic organisms.
Biology I
BIOI 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
BIOI 2
Describe the biochemical basis of life, and explain how energy flows within and between the living
systems.
BIOI 3
Investigate and evaluate the interaction between living organisms and their environment.
Botany
BO 4
Draw conclusions about the factors that affect the adaptation and survival of plants.
BO 5
Relate an understanding of plant genetics to its uses in modern living.
Chemistry I
CHI 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
CHI 5
Compare factors associated with acid/base and oxidation/reduction reactions.
Chemistry II
ORGC 2
Demonstrate an understanding of the properties, structure, and function of organic compounds.
Environmental Science
ES 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
ES 2
Develop an understanding of the relationship of ecological factors that affect an ecosystem.
ES 3
Discuss the impact of human activities on the environment, conservation activities, and efforts to
maintain and restore ecosystems.
Physical Science
PS 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
PS 2
Describe and explain how forces affect motion.
Science of Agricultural Environment
Spatial Information Science
SP 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
SP 2
Develop an understanding of geographic information systems.
21st Century Learning Standards
CS1
Flexibility & Adaptability
CS2
Initiative & Self-Direction
CS3
Social & Cross-Cultural Skills
CS4
Productivity & Accountability
CS5
Leadership & Responsibility
National Education Technology Standards for Students (NETS)
T1
Creativity and Innovation
T2
Communication and Collaboration
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
T6
Technology Operations and Concepts
ACT College Readiness Standards
E1
Topic Development in Terms of Purpose and Focus
E2
Organization, Unity, and Coherence
E3
Word Choice in Terms of Style, Tone, Clarity, and Economy
E4
Sentence Structure and Formation
E5
Conventions of Usage
E6
Conventions of Punctuation
M1
Basic Operations and Applications
M2
Probability, Statistics, and Data Analysis
M3
Numbers: Concepts and Properties
M4
Expressions, Equations, and Inequalities
M5
Graphical Representations
M6
Properties of Plane Figures
M7
Measurement
M8
Functions
R1
Main Ideas and Author’s Approach
R2
Supporting Details
R3
Sequential, Comparative, and Cause–Effect Relationships
R4
Meaning of Words
R5
Generalizations and Conclusions
S1
Interpretation of Data
S2
Scientific Investigation
S3
Evaluation of Models, Inferences, and Experimental Results
W1
Expressing Judgments
W2
Focusing on the Topic
W3
Developing a Position
W4
Organizing Ideas
W5
Using Language
Science of Agricultural Environment
Suggested References
CEV Video. (n.d.). CEV pathway: Natural resources & environmental systems pathway [DVD]. Lubbock,
TX: Author.
Cooper, E. L., & Burton, L. D. (2008). Agriscience fundamentals and applications (4th ed.). Albany, NY:
Delmar.
Fortenberry, G. C. (2003). Forests and forestry activity manual. Upper Saddle River, NJ: Pearson.
Porter, L., Lee, J. S., Turner, D. L., & Hillan, M. (2003 ). Environmental science and technology (2nd ed.).
Upper Saddle River, NJ: Pearson.
Research and Curriculum Unit. (1997). A reference unit on basic principles of soil science. Mississippi
State, MS: Author.
Rolfe, G. L., Edgington, J. M., Holland, I. I., & Fortenberry, G. C. (2003). Forests and forestry. Upper
Saddle River, NJ: Pearson.
Turner, D. L. (1997). Environmental science and technology activity manual. Upper Saddle River, NJ:
Pearson.
Science of Agricultural Environment
Science of Agricultural Environment
Unit 5: Water Quality Management
10 Hours
Competency 1: Explore concepts of water usage and quality. NRS.01, NRS.02, NRS.03, AQ 1, AQ 2, AQ 3, AQ 4, ES 3
Suggested Enduring Understandings
1. The availability of water is dependent on its
physical state.
2. Water is classified based upon its salt
content.
3. Water is essential for all forms of life and is
used for many purposes.
4. Water comes from sources below and on the
surface of the earth.
Suggested Essential Questions
1. What is the chemical and physical
makeup of water?
2. How does the salt content of water
affect its usefulness?
3. Why is water so important?
4. What is the difference between surface
and ground water?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe the nature
and states of water.
(DOK 1)
a. Identify the chemical makeup of water, and
describe the characteristics of its three
physical states (solid, liquid, and gas). Discuss
how each physical state affects the availability
of water for agricultural use. R3, R4, R5, S1, S2 CS2, T3
a. Use a pencil and
paper test to
evaluate student
understanding.
b. Compare the
classifications of
water. (DOK 2)
b. Compare and contrast the three classifications
of water: freshwater, brackish water, and
saltwater. Assign students in groups of two or
three to research three examples of fish
species that live in each classification and give
a general physical description of the type of
fish. Students will present their findings to the
class. R3, R5, CS2, T2, T3
b. Use the Fish
Research Group
Project Rubric (5.1)
to assess student
mastery.
c. Identify important
uses of water.
(DOK 1)
c. Discuss the major uses of water and its
importance (daily living, support of life
processes, impacts on climate, manufacturing,
transportation, and recreation). Have students
keep a daily diary for 1 week listing ways they
come into contact with and use water and
estimating the amount they used and
identifying ways in which water could be
conserved. Students can use the Student
Water Use Diary (5.2) for this activity. E1, E2, R3,
R5, CS2, CS4, T2, T3, T4
c. Have students peer
review their daily
diaries and
comment on
additional ways in
which water could
be conserved.
d. Identify sources of
water. (DOK 1)
d. Describe the two major sources of water,
surface, and ground water. Explain the path
water follows throughout a watershed. Use
the Ground Water simulation model to
illustrate aquifers. Assign students to conduct
d. Use the Reflective
Writing Rubric on
the Differences
between Ground
Water and Surface
Science of Agricultural Environment
a reflective essay explaining their
understanding of the differences between
ground water and surface water. CS1, CS2, T3, S2, S3
Water (5.3) to
evaluate the
reflective writing
exercise on student
understanding of
ground and surface
water sources.
Competency 2: Describe important water management practices. NRS 04, AQ1, AQ 2, AQ 3, AQ 4, AQ 6, ES 1, ES 2, ES 3
Suggested Enduring Understandings
1. The amount of water on the earth never
changes.
2. Flowing bodies of water have different
characteristics than non-flowing bodies of
water.
3. Water pollution originates from both known
and unknown sources of contamination.
4. Water quality can be monitored by regularly
testing the water for certain chemical
indicators.
5. Potable water can be consumed by humans.
Suggested Essential Questions
1. How does the water cycle work?
2. What is the difference between flowing
and non-flowing bodies of water?
3. What causes water pollution?
4. How do you test for the quality of
water?
5. What is potable water?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Diagram and describe
the water cycle.
(DOK 2)
a. Provide the students a diagram of the water
cycle, identify each part, and explain its role in
the cycle. S1, S2, S3, CS1, CS2, T3
a. Pencil and paper
test
b. Compare natural
water bodies of
flowing and non-
flowing sources.
(DOK 2)
b. Define stream, streamflow, and velocity.
Determine how they relate to a river, creek,
brook, and canal. Explain stream hydrology,
stream structure, and stream channel. Identify
non-flowing bodies of water (ocean, lake, pond,
reservoir, slough, marsh, and estuary). Have
students identify water sources in the local
county and determine if they are flowing or
non-flowing. S1, S2, S3, CS1, CS2, T1, T2, T3, T4, T5, T6
b. Pencil and paper
test
c. Identify common
causes of water
pollution, and
distinguish between
point and nonpoint
sources of pollution.
(DOK 1)
c. Identify common kinds of water pollutants
(sediment and suspended particles, pathogens,
organic wastes, inorganic and organic
substances, thermal pollution, urban refuse,
agriculture sources, marine debris, oil pollution,
etc.). Differentiate between point source and
nonpoint source pollution. Have students list
pollution on the school campus or in the
community. Have them determine the source of
c. Grade student
observation chart
from the activity
manual (Turner,
1997).
Science of Agricultural Environment
the pollution. Have the students complete the
Oil Spills and the Environment lab activity from
the activity manual (Turner, 1997). Complete a
chart of student observations of the oil spill on
the habitat. S2, S3, CS1, CS2, T3
d. Monitor the water
quality in a selected
body of flowing
water. (DOK 2)
d. Use the Ecology Field Kit to monitor the water
quality of a selected body of flowing water for a
consistent period of time. Consult local Soil
Conservation Office about Adopt a Stream
projects in area. S1, S2, S3, CS1, CS2, CS4, T2, T3, T4
d. Use the Stream
Monitoring
Activity
Performance
Rubric (5.4) to
assess student
mastery.
e. Describe and analyze
the qualities of
potable water.
(DOK 2)
e. Define potable water. Identify and describe
major qualities associated with potable water
(odor and taste, color, pH, alkalinity, hardness,
dissolved solid materials and turbidity, heavy
metal content, chemical and pesticide residue
content, and coliform bacterial count). Use the
water quality testing kit to test potability of
water from local wells and springs. R4, R5, S1, S2, S3,
CS1, CS2, CS4, T2, T3, T4
e. Use the Water
Quality Testing
Laboratory Rubric
(5.5) to assess
student mastery.
Competency 3: Describe how wastewater is treated to maintain water quality. NRS.05, AQ 3, AQ 4, ES 3
Suggested Enduring Understandings
1. Wastewater is produced by agricultural,
industrial, and residential sources.
2. Wastewater can be hazardous to humans,
animals, and the environment.
3. There are various methods and treatments
for wastewater management that prevents it
from being a hazard to the environment.
Suggested Essential Questions
1. Where does wastewater come from?
2. What makes wastewater so hazardous?
3. How is wastewater treated and
handled?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Identify and describe
the sources and
types of wastewater.
(DOK 2)
a. Ask students to list and classify different
sources of wastewater (homes and businesses,
manufacturing, agricultural, storm runoff).
From their list, develop a working definition for
wastewater, and classify each source as being
spent, domestic, and sewage. S1, S2, S3, CS1, CS2, T3
a. Grade list and
student
definition of
wastewater.
b. Identify and describe
hazards that may be
present in water.
(DOK 2)
b. Identify and describe common hazards
associated with waste water to include toxic
waste, organic matter, infectious agents, and
temperature. S1, S2, S3, CS1, CS2, T3
b. Pencil and paper
test
Science of Agricultural Environment
c. Describe methods
and processes in
wastewater
treatment. (DOK 2)
c. Take a field trip to a local waste water
treatment plant, and view the processes that
occur in the treatment of waste water, or invite
a representative from the plant to speak to the
class on the process. Have students summarize
their findings and record in their electronic
journal or blog. W1, W2, W3, W4, W5, S1, S2, S3, CS1, CS2, CS3,
CS4, CS5, T2, T3, T4, T5, T6
c. Use the Field Trip
to Wastewater
Treatment Plant
Participation
Checklist (5.6) for
the field trip or
use the Guest
Speaker
Evaluation Form
(5.7).
Evaluate student
electronic blog
or journal for
accuracy and
completeness.
Science of Agricultural Environment
Standards
AFNR Industry Standards
NRS.01.
Recognize the important interrelationships between natural resources and humans necessary to
conduct management activities in natural environments.
NRS.02.
Apply scientific principles to natural resource management activities.
NRS.03.
Apply knowledge of natural resources industries to production practices and processing procedures.
NRS.04.
Demonstrate techniques used to protect natural resources.
Applied Academic Credit Standards
Aquatic Science
AQ 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
AQ 2
Develop an understanding of physical and chemical properties of water and aquatic environments.
AQ 3
Apply an understanding of the diverse organisms found in aquatic environments.
AQ 4
Draw conclusions about the relationships between human activity and aquatic organisms.
Environmental Science
ES 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
ES 2
Develop an understanding of the relationship of ecological factors that affect an ecosystem.
ES 3
Discuss the impact of human activities on the environment, conservation activities, and efforts to
maintain and restore ecosystems.
21st Century Learning Standards
CS1
Flexibility & Adaptability
CS2
Initiative & Self-Direction
CS3
Social & Cross-Cultural Skills
CS4
Productivity & Accountability
CS5
Leadership & Responsibility
National Education Technology Standards for Students (NETS)
T1
Creativity and Innovation
T2
Communication and Collaboration
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
T5
Digital Citizenship
T6
Technology Operations and Concepts
ACT College Readiness Standards
E1
Topic Development in Terms of Purpose and Focus
E2
Organization, Unity, and Coherence
R3
Sequential, Comparative, and Cause–Effect Relationships
R4
Meaning of Words
R5
Generalizations and Conclusions
S1
Interpretation of Data
S2
Scientific Investigation
Science of Agricultural Environment
S3
Evaluation of Models, Inferences, and Experimental Results
W1
Expressing Judgments
W2
Focusing on the Topic
W3
Developing a Position
W4
Organizing Ideas
W5
Using Language
Science of Agricultural Environment
Suggested References
Adopt-a-Stream Foundation. Welcome to the adopt-a-stream foundation. Retrieved June 11, 2010, from
http://streamkeeper.org/
CEV Video. (n.d.). CEV pathway: Natural resources & environmental systems pathway [DVD]. Lubbock,
TX: Author.
Mississippi Wildlife Federation. Adopt a stream. Retrieved June 11, 2010, from
http://www.mswildlife.org/education/adopt_a_stream.html
Parker, R. (1995). Aquaculture. Albany, New York: Delmar Publishers.
Porter, L., Lee, J. S., Turner, D. L., & Hillan, M. (2003). Environmental science and technology (2nd ed.).
Upper Saddle River, NJ: Pearson Education.
Turner, D. L. (1997). Environmental science and technology activity manual. Upper Saddle River, NJ:
Pearson Education.
For additional references, activities, and web resources, please refer to: Mississippi Agriculture
Education B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).
Science of Agricultural Environment
Science of Agricultural Environment
Unit 6: The Atmosphere and Environmental Quality
10 Hours
Competency 1: Examine the relationship of the atmosphere to the earth’s environment. NRS .01, CH1 4, ES 1, ES
2, ES 3
Suggested Enduring Understandings
1. The atmosphere is a combination of gases,
water vapor, and other materials that
sustains life on earth.
2. The atmosphere can be divided into
distinguishable layers with each layer playing
a different function.
Suggested Essential Questions
1. What is the atmosphere made of?
2. What are the various layers of the
atmosphere?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Define atmosphere,
and describe its
contents. (DOK 1)
a. Identify atmosphere, and describe the air,
moisture, and particulates in it. M2, M7, S1, CS2, T3
a. Pencil and paper
test
b. Diagram and
describe the
structure of the
atmosphere.
(DOK 2)
b. Have students draw and label the structure of
the atmosphere. Identify the layers and
describe their location, characteristics, and
special functions. M5, M6, M7, R5, S1, S2, S3, W1, CS1, CS2,
CS4 , T1, T2, T3, T4
b. Use the Checklist
for Evaluating the
Diagram of the
Atmosphere (6.1)
to evaluate the
diagram of the
atmosphere.
Competency 2: Use weather and climate information in making decisions about the environment. ESS.03,
ES 1, ES 2, ES 3
Suggested Enduring Understandings
1. The relationship between the weather and
the environment is complex.
2. Climates can be defined using scientific
factors such as latitude, longitude, and
temperature.
3. The movement of the earth in orbit plays a
major role in how weather patterns develop.
4. Weather maps are used to predict and
analyze the weather.
Suggested Essential Questions
1. How do the weather and the
environment impact each other?
2. How are climates defined?
3. How does the movement of the earth
affect weather fronts?
4. What environmental factors are
considered when analyzing the
weather?
Science of Agricultural Environment
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Distinguish between
weather and
environment.
(DOK 2)
a. Compare and contrast weather and the
environment. Include where weather forms,
and describe the four common weather
measurements: temperature, moisture, wind
speed and direction, and pressure, including
the units used to measure each. CS2, T4, S1,S2, S3
a. Pencil and paper
test
b. Explore the
relationship of
latitude, longitude,
and altitude to
climate. (DOK 2)
b. Review the use of latitude and longitude
measurements. Discuss the effects of latitude
and longitude, altitude, moisture, and
temperature measurements on climates. Have
students use an online mapping site (Google
Earth, TerraServer, etc.) or a mapping GPS to
locate longitude and latitude of cities and
classify them as being in the temperate and
tropical regions. (See Attachment 6.2.) CS1, CS2, T3,
M1, M2, M3, M4, M5, M6, M7, S1, S2, S3
b. Grade the
assignment to
locate longitude
and latitude.
c. Discuss how the
movement of the
earth affects
weather fronts,
clouds, seasons, and
storms. (DOK 2)
c. Describe how the rotation of the earth as it
orbits the sun affects the weather, climate, and
ecology of an area. Identify and describe
weather elements such as fronts, clouds, fog,
and storms. Invite a weatherperson as a guest
speaker. Review weather safety. CS 1, CS2, T3, M1, M2,
M3, M4, M5, M6, M7, S1, S2, S3, E1, E2, E3, E4, E5, E6
c. Pencil and paper
test
d. Read and interpret
weather
measurements and
maps. (DOK 3)
d. Have students collect 3 days of weather maps
from local newspapers and bring in to class.
Use Studying the Weather activity in the
Environmental Science and Technology Activity
Manual to read a weather map, collect and
analyze data, and complete a data table. CS 1, CS2,
CS5, T3, T5, T6, M1, M2, M3, M4, M5, M6, M7, S1, S2, S3
d. Grade the
Studying the
Weather activity
from the activity
manual (Turner,
1997).
Competency 3: Assess air quality and identify sources of air pollution. NRS.01, NRS.02, NRS.03, NRS.04, ES 1, ES 2, ES 3
Suggested Enduring Understandings
1. Air quality is affected by the amount of
foreign material in the air.
2. Global pollution occurs through the
movement of air.
3. Air pollution comes from many sources.
4. Air pollution can have a negative effect on
the environment.
5. Air pollution levels can be detected in the air
around you.
Suggested Essential Questions
1. How is air quality defined?
2. How does global pollution occur?
3. What causes air pollution?
4. What are the effects of air pollution on
the environment?
5. How can air pollution be detected?
Science of Agricultural Environment
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Define air quality,
and relate quality to
pollution and air
quality standards.
(DOK 1)
a. Define air quality, air pollution, and air quality
standards. Show the relationship between each.
CS2, T2, T3, T4, E1, E2
a. Instructors can
use the
Environmental
Science Weather
Test (6.5) or
another pencil
and paper test.
b. Explain the
movement of air and
global pollution.
(DOK 2)
b. Explain the relationship of air movement and
pollution globally. Explain how weather fronts
play a role in the movement. CS2, T3, S1, S2, S3
b. Instructors can
use the
Environmental
Science Weather
Test (6.5) or
another pencil
and paper test.
c. Describe the major
kinds and sources of
air pollution. (DOK 2)
c.
Describe gases, particulate matter, and metal
materials as they relate to air pollution. Assign
students to research the major kinds and
sources of air pollution and report to the class
with a PowerPoint presentation describing one
of the major sources of air pollution, how it is
created, and the effects on the environment.
CS1, CS2, CS3, T3, T2, T5, T6, E1, E2, E3, E4, E5, E6, S1, S2, S3
c. Use the Air
Pollution
Presentation
Rubric (6.3) to
assess student
mastery.
d. Identify the effects of
air pollution on the
earth’s environment.
(DOK 1)
d. Identify the effects of air pollution on human
health problems, other animals, plants, and
other organisms and climate. Include
information from this indicator on the
presentation. CS3, T2, T3, S1, S2, S3
d. Use the
Detecting Air
Pollution Activity
Presentation
Rubric (6.4) to
assess student
mastery.
Science of Agricultural Environment
Standards
AFNR Industry Standards
NRS.01.
Recognize the important interrelationships between natural resources and humans necessary to
conduct management activities in natural environments.
NRS.02.
Apply scientific principles to natural resource management activities.
NRS.03.
Apply knowledge of natural resources industries to production practices and processing procedures.
NRS.04.
Demonstrate techniques used to protect natural resources.
Applied Academic Credit Standards
Chemistry I
CHI 4
Analyze the relationship between microscopic and macroscopic models of matter.
Environmental Science
ES 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
ES 2
Develop an understanding of the relationship of ecological factors that affect an ecosystem.
ES 3
Discuss the impact of human activities on the environment, conservation activities, and efforts to
maintain and restore ecosystems.
21st Century Learning Standards
CS1
Flexibility & Adaptability
CS2
Initiative & Self-Direction
CS3
Social & Cross-Cultural Skills
CS4
Productivity & Accountability
CS5
Leadership & Responsibility
National Education Technology Standards for Students (NETS)
T1
Creativity and Innovation
T2
Communication and Collaboration
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
T5
Digital Citizenship
T6
Technology Operations and Concepts
ACT College Readiness Standards
E1
Topic Development in Terms of Purpose and Focus
E2
Organization, Unity, and Coherence
E3
Word Choice in Terms of Style, Tone, Clarity, and Economy
E4
Sentence Structure and Formation
E5
Conventions of Usage
E6
Conventions of Punctuation
M1
Basic Operations and Applications
M2
Probability, Statistics, and Data Analysis
M3
Numbers: Concepts and Properties
M4
Expressions, Equations, and Inequalities
M5
Graphical Representations
M6
Properties of Plane Figures
M7
Measurement
M8
Functions
Science of Agricultural Environment
S1
Interpretation of Data
S2
Scientific Investigation
S3
Evaluation of Models, Inferences, and Experimental Results
Science of Agricultural Environment
Suggested References
Arms, K. (2005). Holt environmental science. Austin, TX: Holt.
Biondo, R. J., & Lee, J. S. (1997). Introduction to plant and soil science and technology. Upper Saddle
River, NJ: Pearson.
Burton, D. (2009). Environmental science, fundamentals, and applications. Clifton Park, NJ: Delmar
CEV Video. (n.d.). CEV pathway: Natural resources & environmental systems pathway [DVD]. Lubbock,
TX: Author.
Porter, L., Lee, J. S., Turner, D. L., & Hillan, M. (2003). Environmental science and technology (2nd ed.).
Danville, Illinois: Interstate Publishers.
Turner, D. L. (1997). Environmental science and technology activity manual. Upper Saddle River, NJ:
Pearson.
Terraserver . Retrieved on June 14, 2010, from http://www.terraserver.com
For additional references, activities, and web resources, please refer to: Mississippi Agriculture
Education B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).
Science of Agricultural Environment
Science of Agricultural Environment
Unit 7: Forestry and the Environment
10 Hours
Competency 1: Examine basic principles of forest dendrology and mensuration. NRS.01, NRS.02, BIOI 3, BIOII 4, BO1,
BO4, ES 1, ES 2, ES 3
Suggested Enduring Understandings
1.
typical forest is structured into four layers: the
canopy or overstory, the understory (saplings, shade
tolerant trees, and tall shrubs, the shrub layer, the
herb/fern layer, and the litter layer). Each layer plays
a role in the growth and development of the total
ecosystem.
2. In Mississippi, the different species of yellow pine as
well as oak, hickory, and other hardwoods are
economically important furnishing wood and pulp
for many different wood products.
3. The number and size of the growth rings in a tree
are indicators of the tree’s age and annual growth
rate.
4. Timber cruising is a process by which a
representative sample of trees on a plot is measured
and the volume of pulpwood and saw timber is
estimated.
5. Young tree seedlings must be planted in a manner
that allows them to quickly establish a sound root
system and begin to grow into merchantable timber.
Important factors in planting young seedling include
proper depth of plants, proper placement of the
root system, and proper soil compaction.
Suggested Essential Questions
1. How do the layers of a forest
function to protect and enhance
the ecosystem?
2. What are the most economically
important tree species in
Mississippi, and how are products
from these species used?
3. How can the number and size of
the growth rings of a tree be used
to determine age and growth rate
of the tree?
4. How is an estimate of the volume
of pulp and sawlog timber
established?
5. What procedures are used in
planting young trees for
reforestation?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Examine the layered
structure of forests
and how these
layers protect and
enhance the
ecosystem. (DOK 2)
a. Have students draw a picture of a forest
illustrating how the layered structure of the
forests and how these layers protect and
enhance the ecosystem of the forest. CS1, CS2,
CS4, T1, T6, W1, W2, W4
a. Use the Picture
Assessment Rubric
(7.1) to assess student
mastery.
b. Identify locally
important tree
species by common
name, type, physical
characteristics, and
use. (DOK 1)
b.
Have students create a chart identifying
major commercial forest trees that will
include common names, types (hardwood or
softwood), physical characteristics, and uses.
Have students bring leaves from a tree near
their homes and use the Web site,
b. Evaluate chart for
accuracy and
completeness.
Science of Agricultural Environment
Mississippi Tree Identification
(http://mdg.ext.msstate.edu/Tom_Tree/tree
_id_intro.html), to determine the common
name of the tree. Students can use the Tree
Characteristics Chart (7.2) for this activity.
CS1, CS2, CS4, T1, T6, W1, W2, W4
Examples:
•
Pine (slash, loblolly, longleaf, shortleaf)
•
Oak (red, pin, white, water)
•
Ash (green, white)
•
Hickory (bitternut, red, shagbark,
mockernut)
c. Analyze the growth
rate and age of
trees by examining
the annual rings and
accounting for
variations in growth
rate due to
environmental
factors. (DOK 3)
c. Using a cross section of a tree or log,
illustrate and discuss the process for
analyzing growth rate and age of trees.
Provide guidelines for evaluating these
factors including the effect of environmental
conditions. CS1, CS2, CS4, T1, T6, W1, W2, W4
c. Evaluate student
activity sheet for
accuracy and
completeness.
d. Demonstrate
procedures used in
timber cruising,
including estimation
of standing tree
volume using a tree
scale stick, and
measurement of
tree height and
diameter (DBH).
(DOK 3)
d. Have a guest speaker (Forestry or Natural
Resource Conservation Officer) discuss and
demonstrate procedures for sampling and
measuring trees in timber cruising including
use of a scale stick to estimate tree diameter
and height and use of volume table. Have
students estimate volume of standing trees
on or near the school campus and record and
tabulate their findings. The instructor should
use the Volume Estimation Sheet for Sawlogs
(7.3), the Doyle Log Rule (Form Class 80)
(7.4), the Volume Estimation Sheet for
Pulpwood (7.5), and the Volume Estimation
Sheet for Pulpwood (7.6) for this activity. CS1,
CS2, CS4, T1, T3, T4, M1, M2, M7, S1
d. Use the Volume
Estimation Sheet for
Sawlogs (7.3) and the
Volume Estimation
Sheet for Pulpwood
(7.5) to evaluate the
results of the timber
volume estimation
activity.
e. Demonstrate proper
procedures for
planting trees.
(DOK 2)
e. Have students read about planting trees
based on the information on trees and
shrubs found in the text (Burton & Cooper,
2007, pp. 491-492). After demonstrating the
procedure, have students apply their
knowledge by planting a tree on the school
campus. CS2, CS4, T6, R1, R2, R3, R4, R5
e. Use the Tree Planting
Checklist (7.7) to
assess student
mastery.
Science of Agricultural Environment
Competency 2: Discuss the relationship of forestry to environmental quality and economic development.
NRS.03, BIOI 3, BIOII 5, BO 2, BO 5, ES 1, ES 2, ES 3
Suggested Enduring Understandings
1. Wood products and by-products are used in many
different ways to create consumer goods including
lumber, paper and cardboard, posts and pilings, and
foods and medicines.
2. Biodiversity is a term related to the presence of a
number of species of plants and animals. Forests
encourage biodiversity by providing food and
shelter for these species.
3. Prevention of forest fires is preferable to control of
fire. Prevention is achieved through a number of
methods including prescribed burning and burn
bans.
4. Fire can damage standing timber by killing or
damaging trees, consuming nutrients from the litter
on the forest floor, and increasing the possibility of
soil erosion.
5. Reforestation is a major factor in the sustained use
of forest land.
Suggested Essential Questions
1. How do forest products affect my
life?
2. How do forests promote
biodiversity?
3. What are some ways that forest
fires can be prevented?
4. How does fire cause damage to the
forest and the environment in
general?
5. Why is reforestation important,
and how is it accomplished?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Identify consumer goods
derived from forest
locally. (DOK 1)
a. Invite a representative of the wood products
industry to speak to the class regarding the
manufacture of wood products from timber.
Have students take notes and summarize the
major points of the presentation. Follow up with
a class discussion to make sure that all major
points are covered. Have students record the
major points in their electronic notebooks or
journals. CS1, CS3, CS4, T1, T6, W2, W4, W5
a. Evaluate using
a paper and
pencil test.
b. Describe the
relationships between
biodiversity and forests.
(DOK 2)
b. Use a PowerPoint presentation to illustrate and
discuss relationships between biodiversity and
forests. Have students record the major points
from the presentation in their electronic
notebooks or journals. CS2, CS4, T2, T6, W2, W4, W5
b. Evaluate using
a paper and
pencil test.
c. Investigate methods for
forest fire prevention.
(DOK 3)
c. Invite a representative of the Mississippi
Forestry Commission to speak to the class on
prevention of forest fires. Have students take
notes and summarize the major points of the
presentation. Conduct a follow-up discussion to
c. Use the Fire
Prevention
Poster Rubric
(7.8) to assess
student
Science of Agricultural Environment
make sure that all major points have been
recorded. Divide the class into teams of two to
four students, and have them prepare a poster
on forest fire prevention. CS2, CS4, T2, T6, W2, W4, W5
mastery.
d. Discuss the different
damages caused by
forest fire. (DOK 3)
d. Have students search the Internet and other
resources to locate examples of damage caused
by forest fire. Hold a class discussion in which
students share their findings. List major points
on the whiteboard or LCD projector, and have
students record them in their electronic journals
or notebooks. CS2, CS4, T2, T6, W2, W4, W5
d. Evaluate using
a paper and
pencil test.
e. Discuss the methods and
importance of
reforestation. (DOK 2)
e. Use a PowerPoint presentation to illustrate and
describe the methods of reforestation. Use oral
questioning and discussion to evaluate student
understanding. Have students record major
points in their electronic notebooks or journals.
CS2, CS4, T2, T6, W2, W4, W5
e. Evaluate using
a paper and
pencil test.
Science of Agricultural Environment
Standards
AFNR Industry Standards
NRS.01.
Explain interrelationships between natural resources and humans necessary to conduct management
activities in natural environments.
NRS.02.
Apply scientific principles to natural resource management activities.
NRS.03.
Apply knowledge of natural resources industries to production and processing industries.
NRS.04.
Demonstrate techniques used to protect natural resources.
Applied Academic Credit Standards
Biology I
BIOI 3
Investigate and evaluate the interaction between living organisms and their environment
Biology II
BIOII 4
Demonstrate an understanding of the factors that contribute to evolutionary theory and natural
selection.
BIOII 5
Develop an understanding of organism classification.
Botany
BO 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
BO 2
Distinguish among the characteristics of botanical organization, structure, and function.
BO 4
Draw conclusions about the factors that affect the adaptation and survival of plants.
BO 5
Relate an understanding of plant genetics to its uses in modern living.
Environmental Science
ES 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
ES 2
Develop an understanding of the relationship of ecological factors that affect an ecosystem.
ES 3
Discuss the impact of human activities on the environment, conservation activities, and efforts to
maintain and restore ecosystems.
21st Century Learning Standards
CS1
Flexibility & Adaptability
CS2
Initiative & Self-Direction
CS4
Productivity & Accountability
National Education Technology Standards for Students (NETS)
T1
Creativity and Innovation
T2
Communication and Collaboration
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
T6
Technology Operations and Concepts
ACT College Readiness Standards
M1
Basic Operations and Applications
M2
Probability, Statistics, and Data Analysis
Science of Agricultural Environment
M7
Measurement
R1
Main Ideas and Author’s Approach
R2
Supporting Details
R3
Sequential, Comparative, and Cause–Effect Relationships
R4
Meaning of Words
R5
Generalizations and Conclusions
S1
Interpretation of Data
W1
Expressing Judgments
W2
Focusing on the Topic
W4
Organizing Ideas
W5
Using Language
Science of Agricultural Environment
Suggested References
Biondo, R. J. & Lee, J. S. (2003). Introduction to plant & soil science & technology. Lebanon, KY: Pearson.
Biondo, R. J. (2003). Activity manual for introduction to plant & soil science and technology. Lebanon, KY:
Pearson.
Bioquest Curriculum Consortium. (n.d.). Bioquest Tree Growth Study Kit. [Interactive learning kit]. Beloit,
WI: Author.
Burton, L. D. (2008). Introduction to forestry science (2nd ed.). Clifton Park, NY: Delmar.
Burton, L. D. and Cooper, E. L. (2007). Agriscience: Fundamental & applications (4th ed.). Clifton Park,
NY: Delmar.
CEV Video. (n.d.). CEV pathway: Natural resources & environmental systems pathway [DVD]. Lubbock,
TX: Author.
Herren, R. V. (2007). The science of agriculture: A biological approach (3rd ed.). Clifton Park, NY: Delmar.
Mississippi State University Extension Service. Mississippi tree identification. Retrieved June 14, 2010,
from http://mdg.ext.msstate.edu/Tom_Tree/tree_id_intro.html
Reiley, H. E., & Shry, Jr., C. L. (2007). Introductory Horticulture (7th ed.). Clifton Park, NY: Delmar.
Rolf, G. L., Edgington, J. M., Holland, I. I., & Fortenberry, G. (2008). Forests & forestry (6th ed.). Upper
Saddle River, NJ: Pearson.
For additional references, activities, and web resources, please refer to: Mississippi Agriculture
Education B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).
Science of Agricultural Environment
Science of Agricultural Environment
Unit 8: Wildlife and the Environment
10 Hours
Competency 1: Examine the relationships of wildlife well-being and environmental quality. NRS.01, NRS.02,
NRS.05, AQ 3, AQ 4, BIOI 3, ES 2, ES 3, ZO2, ZO 3
Suggested Enduring Understandings
1. Mississippi is home to a diverse number of
aquatic and terrestrial wildlife species.
2. All wildlife species require a habitat that
provides food, water, shelter, and space for
each species to survive and repopulate.
3. Wildlife species play an important role in
human life and in maintaining our
environment.
4. Wildlife habitat must be protected, managed,
and improved so that this important national
resource can be conserved, sustained, and
renewed.
Suggested Essential Questions
1. What are the major species of wildlife
in my community?
2. What habitat does my community offer
to different wildlife species?
3. What are ways in which wildlife benefit
humankind and the environment in
general?
4. How can habitat for wildlife be
managed and improved?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Identify the wildlife
species found in the
local area, and
classify as terrestrial
or aquatic. (DOK 2)
a. Introduce the unit by asking students to
compare domesticated animals and wildlife
animals. Have students brainstorm as many
animals as possible and classify as terrestrial or
aquatic wildlife that are found locally.
Determine if the animals are vertebrates or
invertebrates. Categorize the list of animals by
mammals, fish, birds, reptiles, amphibians,
insects, mollusks, worms, and arachnids. Have
students summarize and incorporate into their
electronic notebooks or journals. CS2, CS4, T6
a. Check student
notebooks for
accuracy and
completeness.
b. Assess local wildlife
habitat. (DOK 2)
b. Identify and describe habitat components for
wildlife including food, water, shelter, and
space requirements. Have students research
an assigned wildlife animal species and
compile a report or poster or make an oral
report on the habitat needs of that species.
Have students identify areas that provide
suitable habitat for the species. CS2, CS4
b. Use the Written
Report Rubric (8.1),
the Poster
Assessment Rubric
(8.2), and the Oral
Report Rubric (8.3)
to assess student
mastery.
c. Investigate the
importance of
wildlife to the
c.
Explain the benefits of wildlife to the
environment and humans through
consumptive and non-consumptive uses.
c. Evaluate student
performance using
a written test.
Science of Agricultural Environment
environment and
human well-being.
(DOK 2)
Identify animal wildlife products used for
food, clothing, ornamentation, medicine, and
recreation. Students can make a list of animal
and animal products used for each of these
categories. CS2, CS4
d. Recommend
procedures for
improving habitat
for wildlife. (DOK 3)
d. Assign the class a project to evaluate a given
area, and make recommendations on
practices and activities that can enhance
wildlife habitat. The project should involve on-
site visits and result in a visual presentation
(PowerPoint) of the findings and
recommendations. CS1, CS2, CS4, T1, T2, T3, T4, T6, S2, W2,
W4, W5
d. Use the Group
Work Assessment
Rubric (8.4) to
assess student
mastery.
Competency 2: Investigate approaches in protecting and managing wildlife species. NRS.02, NRS.04, ES 3, ZO 3
Suggested Enduring Understandings
1. Like any renewable natural resource, wildlife
must be protected and conserved to
maintain sustainability of each species.
2. Because of declining populations, some
wildlife species are now protected by being
classified as protected, threatened, or
endangered.
3. Habitat management and limiting hunting
seasons and bag limits are major tools in the
conservation and protection of wildlife.
Suggested Essential Questions
1. Why are wildlife conservation and
protection policies and programs
needed?
2. What wildlife species are now
considered to be nuisance, protected,
threatened, endangered, or extinct?
What is the difference in between these
categories?
3. What are the major tools and practices
for conserving, protecting, and
managing wildlife?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Discuss the need for
wildlife protection
and conservation
policies and how
species are lost from
the earth. (DOK 2)
a. Ask students why we have hunting seasons and
bag limits on most game animals. Explain the
difference between nuisance, protected,
endangered, and extinct species. Have students
research needs for wildlife protection and
conservation policies and how animal species
are protected from becoming endangered or
extinct. Hold a class discussion on these topics.
List important points on the whiteboard or LCD
projector, and have students transcribe them
into their electronic notebooks or journals. CS1,
CS4, T2, T6, R5, W2, W4, W5
a.
Use the Group
Work
Assessment
Rubric (8.4) to
assess student
mastery.
b. Classify wildlife
species based on
threats to their
continued existence.
b. Define the terms nuisance, protected,
threatened, endangered, and extinct. From a
list of species of Mississippi wildlife, have
students research and classify each species. CS1,
b. Evaluate student
performance
using a written
test.
Science of Agricultural Environment
(DOK 2)
CS4, T2, T6, R5
c. Describe practices in
conservation,
protection, and
management of
wildlife. (DOK 2)
c.
Define habitat management, and discuss
habitat management practices that directly
benefit wildlife. Invite a representative of the
Mississippi Game and Fish Commission to speak
to the class on state policies and practices that
protect, conserve, and manage wildlife
populations including game laws, hunting
seasons and limits, habitat improvement
programs, and so forth. Follow up with a review
of major points from the presentation. Have
students summarize these points and place in
their electronic journals or notebooks. CS1, CS4, T6,
W4, W5
c. Evaluate student
performance
using a written
test and/or the
Guest Speaker
Evaluation and
Summary Form
(8.5) to assess
student mastery.
Science of Agricultural Environment
Standards
AFNR Industry Standards
NRS.01.
Explain interrelationships between natural resources and humans necessary to conduct management
activities in natural environments.
NRS.02.
Apply scientific principles to natural resource management activities.
NRS.04.
Demonstrate techniques used to protect natural resources.
NRS.05.
Use effective methods and venues to communicate natural resource processes to the public.
Applied Academic Credit Standards
Aquatic Science
AQ 3
Apply an understanding of the diverse organisms found in aquatic environments.
AQ 4
Draw conclusions about the relationships between human activity and aquatic organisms.
Biology I
BIOI 3
Investigate and evaluate the interaction between living organisms and their environment.
Environmental Science
ES 2
Develop an understanding of the relationship of ecological factors that affect an ecosystem.
ES 3
Discuss the impact of human activities on the environment, conservation activities, and efforts to
maintain and restore ecosystems.
Zoology
ZO 2
Develop an understanding of levels of organization and animal classification.
ZO 3
Differentiate among animal life cycles, behaviors, adaptations, and relationships.
21st Century Learning Standards
CS1
Flexibility & Adaptability
CS2
Initiative & Self-Direction
CS4
Productivity & Accountability
National Education Technology Standards for Students (NETS)
T1
Creativity and Innovation
T2
Communication and Collaboration
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
T6
Technology Operations and Concepts
ACT College Readiness Standards
R5
Generalizations and Conclusions
S2
Scientific Investigation
W2
Focusing on the Topic
W4
Organizing Ideas
W5
Using Language
Science of Agricultural Environment
Suggested References
Burton, D. (2003). Fish and wildlife: Principles of zoology and ecology. Florence, KY: Cengage Learning.
CEV Video. (n.d.). CEV pathway: Natural resources & environmental systems pathway [DVD]. Lubbock,
TX: Author.
Deal, K. (2003). Wildlife and natural resource management. Florence, KY: Cengage Learning.
Mississippi Department of Wildlife, Fisheries, and Parks. (2009). MDWPF wildlife home page. Retrieved
June 14, 2010, from http://www.mdwfp.com/museum/downloads/tandelist.pdf
Mississippi Museum of Natural Science. (2001). Endangered species of Mississippi. Retrieved June 14,
2010, from http://museum.mdwfp.com/downloads/science/endangered_species_packet.pdf
Stutzenbaker, C. D., Scheil, B. J., Swan, M. K., Lee, J. S., & Mattics, J. D. (2003). Wildlife management:
Science and technology (2nd ed.). Old Tappan, NJ: Pearson/Prentice-Hall.
For additional references, activities, and web resources, please refer to: Mississippi Agriculture
Education B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).
Science of Agricultural Environment
Science of Agricultural Environment
Unit 9: Environmental Stewardship
20 Hours
Competency 1: Discuss concepts of sustainable agriculture.NRS.02, NRS.03, PS.02, PS.04, ES 2, ES 3, SP 2
Suggested Enduring Understandings
1. Sustainable agriculture is a process for
producing agricultural products economically
and efficiently while maintaining the quality
of the life and the environment and
conserving natural resources.
2. Practices that promote sustainable
agriculture include reduced tillage, integrated
pest management programs, precision
agriculture practices, fertilizer management,
and protection of the soil.
Suggested Essential Questions
1. What is the difference between
traditional agriculture production and
sustainable agriculture?
2. What are some key practices
associated with sustainable agriculture,
and how do they promote
sustainability?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Describe the nature
and importance of
sustainable
agriculture. (DOK 1)
a. Introduce the lesson by a short talk on the
concept of sustainability. Have students read
the Sustainable Agriculture in the text (Porter
et al., 2003). Have students summarize the
major points from the chapter and then hold a
class discussion to ensure that all major points
have been covered. Have students enter these
major points into their electronic journals or
notebooks. CS1, CS2, CS4, T3, T6, R1, R2, R4, R5, W4, W5
a. Evaluate using a
paper and pencil
test.
b. Identify and select
practices that
promote
sustainability in
agriculture, forestry,
and natural
resources. (DOK 2)
b. Have students research and prepare a report
(either written or oral) on sustainable
agriculture practices in the area where you
live. In addition to the Internet, have students
contact the Cooperative Extension Service, Soil
and Water Conservation District, Natural
Resource Conservation Service, or other
sources for assistance. Identify local producers
who use sustainable agriculture, and interview
if possible. Take photographs to depict
findings. CS1, CS2, CS4, T3, T6, W4, W5
b. Use the Written
Report Rubric (9.1)
or the Oral Report
Rubric (9.2) to
assess student
mastery.
Competency 2: Explore the services of agencies and organizations that protect and maintain the
environment. ESS.02, ES 2
Suggested Enduring Understandings
1. Many local, state, and federal agencies play
an important role in protecting and
Suggested Essential Questions
1. What are some roles of governmental
agencies and other organizations in
Science of Agricultural Environment
maintaining the environment by providing
education and assistance to producers,
monitoring production practices, and
assisting in environmental cleanup projects.
2. Public laws and policies have been enacted
to monitor and protect environmental
quality and promote the conservation of
natural resources.
protecting the environment and
conserving natural resources?
2. How do public laws and governmental
policies protect the environment and
promote the conservation of natural
resources?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Identify and describe
the role of
government and
other agencies
concerned with
environmental
quality and natural
resource
conservation.
(DOK 1)
a. Have students search the Internet to find at
least 10 government agencies or other
organizations and briefly describe their
functions in protecting the environment and/or
conserving natural resources. From this search,
lead a discussion to determine common roles
shared by several agencies. Have students
summarize their findings and record in their
electronic journals or notebooks. Students
should use the Environmental and Natural
Resouces Agencies (9.3) worksheet for this
activity. CS1, CS2, CS4, T3, T6, R1, R2, R4, R5, W4, W5
a. Evaluate student
assignment for
accuracy and
completeness.
b. Investigate public
laws and policies
related to
environmental
quality and natural
resource
conservation.
(DOK 2)
b. Assign each student a section of a public law or
policy related to environmental quality or
natural resource conservation. (See
http://www.nrdc.org/reference/laws.asp for a
list of U. S. environmental laws and treaties.)
Have students develop a fact sheet from their
findings and lead an informative Did You Know
session with the class. The findings should be
summarized and presented in written or oral
reports. CS1, CS2, CS4, T3, T6, R1, R2, R4, R5, W4, W5
b. Use the Written
Report Rubric
(9.1) or the Oral
Report Rubric
(9.2) to assess
student mastery.
Competency 3: Use appropriate procedures for management and disposal of solid waste. ESS.01, ESS.04, ES 3
Suggested Enduring Understandings
1. Solid wastes come from many different
sources and if not properly disposed can
cause problems related to pests, public
health and safety, and pollution of soil, air,
and water.
Suggested Essential Questions
1. What is solid waste, and how does it
cause damage?
2. How can solid waste be disposed?
3. What is recycling?
4. What is composting?
Science of Agricultural Environment
2. Solid waste can be disposed by recycling,
composting, incineration, or burial in a
sanitary landfill.
3. Recycling is the most environmentally
friendly way of disposing of solid waste but is
not practical for many forms of waste.
4. A recycling program must include methods
for collecting, sorting, storing, and
disposal/sale of products.
5. Composting is another environmentally
friendly disposal method for non-hazardous
organic materials (grass clippings, tree limbs,
etc.).
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Identify sources of
solid waste. (DOK 1)
a. Have students read the chapter on Solid Waste
in the text (Porter et al., 2003). Use a local
sanitarian or landfill operator and/or manager
as a resource person in class. Have him or her
describe the different types of solid waste and
explain how each type is disposed of in the local
area. Have students summarize the
presentation then hold a class discussion to
make sure that all major points are discussed
using the Guest Speaker Summary Form (9.4).
CS1, CS2, CS4, W4, W5
a. Use the Rubric
for Student
Electronic
Notebook (9.9)
to assess student
mastery.
b. Identify common
hazards associated
with improperly
managed wastes.
(DOK 1)
b. Discuss the three most common hazards
associated with solid waste (pests, safety, and
pollution of soil, air, and water resources). Have
students associate these hazards with the list of
solid wastes that was previously compiled. CS1,
CS2, CS4
b. Evaluate student
understanding
using a written
test.
c. Explain how solid
waste materials
should be managed
and disposed.
(DOK 2)
c. Discuss the most common means of solid waste
management and disposal including recycling,
incineration, and landfills. Have students
develop a list of advantages and disadvantages
of each method using the Advantages and
Disadvantages of Waste Disposal Methods (9.5).
CS1, CS2, CS4, W4, W5
c. Use the Rubric
for Student
Electronic
Notebook (9.9) to
assess student
mastery.
d. Develop a plan for
recycling. (DOK 4)
d. Have students research and develop a list of
items that can be recycled and identify local
recycling centers that will accept these
products. As a class project, have students
develop a recycling program for the school that
includes collection, management, and
d.
Use the
Recycling
Program Rubric
(9.6) to assess
student
mastery.
Science of Agricultural Environment
sale/disposal of recycled materials. (See the
School Recycling Guide at
http://www.waste.ky.gov/NR/rdonlyres/9098A
F95-4D8E-41C6-BC49-8D9AD1E562F9/0/sr.pdf.)
(Example: The National FFA Organization,
http://www.ffa.org, has a program FFA
Recycles that will accept inkjet and LaserJet ink
cartridges and pay the FFA chapter for those
cartridges.) CS1, CS2, CS3, CS4, T6
e. Explain the use of
residential,
agricultural, and
industrial
composting. (DOK 3)
e.
Define composting and the necessary
requirements for developing compost.
Organize the class to develop a plan to
compost school or local waste including
constructing a compost bin, adding materials
to it, and taking steps to promote composting
in your local area. (See the Connecticut School
Composting Manual.) The results of
composting can be used in school landscaping
projects. CS1, CS2, CS3, CS4, CS5, T6
e. Use the School
Composting Plan
Rubric (9.7) to
assess student
mastery.
Competency 4: Select appropriate procedures for managing hazardous waste materials. ESS.03, ESS.04, ES 3
Suggested Enduring Understandings
1. Hazardous waste is any product that has the
potential for harming human health or the
environment in general.
2. Hazardous waste materials may cause harm
by being ignited, reacting with other
materials, corroding other materials, or being
posing a health hazard to humans and
animals.
3. Employers are required to have material
safety data sheets available for employees
that address the safe handling, storage, and
disposal of any hazardous materials. The
MSDS also contain information on the nature
of the chemical substance, first aid measures,
and steps to take in case of a spill.
Suggested Essential Questions
1. What is hazardous waste, and how does
it cause harm?
2. Where can I obtain information about
hazardous materials?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Explore the meaning
of hazardous waste.
(DOK 2)
a. Have students recall the different sources of
waste (domestic, commercial, medical,
municipal, industrial, construction and
demolition, transportation, and agricultural)
a. Students will be
graded by paper
and pencil test.
Science of Agricultural Environment
and identify specific waste products produced
by these sources. Invite a local emergency
responder or waste management specialist to
explain how waste is determined to be
hazardous or non-hazardous and how
hazardous wastes are now disposed in the local
community. Have students recommend
improvements in the practices used. Have
students summarize and post the information
gathered to the Blackboard class site.CS1, CS2, CS4,
T1, T4, W4, W5
b. Classify hazardous
waste materials.
(DOK 1)
b. Begin by asking students to describe common
hazards that they have encountered. Draw out
a definition of hazard from the class. Have
students read the chapter on hazardous waste
in the text (Porter et al., 2003). Discuss and
illustrate the different classes of hazardous
materials (ignitibility, reactivity, corrosivity, and
toxicity). CS1, CS2, CS4, T4, T6, R1, R4, R5
b. Evaluate student
understanding
using a paper and
pencil test.
c. Discover information
about hazardous
materials. (DOK 2)
c. Assign each student a hazardous material
commonly found in the home, workplace, and
school (ex. motor oil, ammonium nitrate,
sulfuric acid, glyphosate [Roundup],
antifreeze/coolant, etc.). Have students locate
a materials safety data sheet (MSDS) on the
Internet and complete an assignment to
answer questions in their own words
concerning the material. Students should use
the Hazardous Materials Discovery Assignment
(9.8) for this activity. After reviewing the
assignments for accuracy and completeness,
post to the class’ Blackboard site. CS1, CS2, CS4, T3, T6,
R1, R4, R5, W4, W5
c. Evaluate student
assignment for
accuracy and
completeness.
Science of Agricultural Environment
Standards
AFNR Industry Standards
ESS.01.
Use analytical procedures to plan and evaluate environmental service systems.
ESS.02.
Assess the impact of policies and regulations on environmental service systems.
ESS.03.
Apply scientific principles to environmental service systems.
ESS.04.
Operate environmental service systems to manage a facility environment.
NRS.02.
Apply scientific principles to natural resource management activities.
NRS.03.
Apply knowledge of natural resources industries to production and processing industries.
PS.02.
Prepare and implement a plant management plan that addresses the influence of environmental
factors, nutrients, and soil on plant growth.
PS.04.
Employ elements of design to enhance an environment.
Applied Academic Credit Standards
Environmental Science
ES 2
Develop an understanding of the relationship of ecological factors that affect an ecosystem.
ES 3
Discuss the impact of human activities on the environment, conservation activities, and efforts to
maintain and restore ecosystems.
Spatial Information Science
SP 2
Develop an understanding of geographic information systems.
21st Century Learning Standards
CS1
Flexibility & Adaptability
CS2
Initiative & Self-Direction
CS3
Social & Cross-Cultural Skills
CS4
Productivity & Accountability
CS5
Leadership & Responsibility
National Education Technology Standards for Students (NETS)
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
T6
Technology Operations and Concepts
ACT College Readiness Standards
R1
Main Ideas and Author’s Approach
R2
Supporting Details
R4
Meaning of Words
R5
Generalizations and Conclusions
W4
Organizing Ideas
W5
Using Language
Science of Agricultural Environment
Suggested References
Arams, K. (2006). Holt environmental science. Austin, TX: Holt, Rinehart, and Winston.
CEV Video. (n.d.). CEV pathway: Natural resources & environmental systems pathway [DVD]. Lubbock,
TX: Author.
Kentucky Recycling Market Assistance Program. School recycling guide. Retrieved June 14, 2010, from
http://www.waste.ky.gov/NR/rdonlyres/9098AF95-4D8E-41C6-BC49-8D9AD1E562F9/0/sr.pdf
MSDSsearch. MSDSSEARCH: The national MSDS repository. Retrieved June 14, 2010, from
http://www.msdssearch.com
MacLennan, M. CGRER netsurfing: Environmental agencies/organizations. Retrieved June 14, 2010, from
http://www.cgrer.uiowa.edu/servers/servers_envorgs.html
Natural Resources Defense Council. NRDC: Environmental laws and treaties. Retrieved June 14, 2010,
from http://www.nrdc.org/reference/laws.asp
Porter, L., Lee, J., Turner, D., & Hillman J. (2003). Environmental science & technology (2nd ed.). Danville,
IL: Interstate.
Powers, L., & McCorley R. (2000). Ecological principles for agriculture. Albany, NY: Delmar.
For additional references, activities, and web resources, please refer to: Mississippi Agriculture
Education B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).
Science of Agricultural Environment
Science of Agricultural Environment
Unit 10: Issues in a Global Environment
10 Hours
Competency 1: Analyze issues related to the global environment. ESS.03, BIOI 3, ES 3
Suggested Enduring Understandings
1. Global environmental issues affect the earth
as a whole and all human beings. Global
issues are not limited to one country or to
one specific region.
2. Solutions to global environmental issues
require the nations of the world to work
together to identify the problem, collect
information on its causes, and propose
solutions that all nations can accept.
Suggested Essential Questions
1. What is the difference in a local
environmental issue and a global
environmental issue? Which issues are
more of a threat?
2. How do nations work together to
identify and address global issues?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested Assessment
Strategies
a. Explain how global
environmental
issues are identified.
(DOK 1)
a. Have students read the Global Environment
Issues chapter in the text (Porter et al., 2003).
Hold a class discussion on the definition of
what an issue is to include discussing the
difference between local issues (ex.
maintaining water supply & quality,
maintaining air quality, maintaining soil
productivity and preventing soil degradation,
etc.) and global issues (war and terrorism,
landscape degradation, acid rain deposition,
greenhouse gas emissions, global warming,
etc.). Summarize important points from the
discussion on the LCD projector or
Smartboard, and have students record them in
their electronic journals or notebooks. CS1, CS2,
CS4, T1, T2, T3, T4, T6, R1, R4, R5
a. Students will be
assessed using a
paper and pencil
test.
b. Describe the
procedures used in
solving
environmental
problems. (DOK 2)
b. Discuss the five questions used in dealing with
solving environmental problems: What is the
problem? What information is needed and
available about the problem? What are the
possible ways of solving the problem? What
are the possible outcomes of solving the
problem? What is the best solution to the
problem? Use a scenario from the local area
to pose a problem, and have the class work as
a team to analyze it and present possible
solutions. CS1, CS2, CS4, T1, T2, T3, T4, T6, S1, S2
b. Have students
peer assess the
results of their
assignment.
Science of Agricultural Environment
Competency 2: Analyze issues that affect the global environment. ESS.01, ESS.03, BIOI 3, CHI1 5, E4, ES 3, PS5
Suggested Enduring Understandings
1. Landscape degradation and defacement
detracts from the aesthetic appearance and
life-promoting qualities of the landscape.
2. Acid rain results from a number of factors
including the burning of fossil fuels and
results in damage to plants and animals,
buildings and structures, and equipment.
3. The tropical rain forests play an important
role in reducing carbon emissions in the
atmosphere and lowering the carbon
monoxide and carbon dioxide levels of the
air.
4. Greenhouse gases such as methane, carbon
dioxide, and nitrogen oxides along with an
increase in ozone are suspected of causing a
greenhouse effect that raises the
temperature of the earth.
Suggested Essential Questions
1. How do landscape degradation and
defacement affect the environment,
and what can be done to avoid or
minimize this threat?
2. What is acid rain, and what can be done
to minimize its effects?
3. How do the tropical rain forests affect
the environment?
4. What are the greenhouse gases, and
how do they affect the environment?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Investigate the
causes and effects of
landscape
degradation and
defacement on the
environment.
(DOK 2)
a. Based on the knowledge they obtained by
reading the Global Environmental Issues chapter
in the text (Porter et al., 2003), have the
students take pictures of examples of landscape
degradation or defacement in the local area.
Have students develop a PowerPoint
presentation that identifies the problem,
describe how it was caused, and suggest ways
in which it can be minimized or avoided in the
future. CS1, CS2, CS4, T2, T3, T4, T6, R3, R4, R5, W1, W2, W4, W5
a. Use the Rubric
for PowerPoint
Presentation on
Landscape
Degradation and
Defacement
(10.1) to assess
student mastery.
b. Evaluate the causes
and effects of acid
rain deposition on
the environment.
(DOK 2)
b. Hold a class discussion on the causes and
effects of acid rain. Have students collect
rainwater from their homes and analyze it using
a pH meter. Have students graph their findings
and speculate on why there is a variance. CS1, CS2,
CS4, T1, T2, T3, T4, T6, S1, S2, M1, M5, M7
b. Students will be
assessed using a
paper and pencil
test.
c. Evaluate the causes
and effects of
tropical rain forest
destruction on the
environment. (DOK
2)
c. Have students research and write a paper
describing the causes and effects of the tropical
rain forest destruction on the environment. The
paper should present recommendations on how
future damage to the global environment can
be prevented. CS1, CS2, CS4, T1, T2, T3, T4, T6, R1, R2, R4, R5, W1,
W2, W4,W5
c. Use the Rubric
for Tropical Rain
Forest Paper
(10.2) to assess
student mastery.
Science of Agricultural Environment
d. Evaluate the causes
and effects of
greenhouse gases on
the environment.
(DOK 3)
d. Use a PowerPoint presentation on the cause
and effects of greenhouse gases on the
environment. Divide the class into two groups
with one group debating that global warming is
a reality and the other group debating that it is
a hoax. CS1, CS2, CS4, CS5, T1, T2, T3, T4, T6, S1, S2, S3
d. Students will be
graded using a
paper and pencil
test.
Competency 3: Investigate the design of alternative futures. ESS.01, BIOI 3, ES1, ES2, ES3
Suggested Enduring Understandings
1. By comparing past conditions to current
conditions, scientists are able to establish
trends that can be used to predict future
environmental conditions.
2. Futuring is a process by which we can try to
shape the future and have some control over
our destiny. Futuring is accomplished
through a process that predicts future
conditions based on different alternatives.
3. Forecasting is the science of prediction of
future events based on trends obtained from
past and current data.
4. The local environment can be maintained
and improved through careful planning.
Suggested Essential Questions
1. How are trends in environmental quality
determined?
2. What is futuring, and how is it
accomplished?
3. How is forecasting accomplished?
4. What is the process for developing an
environmental improvement plan?
Suggested Performance
Indicators
Suggested Teaching Strategies
Suggested
Assessment
Strategies
a. Explain the role of
forecasting in the
environment.
(DOK 2)
a. Have students read Chapter 28 in the text
(Porter et al., 2003). Lead a discussion with
students regarding environmental planning and
forecasting. CS1, CS2, CS4, T2, T3, T4, T6, R1, R2, R4, R5
a. Use the Group
Participation
Rubric (10.3) to
assess student
mastery.
b. Discuss how futuring
is used to assure a
desired environment.
(DOK 2)
b. Through classroom discussion, have students
develop a definition of futuring as related to
environmental protection and enhancement.
Have students research recent examples of
futuring reports on the environment and
include these in the discussion. CS1, CS2, CS4, T1, T2, T3,
T4, T6, R1, R2, R4, R5
b. Students will be
assessed using a
paper and pencil
test.
c. Develop a plan for
assuring maintaining
and improving
environmental
quality in the local
area. (DOK 4)
c. Have students working as a class or in groups
develop an environmental improvement plan
for your local community or the area near your
school that addresses a global issue. Use
resource people in the community to help the
planning. Be sure to include the following:
current conditions, a concise statement of the
issue or problem to be addressed, an overall
c. Use the
Environmental
Plan Rubric (10.3)
to assess student
mastery.
Science of Agricultural Environment
statement of the direction to go, objectives and
goals, ways and means of achieving the
objectives and goals, and a means for
evaluating progress. Submit the final report to
the class in a presentation. CS1, CS2, CS4, T1, T2, T3, T4, T6,
W1, W2, W4, W5
Science of Agricultural Environment
Standards
AFNR Industry Standards
ESS.01.
Use analytical procedures to plan and evaluate environmental service systems.
ESS.03.
Apply scientific principles to environmental service systems.
Applied Academic Credit Standards
Biology I
BIOI 3
Investigate and evaluate the interaction between living organisms and their environment.
Chemistry I
CHI 5
Compare factors associated with acid/base and oxidation/reduction reactions.
Earth Science
E4
Demonstrate an understanding of Earth systems relating to weather and climate.
Environmental Science
ES 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
ES 2
Develop an understanding of the relationship of ecological factors that affect an ecosystem.
ES 3
Discuss the impact of human activities on the environment, conservation activities, and efforts to
maintain and restore ecosystems.
Physical Science
PS 5
Investigate and apply principles of physical and chemical changes in matter.
21st Century Learning Standards
CS1
Flexibility & Adaptability
CS2
Initiative & Self-Direction
CS4
Productivity & Accountability
National Education Technology Standards for Students (NETS)
T1
Creativity and Innovation
T2
Communication and Collaboration
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
T6
Technology Operations and Concepts
ACT College Readiness Standards
M1
Basic Operations and Applications
M5
Graphical Representations
M7
Measurement
R1
Main Ideas and Author’s Approach
R2
Supporting Details
R3
Sequential, Comparative, and Cause–Effect Relationships
R4
Meaning of Words
Science of Agricultural Environment
R5
Generalizations and Conclusions
S1
Interpretation of Data
S2
Scientific Investigation
S3
Evaluation of Models, Inferences, and Experimental Results
W1
Expressing Judgments
W2
Focusing on the Topic
W4
Organizing Ideas
W5
Using Language
Science of Agricultural Environment
Suggested References
Arams, K. (2006). Holt environmental science. Austin, TX: Holt, Rinehart, and Winston.
CEV Video. (n.d.). CEV pathway: Natural resources & environmental systems pathway [DVD]. Lubbock,
TX: Author.
Energy, greenhouse gases, & farming. Retrieved June 14, 2010, from
http://www.climateandfarming.org/eghg-f.php
Porter, L., Lee, J., Turner, D., & Hillman J. (2003). Environmental science & technology (2nd ed.). Danville,
IL: Interstate.
Powers, L., & McCorley, R. (2000). Ecological principles for agriculture. Albany, NY: Delmar.
For additional references, activities, and web resources, please refer to: Mississippi Agriculture
Education B.R.I.D.G.E. Web site: http://www.rcu.blackboard.com (Available only to registered users).
Science of Agricultural Environment
Student Competency Profile
Student 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 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 the Science of Agricultural Environment
1.
Examine the environment and how is it affected by human and agricultural activities.
2.
Analyze issues affecting the global environment and how these relate to agriculture.
3.
Demonstrate career and leadership skills required for employment in the environmental and natural
resources industry.
4.
Identify general safety precautions for the laboratory and field.
5.
Explore career opportunities in environmental and natural resources areas.
Unit 2: Experiential Learning (SAE)
1.
Plan and implement an experiential learning program.
2.
Maintain records and documentation of experiential learning activities, projects, and enterprises.
Unit 3: Living Organisms and Ecology
1.
Investigate the role of living organisms in the environment.
2.
Examine relationships of living organisms and the environment.
3.
Discuss the impact of agricultural pests and pest control measures on the environment.
4.
Examine principles of ecology as related to environment quality.
5.
Identify ecological diversity in agricultural and wildlife ecosystems.
Unit 4: Land and Soil Management
1.
Examine the process of planning for urban and rural land use.
2.
Apply principles of soil and land management and use.
3.
Assess the impact of agricultural, horticultural, and forestry practices on land and soil.
Unit 5: Water Quality Management
1.
Explore concepts of water usage and quality.
2.
Describe important water management practices.
3.
Describe how wastewater is treated to maintain water quality.
Unit 6: The Atmosphere and Environmental Quality
1.
Examine the relationship of the atmosphere to the earth’s environment.
2.
Use weather and climate information in making decisions about the environment.
3.
Assess air quality, and identify sources of air pollution.
Science of Agricultural Environment
Unit 7: Forestry and the Environment
1.
Examine basic principles of forest dendrology and mensuration.
2.
Discuss the relationship of forestry to environment quality and economic development.
Unit 8: Wildlife and the Environment
1.
Examine the relationships of wildlife well-being and environmental quality.
2.
Investigate approaches in protecting and managing wildlife species.
Unit 9: Environmental Stewardship
1.
Discuss concepts of sustainable agriculture.
2.
Explore the services of agencies and organizations that protect and maintain the environment.
3.
Use appropriate procedures for management and disposal of solid waste.
4.
Select appropriate procedures for managing hazardous waste materials.
Unit 10: Issues in a Global Environment
1.
Analyze issues related to the global environment.
2.
Analyze issues that affect the global environment.
3.
Investigate the design of alternative futures.
Science of Agricultural Environment
Appendix A: Suggested Rubrics, Checklist, and Activities
Name:
Date:
Period:
Rubric for Student Survey on Environmental Protection
and Natural Resources Use (1.1)
On the questions below, indicate your understanding the Environmental Protection and Natural
Resource Use by marking a 5 for a great understanding of the issue, a 4 for a good understanding of the
issue, a 3 for a basic understanding of the issue, a 2 for a little understanding of the issue, and a 1 for no
understanding of the issue.
Great
Understanding
Good
Understanding
Basic
Understanding
Little
Understanding
No
Understanding
1. The natural resources in our area are
in need of protection.
2. The natural resources in our area are
obviously used by people.
3. The natural resources in our area add
beauty and quality of life to our
community.
4. There is a great need for protection of
our local natural resources.
5. I can contribute to protecting our local
environment.
6. Our nation’s natural resources are in
jeopardy of being destroyed.
7.
The availability of our nation’s natural
resources is affecting the price of fuel.
8.
Our government works to protect our
natural resources.
9.
I can contribute to protecting our
nation’s natural resources.
10. Environmental protection laws are
essential to preserving our nation’s
natural resources.
Science of Agricultural Environment
Name:
Date:
Period:
Lecture Notes for Unit 1 (1.2)
Vocabulary Words: Use the Environmental Science and Technology Text Book to define the terms for the
week.
Air
Development
Domesticate
Environment
Fossil fuel
Inorganic substance
Landscape
Mineral
Natural resource
Non renewable
Renewable
Wildlife
In a group discussion, have students identify and describe the kinds of natural resources that exist:
Air – Mixture of gases surrounding the earth
Water – A colorless, transparent, natural compound found in oceans, lakes, icebergs, and
vaporized in the air
Soil – Top layer of the earth’s crust
Wildlife – Includes non-domesticated animals and plants and trees
Fossil Fuels – Energy-producing material made of dead and decaying plant material
Petroleum – Liquid form
Natural gas – Gaseous form
Coal – Solid form
Minerals – Inorganic substances, such as iron, gold, limestone, etc.
People
Discuss the differences between a resource being renewable or nonrenewable, exhaustible and non-
exhaustible, and the importance of preserving, conserving, and protecting those resources.
Science of Agricultural Environment
Natural resources interaction:
Sustainability – All natural resources affect one another in both positive and negative ways, but they
also DEPEND on one another for survival.
Science of Agricultural Environment
Name:
Date:
Period:
Construct a Food Web Activity (1.3)
1. Begin building a giant food web out of yarn or string and colored index cards. Create the center
of the web using index cards of the same and putting each nonliving natural resource on a card
and connecting them together.
2. Have students brainstorm a list of common wildlife animals that can be found in their county.
Divide the list among student groups, and assign them the task of researching the animals on
their list to find their eating habits and see whether they are omnivore (meat and plant eaters),
carnivore (meat eater), or herbivore (plant eater) and to create a food chain on each animal.
3. When the groups have finished researching their assigned animals, instruct students to put the
plant names each on a green card and build the level of the web around the nonliving natural
resources. The next circle should be the herbivores identified on a yellow card, then the
carnivores on a red card, and then the omnivores on a blue card. Instruct the students to
connect the cards to one another using the yarn, thus creating a giant food web.
4. Display the web on a wall or bulletin board for future reference in class discussion.
Science of Agricultural Environment
Name:
Date:
Period:
Rubric for Group Activity to Construct a Food Web (1.4)
CATEGORY
4-Exceptional
3-Admirable
2-Acceptable
1-Amateur
SCORE
Content of Activity
Students exhibited
exceptionally accurate
detail including
nonliving resources,
plants, and animals and
correctly assigned all
species to appropriate
categories.
Students included the most
common nonliving
resources, plants, and
animals and correctly
assigned all species to
appropriate categories.
Students included 1–3 of
the common nonliving
resources, plants, and
animals and correctly
assigned all species to
appropriate categories.
Students assigned
only one common
nonliving resource,
plant, and animal to
the web.
Group
Participation
All students participated
in the activity.
3/4 of the students
participated in the activity.
1/2 of the students
participated in the
activity.
Only one or two
students actively
participated.
Shared
Responsibility
Responsibility for task is
shared evenly by all
members of the group.
Responsibility is shared by
most group members.
Responsibility is shared
by 1/2 the group
members.
One or two members
bore the majority of
the responsibility for
accomplishing the
task.
Quality of
Interaction
All members exhibited
excellent listening and
leadership skills.
Most students exhibited
excellent listening skills.
The group demonstrated
some ability to listen,
interact, and discuss.
There was very little
interaction or
discussion. Some
students were
disinterested or
distracted.
Roles Within
Group
Each student was
assigned a clearly
defined role; group
members perform roles
effectively.
Each student was assigned a
role, but roles were not
clearly defined or
consistently adhered to.
Students were assigned
roles, but roles were not
consistently adhered to.
No effort was made to
assign roles to group
members.
Total Score
Science of Agricultural Environment
Name:
Date:
Period:
Rubric for Position Paper on Conservation and
Responsible Use of Natural Resources (1.5)
CATEGORY
4-Exceptional
3-Admirable
2-Acceptable
1-Amateur
SCORE
Technical
Content
The paper clearly stated
more than five
programs or activities in
which the selected
agricultural enterprise
directly promoted the
conservation and
responsible use of
natural resources.
The paper clearly stated
more than four to five
programs or activities in
which the selected
agricultural enterprise
directly promoted the
conservation and
responsible use of
natural resources.
The paper clearly
stated more than
three programs or
activities in which
the selected
agricultural
enterprise directly
promoted the
conservation and
responsible use of
natural resources.
The paper clearly stated two
or fewer programs or activities
in which the selected
agricultural enterprise directly
promoted the conservation
and responsible use of natural
resources.
Organization
Content is extremely
well organized in a
logical format that is
easy to follow and
flows smoothly from
one idea to another
enhancing the
effectiveness of the
project.
Content is presented in
a thoughtful, organized
manner, and most
transitions were easy to
follow. Only a few ideas
were unclear.
While content was
somewhat organized,
ideas were not
presented
coherently, and
transitions were not
always smooth.
The content was choppy and
confusing. It was difficult to
follow; transitions were
abrupt and seriously
distracted from theme and
purpose.
Content
Accuracy
All content was
completely accurate; all
facts were precise and
explicit.
Content was mostly
accurate with only a
few inconsistencies or
errors in information.
Content was
somewhat accurate,
but there were more
than a few
inconsistencies or
errors in information.
Content was grossly
inaccurate to the point that
the facts in this project were
misleading to the audience.
Research
Research on the project
went above and
beyond expectations.
The student solicited
material in addition to
what was provided,
brought in personal
ideas and information
to enhance project, and
utilized more than six
types of resources to
make project effective.
The student did a very
good job of researching,
using materials
provided to his or her
full potential; the
student used more than
four types of research
to enhance project (at
least one source from
information outside of
the school).
The student used at
least three
references provided
by the school in an
acceptable manner
but did not consult
any additional
resources.
The student did not use
provided resources effectively
and did little or no fact
gathering on the topic.
Creativity
The report
demonstrated
exceptional creativity
and originality on the
part of the student.
The report was cleverly
presented in a
thoughtful and
interesting manner.
The student did add
a few creative
touches to enhance
the report but mostly
reported the
information as
provided.
The report showed little
creativity or originality.
Science of Agricultural Environment
Name:
Date:
Period:
Sample Test Questions (1.6)
Multiple Choice
1. Naturally occurring resources that are found in nature are called:
a. natural resources.
b. renewable resources.
c.
nonrenewable resources.
d. sustainable resources.
2. Resources that can be replaced when they are used are called:
a. natural resources.
b. renewable resources.
c.
nonrenewable resources.
d. sustainable resources.
3. Resources that cannot be replaced when used are called:
a. natural resources.
b. renewable resources.
c.
nonrenewable resources.
d. sustainable resources.
4. Materials used to provide energy, created by the decomposition of dead plants and animals, are called:
a. air.
b. fossil fuels.
c.
soil.
d. wildlife.
5. There are three types of fossil fuels. The liquid form used to make gasoline and plastics is called:
a. coal.
b. natural gas.
c.
peat.
d. petroleum.
6. The solid form of fossil fuels that is used in factories and electricity generating plants is called:
a. coal.
b. natural gas.
c.
oil.
d. petroleum.
7. The gaseous fossil fuel used for heating and cooking food is called:
a. coal.
b. natural gas.
c.
crude oil.
d. petroleum.
Science of Agricultural Environment
8. The energy in fossil fuels was put there when plants converted energy from the sun in to food. This process is
called:
a. respiration.
b. chlorophyll.
c.
photosynthesis.
d. transpiration.
9. The type of consumer that eats only meat is called a/an:
a. carnivore.
b. herbivore.
c.
omnivore.
d. predator.
10. The type of consumer that eats only plants is called a/an:
a. carnivore.
b. herbivore.
c.
omnivore.
d. predator.
11. The type of consumer that eats both plants and animals is called a/an:
a. carnivore.
b. herbivore.
c.
omnivore.
d. predator.
12. This part of the food chain feeds on producers. It cannot make its own food. Most of these organisms eat only
living tissue, but some eat both alive and dead tissue, such as the horse that eats grass and hay. This is called
a:
a. producer.
b. consumer.
c.
decomposer.
d. transformer.
13. This organism takes nutrients and energy from nonliving sources and makes them into its food. It is also called
an autotroph. It does not depend on other organisms for food. What is it?
a. Producer
b. Consumer
c.
Decomposer
d. Transformer
14. This organism breaks down the bodies of dead plants and animals. They normally only feed on dead tissue and
break it down into inorganic substances. Some examples are bacteria and mushrooms. These organisms are
called:
a. producers.
b. consumers.
c.
decomposers.
d. transformers.
15. Wetlands are important in the environment to keep ground water supplies clean and available and provide a
habitat for many species of wildlife. When laws are passed to help protect wetlands, this is called:
a. sustainable agriculture.
b. sustainable development.
c.
sustainable resource use.
Science of Agricultural Environment
d. sustainability.
16. When an area of farmland is taken out of production and cleared to build a subdivision of houses for people,
environmental considerations must be taken in manufacturing and construction. This is called:
a. sustainable agriculture.
b. sustainable development.
c.
sustainable resource use.
d. sustainability.
17. If a housing development is being built in a forested area and consideration is given to cut down as few trees
as possible and to keep the lake that exists in place by building around lake, this kind of relationship is called:
a. design for the environment.
b. symbiotic relationship.
c.
aesthetic relationship.
d. conservation relationship.
18. One of the requirements of an environment to remain healthy for the wildlife in that area is for there to be
enough room for the animal to find food, find a mate, and establish a territory. This is called:
a. food.
b. water.
c.
space.
d. shelter.
19. All the parts of a particular environment are called:
a. habitat.
b. ecosystem.
c.
community.
d. territory.
20. The area an animal uses and protects as its own is called:
a. habitat.
b. ecosystem.
c.
community.
d. territory.
Science of Agricultural Environment
Name:
Date:
Period:
Rubric for Student Electronic Notebook (1.7)
Scoring Criteria
The student did the following:
Excellent
Good
Needs
Improvement
Unacceptable
Captured the main ideas from the
presentation or lecture in handwritten
form
Accurately transcribed the main ideas
into the proper electronic format
Checked spelling and grammar
Demonstrated comprehension of the
writing process
Summarized the important points and
added personal reflections
Science of Agricultural Environment
Name:
Date:
Period:
Rubric for Written Report on Environmental Agencies (1.8)
Date:
Scoring Criteria
The student did the following:
Excellent
Good
Needs
Improvement
Unacceptable
Presented the mission and purpose of the
agency in preserving land and
environment and provided examples of
projects designed to prevent landscape
degradation
Included all required parts from
introduction to conclusion in smooth
transition
Provided interesting, supportive, and
complete statements
Demonstrated comprehension of the
writing process
Used correct spelling, grammar,
punctuation, and sentence structure
Prepared paragraphs that
emphasize appropriate points
Documented sources and
references clearly and
accurately
Science of Agricultural Environment
Name:
Date:
Period:
21st Century Life and Career Skills (1.9)
Today’s life and work environments require far more than thinking skills and content knowledge. The ability to
navigate the complex life and work environments in the globally competitive information age requires students to
pay rigorous attention to developing adequate life and career skills.
CS1
Global Awareness
1. Using 21st century skills to understand and address global issues
2. Learning from and working collaboratively with individuals representing diverse cultures, religions, and
lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contexts
3. Understanding other nations and cultures, including the use of non-English languages
CS2
Financial, Economic, Business and Entrepreneurial Literacy
1. Knowing how to make appropriate personal economic choices
2. Understanding the role of the economy in society
3. Using entrepreneurial skills to enhance workplace productivity and career options
CS3
Civic Literacy
1. Participating effectively in civic life through knowing how to stay informed and understanding
governmental processes
2. Exercising the rights and obligations of citizenship at local, state, national, and global levels
3. Understanding the local and global implications of civic decisions
CS4
Health Literacy
1. Obtaining, interpreting, and understanding basic health information and services and using such
information and services in ways that enhance health
2. Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise,
risk avoidance, and stress reduction
3. Using available information to make appropriate health-related decisions
4. Establishing and monitoring personal and family health goals
5. Understanding national and international public health and safety issues
CS5
Environmental Literacy
1. Demonstrate knowledge and understanding of the environment and the circumstances and conditions
affecting it, particularly as relates to air, climate, land, food, energy, water, and ecosystems
2. Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population
growth, population development, resource consumption rate, etc.)
3. Investigate and analyze environmental issues, and make accurate conclusions about effective solutions
4. Take individual and collective action towards addressing environmental challenges (e.g., participating in
global actions, designing solutions that inspire action on environmental issues)
Science of Agricultural Environment
CSS2-Learning and Innovation Skills
CS6
Creativity and Innovation
1. Think Creatively
2. Work Creatively with Others
3. Implement Innovations
CS7
Critical Thinking and Problem Solving
1. Reason Effectively
2. Use Systems Thinking
3. Make Judgments and Decisions
4. Solve Problems
CS8
Communication and Collaboration
1. Communicate Clearly
2. Collaborate with Others
CSS3-Information, Media and Technology Skills
CS9
Information Literacy
1. Access and Evaluate Information
2. Use and Manage Information
CS10
Media Literacy
1. Analyze Media
2. Create Media Products
CS11
ICT Literacy
1. Apply Technology Effectively
CSS4-Life and Career Skills
CS12
Flexibility and Adaptability
1. Adapt to change
2. Be Flexible
CS13
Initiative and Self-Direction
1. Manage Goals and Time
2. Work Independently
3. Be Self-directed Learners
CS14
Social and Cross-Cultural Skills
1. Interact Effectively with others
2. Work Effectively in Diverse Teams
CS15
Productivity and Accountability
1. Manage Projects
2. Produce Results
CS16
Leadership and Responsibility
1. Guide and Lead Others
2. Be Responsible to Others
Science of Agricultural Environment
Name:
Date:
Period:
21st Century Life and Career Skills Assessment Rubric (1.10)
The following scale can be used to assess application of each of the Life and Career Skills of students.
Superior
(18–20 points) The student consistently demonstrates all aspects of this skill in
classroom and laboratory activities.
Exceptional
(15–17 points) The student consistently demonstrates most of the aspects of this skills
in classroom and laboratory activities but lapses at times on one to two of the
indicators.
Adequate
(12–14 points) The student demonstrates knowledge of the skill during classroom and
laboratory activities but lapses on three or more indicators from time to time.
Improving
(9–11 points) The student is vaguely aware of the skill but shows only marginal evidence
of being able to apply it in the classroom or laboratory.
Minimal
(0–8 points) The student consistently fails to demonstrate knowledge or application of
the skill.
Skill
Comments
Score
Flexibility and
Adaptability
Initiative & Self-
Direction
Social & Cross-Cultural
Skills
Productivity &
Accountability
Leadership &
Responsibility
TOTAL SCORE
Science of Agricultural Environment
Name:
Date:
Period:
Rubric for Personal Plans (1.11)
Scoring Criteria
The student did the following:
Excellent
Good
Needs
Improvement
Unacceptable
Identified areas where he or she felt a
need to improve leadership and
human relations skills
Identified activities in FFA and other
organizations that would aid in the
development of these skills
Kept records and documentation of
leadership and human relations
activities and incorporated these into
the electronic portfolio
Science of Agricultural Environment
Science of Agricultural Environment
Need to Know and How to Guide Report Rubric (1.12)
Criteria
Superior
5 Points
Exceptional
4 Points
Adequate
3 points
Marginal
2 points
Minimal
1 Point
Score
Written report
addressed the topic
Provided
specific
details on the
topic
Provided
general details
on the topic
Provided
details on the
topic
Provided
minimal
details on
the topic
Provided
limited
information
on the
topic
Presentation
addressed the topic
Provided
specific
details on the
topic
Provided
general details
on the topic
Provided
details on the
topic
Provided
some details
on the topic
Provided
limited
information
on the
topic
Quality of the visual
aid
Shows
relevance to
the topic by
creatively
displaying
specific
details
related to the
topic
Shows
relevance to
the topic by
creatively
displaying
general details
related to the
topic
Shows
relevance to
the topic by
displaying
details
related to the
topic
Shows some
relevance to
the topic by
displaying
limited
details
related to
the topic
Shows very
little
relevance
to the topic
Quality of written
report
No errors in
grammar,
syntax,
spelling, etc.
One to two
minor errors in
grammar,
syntax,
spelling, etc.
Two to four
minor errors
in grammar,
syntax,
spelling, etc.
More than
four minor
errors in
grammar,
syntax,
spelling, etc.
Major
errors in
grammar,
syntax,
spelling,
etc.
TOTAL SCORE:
Science of Agricultural Environment
Science of Agricultural Environment
Natural Resources Careers Research Rubric (1.13)
Criteria
Superior
5 Points
Exceptional
4 Points
Adequate
3 points
Marginal
2 points
Minimal
1 Point
Score
Table addressed the
topic
Provided
specific
details on the
topic
Provided
general details
on the topic
Provided
details on the
topic
Provided
minimal
details on
the topic
Provided
limited
information
on the
topic
Written Justification
addressed the topic
Provided
specific
points
supporting
the job choice
Provided
general points
supporting the
job choice
Provided
points
supporting
the job choice
Provided
some points
supporting
the job
choice
Provided
limited
points
supporting
the job
choice
Quality of the visual
aid
Shows
relevance to
the topic by
creatively
displaying
specific
details
related to the
topic
Shows
relevance to
the topic by
creatively
displaying
general details
related to the
topic
Shows
relevance to
the topic by
displaying
details
related to the
topic
Shows some
relevance to
the topic by
displaying
limited
details
related to
the topic
Shows very
little
relevance
to the topic
Quality of written
report
No errors in
grammar,
syntax,
spelling, etc.
One to two
minor errors in
grammar,
syntax,
spelling, etc.
Two to four
minor errors
in grammar,
syntax,
spelling, etc.
More than
four minor
errors in
grammar,
syntax,
spelling, etc.
Major
errors in
grammar,
syntax,
spelling,
etc.
TOTAL SCORE:
Science of Agricultural Environment
Science of Agricultural Environment
Name:
Date:
Period:
Rubric for Experiential Learning Planning and Record Keeping (2.1)
Scoring Criteria
Excellent
Good
Needs
Improvement
Unacceptable
Long-range and short-term goals
reflect the educational and career
goals of the student.
The SAE plan/training agreement
reflects growth in student skill and
proficiency.
Records accurately reflect all SAE
accomplishments of the student over
the year.
Records are maintained on a timely
basis.
Journals or calendars are maintained
on a timely basis and serve as the
source for record keeping.
Hours and earnings are recorded
based on activities.
A summary of all activities is provided
at the end of each grading period.
Financial records are maintained
accurately.
Financial records are summarized at
the end of the year.
Science of Agricultural Environment
Microbe Collection and Wet Mount Slide Performance Rubric (3.1)
Possible Points
Points Awarded
Safety
•
Personal safety (glasses, gloves, clothing, etc.)
•
Safe use of tools
•
Safely performs the task
Performance of the Task
•
Follows the instructions on preparing a Wet Mont
Slide
•
Successfully finds image of specimen in microscope
•
Records data and information accurately
•
Identifies specimen classification
Lab Maintenance
•
Properly handled the microscope
•
Understood the mechanics of the microscope
•
Area cleanup (clean and tidy)
•
Area organization (before, during, and after the task)
Total
Comments for deductions:
Science of Agricultural Environment
Life Span Visual Performance Rubric (3.2)
Criteria
Superior
5 Points
Exceptional
4 Points
Adequate
3 points
Marginal
2 points
Minimal
1 Point
Score
Selection of animal and
depiction of life span
Selected an
animal and
included a
depiction of the
animal at each
of the five
stages of life
Selected an
animal and
included a
depiction of the
animal at four of
the five stages of
life
Selected an
animal and
included a
depiction of the
animal at three
of the five stages
of life
Selected an
animal and
included a
depiction of the
animal at two
of the five
stages of life
Selected an
animal and
included a
depiction of the
animal at one
of the five
stages of life
Description of each life
stage to include name and
picture
Provided
specific details
on each of the
life stages
Provided general
details on each
of the life stages
Provided details
on at least four
of the life stages
Provided some
details on at
least three of
the life stages
Provided
limited
information on
at least one of
the life stages
Content of visual aid
At least five
pictures or
graphics are
detailing each
life stage.
At least four
pictures or
graphics are
detailing each
life stage.
At least three
pictures or
graphics are
detailing each
life stage.
At least two
pictures or
graphics are
detailing each
life stage.
At least one
picture or
graphic is
detailing each
life stage.
Quality of visual aid
No errors in
grammar,
syntax, spelling,
etc.
One to two
minor errors in
grammar, syntax,
spelling, etc.
Two to four
minor errors in
grammar, syntax,
spelling, etc.
More than four
minor errors in
grammar,
syntax, spelling,
etc.
Major errors in
grammar,
syntax, spelling,
etc.
TOTAL SCORE
Comments:
Science of Agricultural Environment
Rubric for Life Process Poster (3.3)
Criteria
Superior
5 Points
Exceptional
4 Points
Adequate
3 points
Marginal
2 points
Minimal
1 Point
Score
Description of life process
Description
includes at least
five
characteristics
of the life
process.
Description
includes at least
four
characteristics of
the life process.
Description
includes at least
three
characteristics of
the life process.
Description
includes at least
two
characteristics
of the life
process.
Description
includes at least
one
characteristic of
the life process.
Association of life process
to animal anatomy and
physiology
Associates
chosen life
process to
specific details
of at least three
different
animals’
anatomy and
physiology
Associates
chosen life
process to
general details of
at least three
different animals’
anatomy and
physiology
Associates
chosen life
process to details
of at least two
different animals’
anatomy and
physiology
Associates
chosen life
process to
minimal details
of at least two
different
animals’
anatomy and
physiology
Associates
chosen life
process to a
few details of at
least one
animal’s
anatomy and
physiology
Content of visual aid
At least five
pictures or
graphics are
detailing the life
process in each
animal.
At least four
pictures or
graphics are
detailing the life
process in each
animal.
At least three
pictures or
graphics are
detailing the life
process in each
animal.
At least two
pictures or
graphics are
detailing the life
process in each
animal.
At least one
picture or
graphic is
detailing the life
process in each
animal.
Quality of visual aid
No errors in
grammar,
syntax, spelling,
etc.
One to two
minor errors in
grammar, syntax,
spelling, etc.
Two to four
minor errors in
grammar, syntax,
spelling, etc.
More than four
minor errors in
grammar,
syntax, spelling,
etc.
Major errors in
grammar,
syntax, spelling,
etc.
TOTAL SCORE
Science of Agricultural Environment
Grading Checklist for Collection of Specimens and/or Photographs
that Illustrate Biodiversity (3.4)
_____ 1.
Collection of specimen and/or picture to represent each of the five kingdoms
_____ 2.
Picture of two or more organisms sharing a resource
_____ 3.
Photos of five different vertebrate animals
_____ 4.
Photos of five different invertebrate animals
_____ 5.
Photos of five different plants
_____ 6.
Photo depicting ecological diversity
_____ 7.
Photo depicting genetic diversity
_____ 8.
Photo depicting species diversity
Science of Agricultural Environment
Rubric for Pest Pamphlet (3.5)
Criteria
Superior
5 Points
Exceptional
4 Points
Adequate
3 points
Marginal
2 points
Minimal
1 Point
Score
Pamphlet contains
information on an
environmental pest
Pamphlet
includes
specific details
on the
environmental
pest.
Pamphlet
includes general
details on the
environmental
pest.
Pamphlet
includes details
on the
environmental
pest.
Pamphlet
includes minimal
details on the
environmental
pest.
Pamphlet
includes few
details on the
environmental
pest.
Content includes in
pamphlet
Includes all
the required
information
Includes at least
four of the
required
components
Includes at least
three of the
required
components
Includes at least
two of the
required
components
Includes at least
one of the
required
components
Quality of pamphlet layout
Pamphlet is in
color and
includes at
least five
graphics,
artwork, or
pictures.
Layout is easy
to follow and
organized.
Pamphlet is in
color and
includes at least
three graphics,
artwork, or
pictures. Layout
is easy to follow
and organized.
Pamphlet is in
color and
includes at least
one graphic,
artwork, or
picture. Layout
is organized.
Pamphlet is not
in color but
includes at least
three graphics,
artwork, or
pictures. Layout
is somewhat
organized.
Pamphlet is not
in color and does
not include any
graphics/artwork
or pictures.
Layout is difficult
to follow.
Quality of brochure
presentation
No errors in
grammar,
syntax,
spelling, etc.
One to two minor
errors in
grammar, syntax,
spelling, etc.
Two to four
minor errors in
grammar,
syntax, spelling,
etc.
More than four
minor errors in
grammar,
syntax, spelling,
etc.
Major errors in
grammar,
syntax, spelling,
etc.
TOTAL SCORE
Science of Agricultural Environment
Grading Checklist for the Wiki on Ecology (3.6)
An effective wiki shows the following:
____1.
A collaborative effort (as seen in the history)
Several students in the assigned group contributed to the Wiki.
____2.
Visual appeal
Graphics are effectively used.
____3.
Organization
A table of contents, headings, and/or other visual organizers are used.
____4.
Hyperlinks to sources
Wiki contains several hyperlinks to sources of information. These hyperlinks have been checked to
make sure they work.
____5.
Original, intelligent wording
Words used in the Wiki are original, not cut and pasted into the Wiki. Any text present is original,
not copied.
Optional wiki traits
____6.
Multisensory tools are used.
Multimedia information is presented in the Wiki. This strengthens the influence of the Wiki.
____7.
RSS Feeds and Cutting edge tools are used.
Web 2.0 technology is also used, such as podcasts.
Science of Agricultural Environment
Grading Rubric for the Owl Pellet Dissection (3.7)
Possible Points
Points Awarded
Safety
•
Personal safety (glasses, gloves, clothing, etc.)
•
Safe use of tools
•
Safely performs the task
Performance of the Task
•
Follows the instructions on dissecting owl pellets
•
Successfully dissects the pellet
•
Records data and information accurately
•
Identifies specimen classification
Lab Maintenance
•
Properly handled the tools
•
Proper disposal of waste
•
Area cleanup (clean and tidy)
•
Area organization (before, during, and after the task)
Total
Comments for deductions:
Science of Agricultural Environment
Grading Rubric for Stream Monitoring (3.8)
Possible Points
Points Awarded
Safety
•
Personal safety (glasses, clothing, etc.)
•
Safe use of tools
•
Safely performs the task
•
Safely works in outdoor stream environment
Performance of the Task
•
Follows the task instructions
•
Performs the task efficiently
•
Performs the task satisfactorily
•
Records data and information accurately
Outdoor Safety
•
Area cleanup (clean and tidy)
•
Maintained operation of tools and monitoring
equipment
•
Equipment organization (before, during, and after
the task)
Total
Comments for deductions:
Science of Agricultural Environment
Guest Speaker Evaluation Form (4.1)
1. List five main ideas expressed in the presentation.
1. _______________________________________________________________________________________
2. _______________________________________________________________________________________
3. _______________________________________________________________________________________
4. _______________________________________________________________________________________
5. _______________________________________________________________________________________
2. Write a brief summary relating the topics of the presentation to your life.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Science of Agricultural Environment
Land Measurement Checklist (4.2)
_____ 1.
Student demonstrated measuring horizontal distance.
_____ 2.
Student demonstrated land chaining.
_____ 3.
Student demonstrated direction measurements using a compass.
_____ 4.
Student demonstrated making elevation measurements using a level.
_____ 5.
Student accurately measured horizontal distance using the appropriate tools.
_____ 6.
Student accurate measured a horizontal distance using the chaining method.
_____ 7.
Student accurately measured direction using a compass.
_____ 8.
Student accurately measured slope using a level.
Part 2
Provide a boundary survey of a given tract of land.
_____ 1.
Student was able to identify markers using a GPS.
_____ 2.
Student was able to identify markers using compass and land description.
_____ 3.
Student was able to visually identify boundary lines.
_____ 4.
Student was able to identify boundary lines using GPS technology and compasses.
_____ 5.
Student demonstrated ability to pace distance along a boundary.
Science of Agricultural Environment
Reflective Writing Rubric (4.3)
CATEGORY
Writing Structure
Sentences and
paragraphs are
complete, well-
constructed, and of
varied structure.
All sentences are
complete and well-
constructed (no
fragments, no run-ons).
Paragraphing is
generally done well.
Most sentences are
complete and well-
constructed.
Paragraphing needs
some work.
Many sentence
fragments or run-on
sentences OR
paragraphing needs
lots of work.
Content
The writing contains a
description of all steps
taken during the “feel”
test of the soil.
The writing contains a
description of three
steps taken during the
“feel” test of the soil.
The writing contains a
description of two
steps taken during the
“feel” test of the soil.
The writing contains a
description of one step
taken during the “feel”
test of the soil.
Content Accuracy
The writing contains at
least three accurate
descriptions of the soil
texture.
The writing contains at
least two accurate
examples of the soil
texture.
The writing contains at
least one accurate
example of the soil
texture.
The writing contains no
examples of the soil
texture.
Content
Understanding
Ideas were expressed
in a clear and
organized fashion. It
was easy to tell that
the students grasped
the “feel” test concept
of texture.
Ideas were expressed
in a pretty clear
manner, but the
organization could
have been better.
Ideas were somewhat
organized but were not
very clear. It took more
than one reading to
figure out what the
student was describing.
The writing seemed to
be a collection of
unrelated sentences. It
was very obvious the
student could not
communicate about
the experience.
Science of Agricultural Environment
Mechanical Analysis of Soil Rubric (4.4)
Possible Points
Points Awarded
Safety
•
Personal safety (glasses, clothing, etc.)
•
Safe use of tools and materials
•
Safely performs the task
Performance of the Task
•
Follows the task instructions
•
Performs the task efficiently
•
Performs the task satisfactorily
•
Records data and information accurately
Lab Maintenance and Reporting
•
Kept accurate records of all steps taken
•
Completed the laboratory report
•
Area cleanup (clean and tidy)
•
Area organization (before, during, and after the task)
Total
Comments for deductions:
Science of Agricultural Environment
Soil Texture Classification Assignment (4.5)
Use the chart below to determine the texture of soils with the following sand, silt, and clay content.
1. ________________________________________________________ 50% sand, 40% silt, 10%
clay _________________________________________________________
2. ________________________________________________________ 34% Sand, 35% silt, 31%
clay _________________________________________________________
3. ________________________________________________________ 0% sand, 50% silt, 50%
clay ________________________________________________________
4. ________________________________________________________ 20% sand, 65% silt, 15%
clay _________________________________________________________
5. ________________________________________________________ 10% sand, 10% silt, 80%
clay _________________________________________________________
6. ________________________________________________________ 85 % sand, 15% clay
_____________________________________________________________
7. ________________________________________________________ 67% sand, 10% silt, 23%
clay _________________________________________________________
8. ________________________________________________________ 0% sand, 20% silt, 80%
clay ________________________________________________________
9. ________________________________________________________ 90% silt, 10% clay
_____________________________________________________________
10. ________________________________________________________ 45% sand, 45% silt, 10%
clay _________________________________________________________
Science of Agricultural Environment
Science of Agricultural Environment
Rubric for Evaluating Oral Report on Soil Conservation
and Degradation (4.6)
Criteria
Superior
5 Points
Exceptional
4 Points
Adequate
3 points
Marginal
2 points
Minimal
1 Point
Score
Written report addressed
the topic on soil erosion
and degradation
Provided specific
details on
erosion and
degradation
Provided general
details on erosion
and degradation
Provided details
on erosion and
degradation
Provided
minimal details
on erosion and
degradation
Provided
limited
information
on erosion
and
degradation
Presentation addressed the
topic
Provided specific
details on the
topic
Provided general
details on the
topic
Provided details
on the topic
Provided some
details on the
topic
Provided
limited
information
on the topic
Quality of the visual aid
Shows relevance
to the topic by
creatively
displaying
specific details
related to the
topic
Shows relevance
to the topic by
creatively
displaying general
details related to
the topic
Shows relevance
to the topic by
displaying
details related to
the topic
Shows some
relevance to
the topic by
displaying
limited details
related to the
topic
Shows very
little
relevance to
the topic
Quality of written report
No errors in
grammar, syntax,
spelling, etc.
One to two minor
errors in grammar,
syntax, spelling,
etc.
Two to four
minor errors in
grammar, syntax,
spelling, etc.
More than four
minor errors in
grammar,
syntax, spelling,
etc.
Major errors
in grammar,
syntax,
spelling, etc.
TOTAL SCORE:
Science of Agricultural Environment
Fish Research Group Project Rubric (5.1)
CATEGORY
4-Exceptional
3-Admirable
2-Acceptable
1-Amateur
SCORE
Group
Participation
All students participated
in the activity.
3/4 of the students
participated in the activity.
1/2 of the students
participated in the
activity.
Only one or two
students actively
participated.
Shared
Responsibility
Responsibility for task is
shared evenly by all
members of the group.
Responsibility is shared by
most group members.
Responsibility is shared
by 1/2 the group
members.
One or two members
bore the majority of
the responsibility for
accomplishing the
task.
Quality of
Interaction
All members exhibited
excellent listening and
leadership skills.
Most students exhibited
excellent listening skills.
The group demonstrated
some ability to listen,
interact, and discuss.
There was very little
interaction or
discussion. Some
students were
disinterested or
distracted.
Roles Within
Group
Each student was
assigned a clearly
defined role; group
members perform roles
effectively.
Each student was assigned a
role, but roles were not
clearly defined or
consistently adhered to.
Students were assigned
roles, but roles were not
consistently adhered to.
No effort was made to
assign roles to group
members.
Completing the
Assignment
The group effectively
responded to the
assignment and
presented information
on three fish species and
gave thorough
descriptions.
The group responded to the
assignment and presented
information on three fish
species and gave weak
descriptions.
The group somewhat
responded to the
assignment and
presented information
on less than three fish
species and gave poor
descriptions.
The group did not
responded to the
assignment and
presented
information on less
than three fish species
and gave no
descriptions.
Content
Information provided
was very detailed and
technically accurate.
Illustrations were
provided.
Information provided was
very detailed and
technically accurate.
Information was general
in nature but technically
accurate.
Limited information
was provided, or
there were major
inaccuracies in the
report.
Total Score:
Science of Agricultural Environment
Student Water Use Diary (5.2)
Date
Use of water
Amount used
Science of Agricultural Environment
Identify five ways in which you could conserve water.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
Science of Agricultural Environment
Reflective Writing Rubric on the Differences between Ground
Water and Surface Water (5.3)
CATEGORY
Writing Structure
Sentences and
paragraphs are
complete, well-
constructed, and of
varied structure.
All sentences are
complete and well-
constructed (no
fragments, no run-ons).
Paragraphing is
generally done well.
Most sentences are
complete and well-
constructed.
Paragraphing needs
some work.
Many sentence
fragments or run-on
sentences OR
paragraphing needs
lots of work.
Content
The writing contains a
detailed description of
both surface and
ground water.
The writing contains a
general description of
the characteristics of
ground water and
surface water.
The writing contains a
limited description of
the characteristics of
ground water and
surface water.
The writing contains a
very weak description
or inaccurate
description of the
characteristics of
ground water and
surface water.
Content Accuracy
The writing contains at
least three accurate
descriptions of ground
water and surface
water.
The writing contains at
least two accurate
descriptions of ground
water and surface
water.
The writing contains at
least one accurate
example descriptions
of ground water and
surface water.
The writing contains no
examples of
descriptions of ground
water and surface
water.
Content
Understanding
Ideas were expressed
in a clear and
organized fashion. It
was easy to figure out
that the student
understands the
difference between
surface and ground
water.
Ideas were expressed
in a clear manner, but
the organization could
have been better.
Ideas were somewhat
organized but were not
very clear. It took more
than one reading to
figure out whether the
student understood
the difference between
surface and ground
water.
The writing seemed to
be a collection of
unrelated sentences.
The student did not
grasp the concept of
the difference between
surface and ground
water.
Science of Agricultural Environment
Name:
Date:
Period:
Stream Monitoring Activity Performance Rubric (5.4)
Possible Points
Points Awarded
Safety
•
Personal safety (glasses, gloves, clothing, etc.)
•
Safe use of tools and equipment
•
Safely performs the task
Performance of the Task
•
Follows the instructions on conducting stream
monitoring practices
•
Successfully collects information for assessment
•
Records data and information accurately
•
Summarizes data correctly
Lab Maintenance
•
Properly handled the Ecology Kit tools and equipment
•
Understood the mechanics of water quality measuring
devices
•
Area cleanup (clean and tidy)
•
Area organization (before, during, and after the task)
Total
Comments for deductions:
Science of Agricultural Environment
Name:
Date:
Period:
Water Quality Testing Laboratory Rubric (5.5)
Scoring Criteria
The student/team does the
following:
Excellent
Good
Needs
Improvement
Unacceptable
Explains the skill
Explains the skill as performed
Summarizes conclusions
Participates as a team
Presents effective explanation
Subtotal of explanation
Performs the skill
Prepares (sets up supplies and
equipment for demonstration)
Performs the water quality test
Cleans the demonstration area
(removes supplies and equipment
and cleans the area)
Demonstrates satisfactory
participation by all team members
Subtotal for skill performance
Demonstrates overall effectiveness
Completes laboratory report
Observes all safety practices
Maintains appropriate dress
Maintains personal grooming
Subtotal for overall
effectiveness
Summative Total
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Field Trip to Wastewater Treatment Plant Participation Checklist (5.6)
___ 1. The student arrived at the designated meeting place on time with all materials and supplies
required for the field trip.
___ 2. The student observed all safety rules and policies while traveling to and participating in the
field trip.
___ 3. The student demonstrated interest in the content of the field trip by paying attention to the
exhibits and speakers, asking pertinent questions, and taking notes.
___ 4. The student exhibited a positive attitude toward the events and activities of the field trip.
___ 5. The student remained on task throughout the field trip.
___ 6. The student exhibited cooperative workplace skills with other students throughout the field trip.
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Guest Speaker Evaluation Form (5.7)
1. List five main ideas expressed in the presentation.
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________
2. Write a brief summary relating the topics of the presentation to your life.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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Checklist for Evaluating the Diagram of the Atmosphere (6.1)
_____ 1. The diagram included the five layers of the atmosphere and a description of their
characteristics and functions.
_____ 2. The diagram was properly labeled with detail.
_____ 3. The diagram was in color.
_____ 4. The diagram was easy to understand.
_____ 5. The diagram was drawn on an 8 ½-in. x 11-in. sheet of paper.
Grade ________________________ %
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Locating Latitude and Longitude on Maps (6.2)
Identify the latitude and longitude of each of the following cities, and classify them as being in either the
temperate or tropical zone.
CITY
LATITUDE
LONGITUDE
ZONE
San Diego, California
Albany, New York
London, England
Sydney, Australia
New Delhi, India
Rome, Italy
Denver, Colorado
San Francisco, California, lies at a latitude of 37° 48’ N. Paris, France, lies at a latitude of 49° 50’ N. Which city
would you expect to have a colder climate based on its latitude?
__________________________________________________
Puerto San Julian, Argentina, lies at a latitude of 49° 17’S. St Louis, Missouri, lies at a latitude of 38° 35’ N. Which
city would you expect to have a warmer climate based on latitude?
__________________________________________________
Denver, Colorado, lies at a latitude of 39° 46’N and an altitude of 5,240 ft. Baltimore, Maryland, lies at a latitude of
39° 16’N and an altitude of 30 ft. Based on the latitude and altitude, how would you compare the climate of the
two cities? (Warmer, cooler, or the same)
__________________________________________________
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Air Pollution Presentation Rubric (6.3)
Possible Points
Points Earned
1.
Information was accurate and
complete.
2.
Presentation included appropriate
information on the topic of air
pollution.
3.
Correct grammar, spelling, and
punctuation were used.
4.
Proper design elements were used.
5.
Student worked well with team
members.
6.
Student contributed to the finished
product.
TOTAL SCORE
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Detecting Air Pollution Activity Performance Rubric (6.4)
Possible Points
Points Awarded
Safety
•
Personal safety (glasses, clothing, etc.)
•
Safe use of tools, equipment, and supplies
•
Safely performs the task
Performance of the Task
•
Follows the task instructions
•
Performs the task efficiently
•
Performs the task satisfactorily
•
Records data and information accurately
Lab Maintenance
•
Area cleanup (clean and tidy)
•
Area organization (before, during, and after the task)
Total
Comments for deductions:
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Environmental Science Weather Test (6.5)
Select from the following terms to answer the remaining questions.
dew point
precipitation
temperature
humidity
atmospheric pressure
wind
clouds
warm front
cirrus
cumulus
stratus
cold front
weather front
high
low
1. Clouds that appear in large layers or sheets are called ______________________.
2. Any form of moisture that falls to the earth is ___________________________.
3. The measure of the amount of heat in something is ________________________.
4. Moving air is called ________________________.
5. The amount of water vapor in the air is described as relative or absolute _________________________.
6. The temperature of the air when dew begins to form is called _______________________.
7. The pressure exerted by the air is called ________________________________.
8. Large, dense, billowy clouds that have flat bases and a towering, dome-like appearance are called
_________________________________.
9. When a warm air mass and a cold air mass meet, it is called a _______________________________.
10. Clouds that are high, white, and thin are _____________________________.
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11. Small droplets or ice crystals in the atmosphere that form together are called
____________________________.
12. This symbol (
) on a weather map indicates a ___________________________.
13. This symbol (
) on a weather map indicates a __________________________.
14. Colder air is often indicated by an area of _______________ pressure.
15. Warmer air is often indicated by an area of ______________ pressure.
Multiple Choice
1. How often does the earth revolve around the sun?
a. Every 12 hr
b. Every 24 hr
c.
Every 7 days
d. Every 365 days
2. How often does the earth rotate?
a. Every 12 hr
b. Every 24 hr
c.
Every 7 days
d. Every 365 days
3. The time when the earth’s axis tilts at the greatest angle toward or away from the sun is called the:
a. orbit.
b. equinox.
c.
revolution.
d. solstice.
4. The time when the sun is directly over the equator is called the:
a. orbit.
b. equinox.
c.
revolution.
d. solstice.
5. In which direction does the earth’s axis point?
a. North/South
b. East/West
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c.
Northeast/Southeast
d. Northwest/Southwest
6. The air that surrounds the earth is called the:
a. atmosphere.
b. hemisphere.
c.
climate.
d. weather.
7. The weather that generally prevails is called the:
a. atmosphere .
b. hemisphere.
c.
climate.
d. weather.
8. The current condition of the atmosphere is called:
a. atmosphere.
b. hemisphere.
c.
climate.
d. weather.
9. The part of the atmosphere closest to the earth is the:
a. mesosphere.
b. stratosphere.
c.
thermosphere.
d. troposphere.
10. The uppermost layer of the atmosphere that is very HOT is called the:
a. mesosphere.
b. stratosphere.
c.
thermosphere.
d. troposphere.
11. The area that extends about 30 miles above the earth and is used by airplanes is the:
a. mesosphere.
b. stratosphere.
c.
thermosphere.
d. troposphere.
12. The area that extends about 50 miles above the earth and is very COLD is the:
a. mesosphere.
b. stratosphere.
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c.
thermosphere.
d. troposphere.
13. The distance between any location on the earth and the Prime Meridian is called the:
a. atmosphere.
b. altitude.
c.
longitude.
d. latitude.
14. The distance North and South of the equator measured in degrees is the:
a. atmosphere.
b. altitude.
c.
longitude.
d. latitude.
15. The distance a point is above sea level is called the:
a. atmosphere.
b. altitude.
c.
longitude.
d. latitude.
Short Answer. Answer the following in complete sentences or by showing your math calculations.
1. What are four characteristics of a tornado?
2. What is the rating scale for tornadoes called? What is the worst rating?
3. What is time based upon?
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4. What four factors are used to determine the weather?
5. What direction do weather fronts tend to move in North America?
Use the following formula to solve questions 6 and 7. Show the mathematical equations that you used to
arrive at the answer.
C=5/9 (F-32) F=9/5 (C+32)
6. Convert 36 degrees Fahrenheit to Celsius.
7. Convert 105 degrees Celsius to Fahrenheit.
Science of Agricultural Environment
Name:
Date:
Period:
Picture Assessment Rubric (7.1)
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Required
Content
The picture includes
all required content
elements as well as
additional
information.
All required content
elements are
included on the
picture.
All but one of the
required content
elements are
included on the
picture.
Several required
content elements
were missing.
Labels
All items of
importance on the
picture are clearly
labeled with labels
that are easy to
read.
Almost all items of
importance on the
picture are clearly
labeled with labels
that are easy to
read.
Many items of
importance on the
picture are clearly
labeled with labels
that are easy to
read.
Labels are too small
to read, or no
important items
were labeled.
Attractiveness
The picture is
exceptionally
attractive in terms of
design, layout, and
neatness.
The picture is
attractive in terms of
design, layout, and
neatness.
The picture is
acceptably attractive
though it may be a
bit messy.
The picture is
distractingly messy
or very poorly
designed.
Grammar
There are no
grammatical or
mechanical mistakes
on the picture.
There are one to two
grammatical or
mechanical mistakes
on the picture.
There are three to
four grammatical or
mechanical mistakes
on the picture.
There are more than
four grammatical or
mechanical mistakes
on the picture.
Total Score
Comments:
Science of Agricultural Environment
Name:
Date:
Period:
Tree Characteristics Chart (7.2)
Students will create a chart identifying major commercial forest trees (oaks, hickories, pines, ash, etc.) that will
include common names, types (hardwood or softwood), physical characteristics, and uses. Students may use the
Internet, classroom books, or encyclopedias as resource information to complete this project.
Common Name
Type (Hardwood or
Softwood)
Physical Characteristics
Uses
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Name:
Date:
Period:
Volume Estimation Sheet for Sawlogs (7.3)
Tree Number
D.B.H.
No. 16 ft
Logs
Board
Feet
Score
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
TOTAL BOARD FEET IN ONE ACRE
Scoring:
4 points for each correct DBH and number of logs
20 points for correct Total Board Feet
2 points to be deducted for each 5% plus or minus from the correct measured volume
Maximum score (10 logs) = 100 points
Science of Agricultural Environment
Name:
Date:
Period:
Doyle Log Rule (Form Class 80) (7.4)
Volume (Board Feet) by Number of 16 Foot Logs
D.B.H.
1 1/2
2 1/2
3 1/2
4 1/2
Science of Agricultural Environment
Name:
Date:
Period:
Volume Estimation Sheet for Pulpwood (7.5)
Tree Number
D.B.H.
Height
Cords
Score
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
TOTAL CORDAGE IN ONE ACRE
Scoring:
4 points for each correct DBH and height
20 points for correct Total Cordage
2 points to be deducted for each 5% plus or minus from the correct measured volume
Maximum score (10 logs) = 100 points
Science of Agricultural Environment
Name:
Date:
Period:
Volume Estimation Sheet for Pulpwood (7.6)
DBH
(Inches)
Height (Feet)
Cords
0.01
0.02
0.02
0.03
0.04
0.05
0.07
0.10
0.12
0.15
0.18
0.21
0.24
0.14
0.18
0.22
0.26
0.30
0.35
0.19
0.24
0.29
0.35
0.41
0.47
0.25
0.31
0.38
0.26
0.54
0.62
0.69
0.31
0.40
0.49
0.58
0.69
0.78
0.88
0.35
0.43
0.53
0.63
0.75
0.85
0.95
0.59
0.73
0.87
1.02
1.16
1.31
0.70
0.87
1.03
1.22
1.38
1.56
0.83
1.02
1.21
1.43
1.62
1.83
Science of Agricultural Environment
Name:
Date:
Period:
Tree Planting Checklist (7.7)
Place a check by each step or practice that the student performed correctly.
_____ 1.
The student protected the seedlings to be planted from drying out from sun or wind
damage.
_____ 2.
The student followed all safety practices in working in the field.
_____ 3.
The student selected the proper spacing for planting the seedling.
_____ 4.
The student used the dibble or shovel to make a planting hole of the correct size and
depth.
_____ 5.
The student planted the seedling to the correct depth and checked to make sure that
the tap root was pointing straight down (not J-rooted or L-rooted).
_____ 6.
The student used the dibble to close both the bottom and top of the planting hole
eliminating any air pockets around the root.
_____ 7.
The student finished closing the hole with his or her shoe heel to create a small
indentation at the seedling to collect and hold water.
_____ 8.
The student correctly stored all tools and remaining seedlings after completing the
planting task.
Comments:
Science of Agricultural Environment
Name:
Date:
Period:
Fire Prevention Poster Rubric (7.8)
Exemplary
4 points
Accomplished
3 points
Developing
2 points
Beginning
1 point
Score
Required
Content
The poster
includes all
required content
elements as well
as additional
information.
All required
content
elements are
included on the
poster.
All but one of
the required
content
elements are
included on the
poster.
Several required
content
elements were
missing.
Labels
All items of
importance on
the poster are
clearly labeled
with labels that
are easy to read.
Almost all items
of importance
on the poster
are clearly
labeled with
labels that are
easy to read.
Many items of
importance on
the poster are
clearly labeled
with labels that
are easy to read.
Labels are too
small to read, or
no important
items were
labeled.
Attractiveness
The poster is
exceptionally
attractive in
terms of design,
layout, and
neatness.
The poster is
attractive in
terms of design,
layout, and
neatness.
The poster is
acceptably
attractive
though it may
be a bit messy.
The poster is
distractingly
messy or very
poorly designed.
Grammar
There are no
grammatical or
mechanical
mistakes on the
poster.
There are one to
two grammatical
or mechanical
mistakes on the
poster.
There are three
to four
grammatical or
mechanical
mistakes on the
poster.
There are more
than four
grammatical or
mechanical
mistakes on the
poster.
Total Score:
Comments:
Science of Agricultural Environment
Name:
Date:
Period:
Written Report Rubric (8.1)
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Content
Clear thesis and
focus that
remain
apparent
Thesis and focus
that remain
apparent
Addresses subject
matter with
minimal support
Does not focus
on topic
Grammar
Correct and
effective use of
grammar and
mechanics
Occasional errors
in use of grammar
and mechanics
Problems in use of
grammar and
mechanics
Repeated errors
in use of
grammar and
mechanics
Content
Clear thesis and
focus that
remain
apparent
Thesis and focus
that remain
apparent
Addresses subject
matter with
minimal support
Does not focus
on topic
Organization
Ideas flow
smoothly and
logically with
clarity and
coherence
Logical order and
appropriate
sequencing of
ideas with
adequate
transition
Some evidence of
an organizational
plan or strategy
Lacks
organization
TOTAL
Science of Agricultural Environment
Name:
Date:
Period:
Poster Assessment Rubric (8.2)
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Required
Content
The poster
includes all
required content
elements as well
as additional
information.
All required
content elements
are included on
the poster.
All but one of the
required content
elements are
included on the
poster.
Several required
content elements
were missing.
Labels
All items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Almost all items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Many items of
importance on the
poster are clearly
labeled with labels
that are easy to
read.
Labels are too
small to read, or
no important
items were
labeled.
Attractiveness
The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
The poster is
attractive in terms
of design, layout,
and neatness.
The poster is
acceptably
attractive though
it may be a bit
messy.
The poster is
distractingly
messy or very
poorly designed.
Grammar
There are no
grammatical or
mechanical
mistakes on the
poster.
There are one to
two grammatical
or mechanical
mistakes on the
poster.
There are three to
four grammatical
or mechanical
mistakes on the
poster.
There are more
than four
grammatical or
mechanical
mistakes on the
poster.
TOTAL
Comments:
Science of Agricultural Environment
Name:
Date:
Period:
Oral Report Rubric (8.3)
Scoring Criteria
The student does the following:
Excellent
Good
Needs
Improvement
Unacceptable
Communicates the main idea
or theme
Organizes the content
Uses appropriate emphasis
to express main points
Expresses ideas clearly
Maintains eye contact with
the audience
Maintains poise and
body posture
Displays self-confidence
Maintains ease before
the audience
Conveys thought and meaning
Uses appropriate visual aids
(if applicable) that are
meaningful
Accomplishes purpose
and/or objectives
Responds to questions with
carefully planned answers
Notes:
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Name:
Date:
Period:
Group Work Assessment Rubric (8.4)
Highly Successful
3 points
Meeting Success
2 points
Experiencing Difficulty
1 point
Score
Sharing
Shared ideas with
others
Occasionally shared
ideas with others
Seldom shared ideas
with others
Listening
Always listened to
peers
Occasionally listened
to peers
Ignored ideas of peers
Respecting
Interacted with,
encouraged, and
supported ideas of
others
Occasionally
encouraged and
supported others
Seldom encouraged and
supported others
Participating
Shared task equally
with group members
Did most of the task
Did very little of the task
TOTAL
Comments:
Science of Agricultural Environment
Name:
Date:
Period:
Guest Speaker Evaluation and Summary Form (8.5)
1. List five main ideas expressed in the presentation.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________
2. Write a brief summary relating the topics of the presentation to your life.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________________________________________________
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Science of Agricultural Environment
Name:
Date:
Period:
Written Report Rubric (9.1)
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Content
Clear thesis and
focus that
remain
apparent
Thesis and focus
that remain
apparent
Addresses subject
matter with
minimal support
Does not focus
on topic
Grammar
Correct and
effective use of
grammar and
mechanics
Occasional errors
in use of grammar
and mechanics
Problems in use of
grammar and
mechanics
Repeated errors
in use of
grammar and
mechanics
Content
Clear thesis and
focus that
remain
apparent
Thesis and focus
that remain
apparent
Addresses subject
matter with
minimal support
Does not focus
on topic
Organization
Ideas flow
smoothly and
logically with
clarity and
coherence
Logical order and
appropriate
sequencing of
ideas with
adequate
transition
Some evidence of
an organizational
plan or strategy
Lacks
organization
TOTAL
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Name:
Date:
Period:
Oral Report Rubric (9.2)
Scoring Criteria
The student does the following:
Excellent
Good
Needs
Improvement
Unacceptable
Communicates the main idea
or theme
Organizes the content
Uses appropriate emphasis
to express main points
Expresses ideas clearly
Maintains eye contact with
the audience
Maintains poise and
body posture
Displays self-confidence
Maintains ease before
the audience
Conveys thought and meaning
Uses appropriate visual aids
(if applicable) that are
meaningful
Accomplishes purpose
and/or objectives
Responds to questions with
carefully planned answers
Notes:
Science of Agricultural Environment
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Date:
Period:
Environmental and Natural Resources Agencies (9.3)
Name of
agency/organization
Major purpose or role
U.S Environmental
Protection Agency
U.S. Occupational
Safety and Health
Administration
U.S. Forest Service
U.S. Natural
Resources and
Conservation Service
Mississippi
Department of
Environmental
Quality
Mississippi
Department of
Wildlife, Fisheries,
and Parks
Mississippi Forestry
Commission
Nature Conservatory
Sierra Club
Mississippi
Department of
Agriculture and
Commerce
National Wildlife
Federation
Science of Agricultural Environment
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Date:
Period:
Guest Speaker Summary Form (9.4)
1. List five main ideas expressed in the presentation.
1. _______________________________________________________________________________________
2. _______________________________________________________________________________________
3. _______________________________________________________________________________________
4. _______________________________________________________________________________________
5. _______________________________________________________________________________________
2. Write a brief summary relating the topics of the presentation to your life.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Science of Agricultural Environment
Name:
Date:
Period:
Advantages and Disadvantages of Waste Disposal
Methods (9.5)
The three most common means of solid waste disposal are listed below. For each method, list the
major advantage and the major disadvantage. Also, how can the disadvantage be overcome?
1. LANDFILLS
Advantage:
Disadvantage:
Ways to Overcome:
2. INCINERATION
Advantage:
Disadvantage:
Ways to Overcome:
3. RECYCLING
Advantage:
Disadvantage:
Ways to Overcome:
Science of Agricultural Environment
Name:
Date:
Period:
Recycling Program Rubric (9.6)
Rate the effectiveness of the students’ recycling program plan using the following indicators.
Scale:
5 – Very Effective
4 – Effective
3 – Adequate
2 – Minimal
1 – Needs improvement
_____ 1.
The students organized themselves into a team with defined roles and responsibilities
for all members.
_____ 2.
The students conducted a recycling audit to determine the types and volume of solid
waste being generated at the school.
_____ 3.
The students identified markets for recycled products, taking transportation costs into
effect.
_____ 4.
Based on the information found in steps 2 and 3, the students determined which waste
products should be collected for recycling.
_____ 5.
The students established a system for collecting, sorting, and storing different types of
waste products.
_____ 6.
The students implemented an education program for staff and other students to inform
them of the program.
_____ 7.
The students established a reward system to encourage participation in the recycling
program.
Comments:
Science of Agricultural Environment
Name:
Date:
Period:
School Composting Plan Rubric (9.7)
Rate the effectiveness of the students’ recycling program plan using the following indicators.
Scale:
5 – Very Effective
4 – Effective
3 – Adequate
2 – Minimal
1 – Needs improvement
_____ 1.
The students organized themselves into a team with defined roles and responsibilities
for all members.
_____ 2.
The students conducted a composting audit to determine the sources, kinds, and
amounts of material to be composted and determined where composted materials
could be used.
_____ 3.
The students designed and constructed a composting facility.
_____ 4.
The student established a schedule for collecting materials.
_____ 5.
The students informed staff and other students of the composting program.
_____ 6.
The students established a schedule for turning the compost.
_____ 7.
The students established a reward program for participation in the project.
Comments:
Science of Agricultural Environment
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Hazardous Materials Discovery Assignment (9.8)
Your instructor will assign you a common material found in agricultural enterprises that can pose a
hazard to your health or the environment. Using the Internet, search for information to answer the
following questions.
1.
What is the common name of this material?
2.
How hazardous is this material to your health?
3.
If you accidentally drank or ate some of this material, what should you do?
4.
If you accidentally spilled some of this material, what should you do?
5.
How should you store this material?
6.
If you no longer need this material, how should you dispose of it?
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Name:
Date:
Period:
Rubric for Student Electronic Notebook (9.9)
Scoring Criteria
The student did the following:
Excellent
Good
Needs
Improvement
Unacceptable
Captured the main ideas from the
presentation or lecture in handwritten
form
Accurately transcribed the main ideas
into the proper electronic format
Checked spelling and grammar
Demonstrated comprehension of the
writing process
Summarized the important points and
added personal reflections
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Name:
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Rubric for PowerPoint Presentation on Landscape Degradation
and Defacement (10.1)
CATEGORY
4-Exceptional
3-Admirable
2-Acceptable
1-Amateur
SCORE
Technical
Content
Clearly illustrated a local
issue related to
landscape degradation/
defacement and
provided specific details
related to its causes and
possible solutions
Clearly illustrated the
local issue and provided
general information
related to cause and
solution
Vaguely illustrated a
local issue and
provided limited
information on cause
and solution
Vaguely illustrated a local
issue and provided very
little or no information on
cause or solution
Organization
Extremely well
organized in a logical
format that is easy to
follow and flows
smoothly from one idea
to another enhancing
the effectiveness of the
project
Presented in a
thoughtful, organized
manner, and most
transitions were easy to
follow. Only a few ideas
were unclear.
Somewhat organized,
ideas were not
presented coherently,
and transitions were
not always smooth.
Choppy and confusing;
difficult to follow;
transitions were abrupt
and seriously distracted
from theme and purpose.
Content
Accuracy
All content was
completely accurate; all
facts were precise and
explicit.
Content was mostly
accurate with only a
few inconsistencies or
errors in information.
Content was
somewhat accurate,
but there were more
than a few
inconsistencies or
errors in information.
Content was grossly
inaccurate to the point
that the facts in this
project were misleading to
the audience.
Research
Research on the project
went above and beyond
expectations. The
student solicited
material in addition to
what was provided and
brought in personal
ideas and information
to enhance project.
The student did a very
good job of researching,
using materials
provided to his or her
full potential, and at
least one source came
from information
outside of the school.
The student used at
least three references
provided by the
school in an
acceptable manner
but did not consult
any additional
resources.
The student did not use
provided resources
effectively and did little or
no fact gathering on the
topic.
Creativity
The report
demonstrated
exceptional creativity
and originality on the
part of the student.
The report was cleverly
presented in a
thoughtful and
interesting manner.
The student did add a
few creative touches
to enhance the report
but mostly reported
the information as
provided.
The report showed little
creativity or originality.
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Name:
Date:
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Rubric for Tropical Rain Forest Paper (10.2)
Exemplary
(4 points)
Accomplished
(3 points)
Developing
(2 points)
Beginning
(1 point)
Score
Content
Thesis and
focus provide
specific details
on the causes
and remedies
for rainforest
destruction.
Thesis and focus
provide general
details on the
causes and
remedies for
rainforest
destruction.
Thesis and focus
provide limited
details on the
causes and
remedies for
rainforest
destruction.
Does not focus
on topic
Grammar
Correct and
effective use of
grammar and
mechanics
Occasional errors in
use of grammar and
mechanics
Problems in use of
grammar and
mechanics
Repeated errors
in use of
grammar and
mechanics
Organization
Ideas flow
smoothly and
logically with
clarity and
coherence.
Logical order and
appropriate
sequencing of ideas
with adequate
transition
Some evidence of
an organizational
plan or strategy
Lacks
organization
Total Score:
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Name:
Date:
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Group Participation Rubric (10.3)
Beginning
Developing
Accomplished
Exemplary
Score
1 point
2 points
3 points
4 points
Group
Discussions
Rarely contributed
to discussions of
the group
Contributed good
effort to
discussions of the
group
Contributed great
effort to discussions
of the group
Contributed
exceptional effort
to discussions of
the group
On-task
Behavior
Exhibited on-task
behavior
inconsistently
Exhibited on-task
behavior some of
the time
Exhibited on-task
behavior most of
the time
Exhibited on-task
behavior
consistently
Helping Others
Did not assist
other group
members
Seldom assisted
other group
members
Occasionally
assisted other
group members
Assisted other
group members
Listening
Ignored ideas of
group members
Seldom listened
to ideas of group
members
Occasionally
listened to ideas of
group members
Always listened
to ideas of group
members
Total Score:
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Name:
Date:
Period:
Environmental Plan Rubric (10.4)
Exemplary
4 Points
Accomplished
3 Points
Developing
2 Points
Beginning
1 Point
Score
Current Conditions
The plan provides
specific and
detailed data
related to local
conditions.
The plan provides
a general
description of
local conditions.
The plan
provides a
limited
description of
local conditions.
A description is
provided but
contains errors.
Problem Statement
The problem
statement is
stated concisely
and accurately
reflects the
problem.
The problem
statement is
stated concisely
and generally
reflects the
problem.
The problem
statement is
wordy and
marginally
reflects the
problem.
The problem
statement is
poorly written
and marginally
reflects the
problem.
Goals and
Objectives
Stated goals and
objectives are
specific and
measureable.
Stated goals and
objectives are
general but
measurable.
Stated goals are
general and
vague.
Stated goals and
objectives are
poorly written
and cannot be
measured.
Evaluation
The evaluation
statement
provides specific
details on how the
success of the
program will be
measured.
The evaluation
statement
provides general
details on how the
success of the
program will be
measured.
The evaluation
statement
provides very
limited details on
how the success
of the program
will be
measured.
The evaluation
statement
provides few if
any details on
how the success
of the program
will be
measured.
TOTAL
Science of Agricultural Environment
Appendix B: 21st Century Skills Standards1
Today’s life and work environments require far more than thinking skills and content knowledge. The ability to
navigate the complex life and work environments in the globally competitive information age requires students to
pay rigorous attention to developing adequate life and career skills.
CSS1-21st Century Themes
CS1
Global Awareness
1. Using 21st century skills to understand and address global issues
2. Learning from and working collaboratively with individuals representing diverse cultures, religions, and
lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contexts
3. Understanding other nations and cultures, including the use of non-English languages
CS2
Financial, Economic, Business and Entrepreneurial Literacy
1. Knowing how to make appropriate personal economic choices
2. Understanding the role of the economy in society
3. Using entrepreneurial skills to enhance workplace productivity and career options
CS3
Civic Literacy
1. Participating effectively in civic life through knowing how to stay informed and understanding
governmental processes
2. Exercising the rights and obligations of citizenship at local, state, national, and global levels
3. Understanding the local and global implications of civic decisions
CS4
Health Literacy
1. Obtaining, interpreting, and understanding basic health information and services and using such
information and services in ways that enhance health
2. Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise,
risk avoidance, and stress reduction
3. Using available information to make appropriate health-related decisions
4. Establishing and monitoring personal and family health goals
5. Understanding national and international public health and safety issues
CS5
Environmental Literacy
1. Demonstrate knowledge and understanding of the environment and the circumstances and conditions
affecting it, particularly as relates to air, climate, land, food, energy, water, and ecosystems
2. Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population
growth, population development, resource consumption rate, etc.)
3. Investigate and analyze environmental issues, and make accurate conclusions about effective solutions
4. Take individual and collective action towards addressing environmental challenges (e.g., participating in
global actions, designing solutions that inspire action on environmental issues)
CSS2-Learning and Innovation Skills
CS6
Creativity and Innovation
1. Think Creatively
2. Work Creatively with Others
3. Implement Innovations
CS7
Critical Thinking and Problem Solving
1. Reason Effectively
2. Use Systems Thinking
3. Make Judgments and Decisions
4. Solve Problems
1 21st century skills. (n.d.). Washington, DC: Partnership for 21st Century Skills.
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CS8
Communication and Collaboration
1. Communicate Clearly
2. Collaborate with Others
CSS3-Information, Media and Technology Skills
CS9
Information Literacy
1. Access and Evaluate Information
2. Use and Manage Information
CS10
Media Literacy
1. Analyze Media
2. Create Media Products
CS11
ICT Literacy
1. Apply Technology Effectively
CSS4-Life and Career Skills
CS12
Flexibility and Adaptability
1. Adapt to change
2. Be Flexible
CS13
Initiative and Self-Direction
1. Manage Goals and Time
2. Work Independently
3. Be Self-directed Learners
CS14
Social and Cross-Cultural Skills
1. Interact Effectively with others
2. Work Effectively in Diverse Teams
CS15
Productivity and Accountability
1. Manage Projects
2. Produce Results
CS16
Leadership and Responsibility
1. Guide and Lead Others
2. Be Responsible to Others
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Appendix C: MS Academic Standards
MISSISSIPPI SCIENCE FRAMEWORK 2010
Marine and Aquatic Science
AQ 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
AQ 2
Develop an understanding of physical and chemical properties of water and aquatic environments.
AQ 3
Apply an understanding of the diverse organisms found in aquatic environments.
AQ 4
Draw conclusions about the relationships between human activity and aquatic organisms.
1.
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory
equipment. (DOK 2)
•
Safety rules and symbols
•
Proper use and care of the compound light microscope, slides, chemicals, etc.
•
Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers
b. Formulate questions that can be answered through research and experimental design. (DOK 3)
c.
Apply the components of scientific processes and methods in classroom and laboratory investigations
(e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and
legends for circle, bar, and line graphs). (DOK 2)
e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3)
f.
Recognize and analyze alternative explanations for experimental results and to make predictions based on
observations and prior knowledge. (DOK 3)
g.
Communicate and defend a scientific argument in oral, written, and graphic form. (DOK 3)
2. Develop an understanding of physical and chemical properties of water and aquatic environments.
a. Analyze the physical and chemical properties of water, and justify why it is essential to living organisms.
(DOK 1)
b. Explain the causes and characteristics of tides. (DOK 1)
c.
Research, create diagrams, and summarize principles related to waves and current characteristics and
formation. (DOK 2)
d. Compare and contrast the physical and chemical parameters of dissolved O2, pH, temperature, salinity,
and results obtained through analysis of different water column depths/zones. (DOK 2)
e. Investigate the causes and effects of erosion and discuss conclusions. (DOK 2)
f.
Describe and differentiate among the major geologic features of specific aquatic environments. (DOK 1)
•
Plate tectonics
•
Rise, slope, elevation, and depth
•
Formation of dunes, reefs, barrier/volcanic islands, and coastal/flood plains
•
Watershed formation as it relates to bodies of freshwater
g.
Compare and contrast the unique abiotic and biotic characteristics of selected aquatic ecosystems. (DOK
2)
•
Barrier island, coral reef, tidal pool, and ocean
•
River, stream, lake, pond, and swamp
•
Bay, sound, estuary, and marsh
3.
Apply an understanding of the diverse organisms found in aquatic environments.
a. Analyze and explain the diversity and interactions among aquatic life. (DOK 3)
•
Adaptations of representative organisms for their aquatic environments
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•
Relationship of organisms in food chains/webs within aquatic environments
b. Research, calculate, and interpret population data. (DOK 2)
c.
Research and compare reproductive processes in aquatic organisms. (DOK 2)
d. Differentiate among characteristics of planktonic, nektonic, and benthic organisms. (DOK 1)
e. Explore the taxonomy of aquatic organisms, and use dichotomous keys to differentiate among the
organisms. (DOK 2)
f.
Research and explain the symbiotic relationships in aquatic ecosystems. (DOK 3)
4. Draw conclusions about the relationships between human activity and aquatic organisms.
a. Describe the impact of natural and human activity on aquatic ecosystems, and evaluate the
effectiveness of various solutions to environmental problems. (DOK 3)
•
Sources of pollution in aquatic environments and methods to reduce the effects of the pollution
•
Effectiveness of a variety of methods of environmental management and stewardship
•
Effects of urbanization on aquatic ecosystems and the effects of continued expansion
b. Research and cite evidence of the effects of natural phenomena such as hurricanes, floods, or
drought on aquatic habitats and organisms. (DOK 3)
c.
Discuss the advantages and disadvantages involved in applications of modern technology in aquatic
science. (DOK 2)
•
Careers related to aquatic science
•
Modern technology within aquatic science (e.g., mariculture and aquaculture)
•
Contributions of aquatic technology to industry and government
Biology I
BIOI 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
BIOI 2
Describe the biochemical basis of life, and explain how energy flows within and between the living
systems.
BIOI 3
Investigate and evaluate the interaction between living organisms and their environment.
BIOI 4
Analyze and explain the structures and function of the levels of biological organization.
BIOI 5
Demonstrate an understanding of the molecular basis of heredity.
BIOI 6
Demonstrate an understanding of principles that explain the diversity of life and biological
evolution.
1. Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory
equipment. (DOK 2)
•
Safety rules and symbols
•
Proper use and care of the compound light microscope, slides, chemicals, etc.
•
Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers
d. Formulate questions that can be answered through research and experimental design. (DOK 3)
e. Apply the components of scientific processes and methods in classroom and laboratory investigations
(e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 2)
f.
Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles
and legends for circle, bar, and line graphs). (DOK 2)
g.
Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3)
h. Recognize and analyze alternative explanations for experimental results and to make predictions
based on observations and prior knowledge. (DOK 3)
i.
Communicate and defend a scientific argument in oral, written, and graphic form. (DOK 3)
2. Describe the biochemical basis of life, and explain how energy flows within and between the living systems.
a. Explain and compare with the use of examples the types of bond formation (e.g., covalent, ionic,
hydrogen, etc.) between or among atoms. (DOK 2)
•
Subatomic particles and arrangement in atoms
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•
Importance of ions in biological processes
b. Develop a logical argument defending water as an essential component of living systems (e.g., unique
bonding and properties including polarity, high specific heat, surface tension, hydrogen bonding,
adhesion, cohesion, and expansion upon freezing). (DOK 2)
c.
Classify solutions as acidic, basic, or neutral, and relate the significance of the pH scale to an
organism’s survival (e.g., consequences of having different concentrations of hydrogen and hydroxide
ions). (DOK 2)
d. Compare and contrast the structure, properties, and principle functions of carbohydrates, lipids,
proteins, and nucleic acids in living organisms. (DOK 2)
•
Basic chemical composition of each group
•
Building components of each group (e.g., amino acids, monosaccharides, nucleotides, etc.)
•
Basic functions (e.g., energy, storage, cellular, heredity) of each group
e. Examine the life processes to conclude the role enzymes play in regulating biochemical reactions.
(DOK 2)
•
Enzyme structure
•
Enzyme function, including enzyme-substrate specificity and factors that affect enzyme function
(pH and temperature)
f.
Describe the role of adenosine triphosphate (ATP) in making energy available to cells. (DOK 1)
•
ATP structure
•
ATP function
g.
Analyze and explain the biochemical process of photosynthesis and cellular respiration, and draw
conclusions about the roles of the reactant and products in each. (DOK 3)
•
Photosynthesis and respiration (reactants and products)
•
Light-dependent reactions and light independent reactions in photosynthesis, including
requirements and products of each
•
Aerobic and anaerobic processes in cellular respiration, including products each and energy
differences
3. Investigate and evaluate the interaction between living organisms and their environment.
a. Compare and contrast the characteristics of the world’s major biomes (e.g., deserts, tundra, taiga,
grassland, temperate forest, tropical rainforest). (DOK 2)
•
Plant and animal species
•
Climate (temperature and rainfall)
•
Adaptations of organisms
b. Provide examples to justify the interdependence among environmental elements. (DOK 2)
•
Biotic and abiotic factors in an ecosystem (e.g., water, carbon, oxygen, mold, leaves)
•
Energy flow in ecosystems (e.g., energy pyramids and photosynthetic organisms to herbivores,
carnivores, and decomposers)
•
Roles of beneficial bacteria
•
Interrelationships of organisms (e.g., cooperation, predation, parasitism, commensalism,
symbiosis, and mutualism)
c.
Examine and evaluate the significance of natural events and human activities on major ecosystems
(e.g., succession, population growth, technology, loss of genetic diversity, consumption of resources).
(DOK 2)
4. Analyze and explain the structures and function of the levels of biological organization.
a. Differentiate among plant and animal cells and eukaryotic and prokaryotic cells. (DOK 2)
•
Functions of all major cell organelles and structures (e.g., nucleus, mitochondrion, rough ER,
smooth ER, ribosomes, Golgi bodies, vesicles, lysosomes, vacuoles, microtubules,
microfiliaments, chloroplast, cytoskeleton, centrioles, nucleolus, chromosomes, nuclear
membrane, cell wall, cell membrane [active and passive transport], cytosol)
•
Components of mobility (e.g., cilia, flagella, pseudopodia)
b. Differentiate between types of cellular reproduction. (DOK 1)
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•
Main events in the cell cycle and cell mitosis (including differences in plant and animal cell
divisions)
•
Binary fission (e.g., budding, vegetative propagation, etc.)
•
Significance of meiosis in sexual reproduction
•
Significance of crossing over
c.
Describe and differentiate among the organizational levels of organisms (e.g., cells, tissues, organs,
systems, types of tissues). (DOK 1)
d. Explain and describe how plant structures (vascular and nonvascular) and cellular functions are
related to the survival of plants (e.g., movement of materials, plant reproduction). (DOK 1)
5. Demonstrate an understanding of the molecular basis of heredity.
a. Analyze and explain the molecular basis of heredity and the inheritance of traits to successive
generations by using the Central Dogma of Molecular Biology. (DOK 3)
•
Structures of DNA and RNA
•
Processes of replication, transcription, and translation
•
Messenger RNA codon charts
b. Utilize Mendel’s laws to evaluate the results of monohybrid Punnett squares involving complete
dominance, incomplete dominance, codominance, sex linked, and multiple alleles (including outcome
percentage of both genotypes and phenotypes). (DOK 2)
c.
Examine inheritance patterns using current technology (e.g., pedigrees, karyotypes, gel
electrophoresis). (DOK 2)
d. Discuss the characteristics and implications of both chromosomal and gene mutations. (DOK 2)
•
Significance of nondisjunction, deletion, substitutions, translocation, frame shift mutation in
animals
•
Occurrence and significance of genetic disorders such as sickle cell anemia, Tay-Sachs disorder,
cystic fibrosis, hemophilia, Down syndrome, color blindness
6. Demonstrate an understanding of principles that explain the diversity of life and biological evolution.
a. Draw conclusions about how organisms are classified into a hierarchy of groups and subgroups based
on similarities that reflect their evolutionary relationships. (DOK 2)
•
Characteristics of the six kingdoms
•
Major levels in the hierarchy of taxa (e.g., kingdom, phylum/division, class, order, family, genus,
and species)
•
Body plans (symmetry)
•
Methods of sexual reproduction (e.g., conjugation, fertilization, pollination)
•
Methods of asexual reproduction (e.g., budding, binary fission, regeneration, spore formation)
b. Critique data (e.g., comparative anatomy, Biogeography, molecular biology, fossil record, etc.) used
by scientists (e.g., Redi, Needham, Spallanzani, Pasteur) to develop an understanding of evolutionary
processes and patterns. (DOK 3)
c.
Research and summarize the contributions of scientists (including Darwin, Malthus, Wallace,
Lamarck, and Lyell) whose work led to the development of the theory of evolution. (DOK 2)
d. Analyze and explain the roles of natural selection, including the mechanisms of speciation (e.g.,
mutations, adaptations, geographic isolation) and applications of speciation (e.g., pesticide and
antibiotic resistance). (DOK 3)
e. Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way
to aerobic heterotrophs and photosynthetic autotrophs. (DOK 2)
Biology II
BIOII 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
BIOII 2
Describe and contrast the structures, functions, and chemical processes of the cell.
BIOII 3
Investigate and discuss the molecular basis of heredity.
BIOII 4
Demonstrate an understanding of the factors that contribute to evolutionary theory and natural
selection.
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BIOII 5
Develop an understanding of organism classification.
1. Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and on-line data search to explore current
research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c.
Demonstrate the use of scientific inquiry and methods to formulate, conduct, and evaluate laboratory
investigations (e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles
and legends for circle, bar, and line graphs), draw conclusions, and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific validity of research. (DOK 3)
f.
Formulate and revise scientific explanations and models using logic and evidence (data analysis). (DOK 3)
g.
Collect, analyze, and draw conclusions from data to create a formal presentation using available
technology (e.g., computers, calculators, SmartBoard, CBL’s, etc.). (DOK 3)
2. Describe and contrast the structures, functions, and chemical processes of the cell.
a. Relate the structure and function of a selectively permeable membrane to its role in diffusion and
osmosis. (DOK 2)
b. Summarize how cell regulation controls and coordinates cell growth and division. (DOK 2)
c.
Analyze and describe the function of enzymes in biochemical reactions. (DOK 2)
•
The impact of enzymatic reactions on biochemical processes
•
Factors that affect enzyme function (e.g., pH, concentration, temperature, etc.)
d. Differentiate between photosynthesis and cellular respiration. (DOK 2)
•
Cellular sites and major pathways of anaerobic and aerobic respiration (with reactants, products, and
ATP per monosaccharide)
•
Cellular respiration with respect to the sites at which they take place, the reactions involved, and the
energy input and output in each stage (e.g., glycolysis, Krebs cycle, electron transport chain)
•
Pigments, absorption, reflection of light, and light-dependent and light-independent reactions of
photosynthesis
•
Oxidation and reduction reactions
3. Investigate and discuss the molecular basis of heredity.
a. Explain how the process of meiosis clarifies the mechanism underlying Mendel’s conclusions about
segregation and independent assortment on a molecular level. (DOK 1)
b. Research and explain how major discoveries led to the determination of DNA structure. (DOK 2)
c.
Relate gene expression (e.g., replication, transcription, translation) to protein structure and function.
(DOK 2)
•
Translation of a messenger RNA strand into a protein
•
Processing by organelles so that the protein is appropriately packaged, labeled, and eventually
exported by the cell
•
Messenger RNA codon charts to determine the effects of different types of mutations on amino acid
sequence and protein structure (e.g., sickle cell anemia resulting from base substitution mutation)
•
Gene expression regulated in organisms so that specific proteins are synthesized only when they are
needed by the cell (e.g., allowing cell specialization)
d. Assess the potential implications of DNA technology with respect to its impact on society. (DOK 3)
•
Modern DNA technologies (e.g., polymerase chain reaction (PCR), gene splicing, gel electrophoresis,
transformation, recombinant DNA) in agriculture, medicine, and forensics
e. Develop a logical argument defending or refuting bioethical issues arising from applications of genetic
technology (e.g., the human genome project, cloning, gene therapy, stem cell research). (DOK 3)
Science of Agricultural Environment
4. Demonstrate an understanding of the factors that contribute to evolutionary theory and natural selection.
a. Explain the history of life on earth, and infer how geological changes provide opportunities and
constraints for biological evolution. (DOK 2)
•
Main periods of the geologic timetable of earth’s history
•
Roles of catastrophic and gradualistic processes in shaping planet Earth
b. Provide support for the argument based upon evidence from anatomy, embryology, biochemistry,
and paleontology that organisms descended with modification from common ancestry. (DOK 2)
c.
Identify and provide supporting evidence for the evolutionary relationships among various organisms
using phylogenetic trees and cladograms. (DOK 2)
d. Formulate a scientific explanation based on fossil records of ancient life-forms, and describe how new
species could originate as a result of geological isolation and reproductive isolation. (DOK 2)
e. Compare and contrast the basic types of selection (e.g., disruptive, stabilizing, directional, etc.). (DOK
2)
f.
Cite examples to justify behaviors that have evolved through natural selection (e.g., migration,
parental care, use of tools, etc.). (DOK 1)
g.
Research and explain the contributions of 19th century scientists (e.g., Malthus, Wallace, Lyell, and
Darwin) on the formulation of ideas about evolution. (DOK 2)
h. Develop a logical argument describing ways in which the influences of 20th century science have
impacted the development of ideas about evolution (e.g., synthetic theory of evolution, molecular
biology). (DOK 3)
i.
Analyze changes in an ecosystem resulting from natural causes (succession), changes in climate,
human activity (pollution and recycling), or introduction of nonnative species. (DOK 2)
5.
Develop an understanding of organism classification.
a. Classify organisms according to traditional Linnaean classification characteristics (e.g., cell structure,
biochemistry, anatomy, fossil record, methods of reproduction) and the cladistic approach. (DOK 2)
b. Categorize organisms according to the characteristics that distinguish them as Bacteria, Archaea, or
Eucarya. (DOK 1)
•
Bacteria, fungi, and protists
•
Characteristics of invertebrates (e.g., habitat, reproduction, body plan, locomotion) as related to
phyla (e.g., Porifera, Cnidarians, Nematoda, Annelida, Platyhelmenthes, and Arthropoda) and
classes (e.g., Insecta, Crustacea, Arachnida, Mollusca, Echinodermata)
•
Characteristics of vertebrates (e.g., habitat, reproduction, body plan, locomotion) as related to
classes (e.g., Agnatha, Chondrichthyes, Osteichthyes, Amphibia, Reptilia, Aves, Mammalia)
•
Nomenclature of various types of plants (e.g., Bryophyta, Tracheophyta, Gymnospermae,
Angiospermae, Monocotyledonae, Dicotyledonae, vascular plants, nonvascular plants)
Botany
BO 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
BO 2
Distinguish among the characteristics of botanical organization, structure, and function.
BO 3
Demonstrate an understanding of plant reproduction.
BO 4
Draw conclusions about the factors that affect the adaptation and survival of plants.
BO 5
Relate an understanding of plant genetics to its uses in modern living.
1. Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory
equipment. (DOK 2)
•
Safety rules and symbols
•
Proper use and care of the compound light microscope, slides, chemicals, etc.
•
Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers
b. Formulate questions that can be answered through research and experimental design. (DOK 3)
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c.
Apply the components of scientific processes and methods in classroom and laboratory investigations
(e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles
and legends for circle, bar, and line graphs). (DOK 2)
e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3)
f.
Recognize and analyze alternative explanations for experimental results and to make predictions based on
observations and prior knowledge. (DOK 3)
g.
Communicate and defend a scientific argument in oral, written, and graphic form. (DOK 3)
2.
Distinguish among the characteristics of botanical organization, structure, and function.
a. Relate plant cell structures to their functions (e.g., major organelles, cell wall components, photosynthetic
chemical reactions, plant pigments, plant tissues, roots, stems, leaves, flowers). (DOK 1)
b. Differentiate the characteristics found in various plant divisions. (DOK 2)
•
Differences and similarities of nonvascular plants
•
Characteristics of seed-bearing and non-seed bearing vascular plants relative to taxonomy
•
Major vegetative structures and their modifications in angiosperms and gymnosperms
c.
Compare and contrast leaf modifications of gymnosperms and angiosperms (e.g., needles, overlapping
scales, simple leaves, compound leaves, evergreen trees, and deciduous trees). (DOK 2)
d. Apply the modern classification scheme utilized in naming plants to identify plant specimens. (DOK 2)
•
Classification scheme used in botany
•
Classification of native Mississippi plants
e. Use inquiry to investigate and discuss the physical and chemical processes of plants. (DOK 3)
•
Relationships among photosynthesis, cellular respiration, and translocation
•
Importance of soil type and soil profiles to plant survival
•
Mechanism of water movement in plants
•
Effects of environmental conditions for plant survival
•
Tropic responses of a plant organ to a given stimulus
3. Demonstrate an understanding of plant reproduction.
a. Compare and contrast reproductive structures (e.g., cones, flowers). (DOK 2)
b. Differentiate among the vegetative organs of monocots, herbaceous dicots, and woody dicots. (DOK 1)
c.
Differentiate between the structures and processes of sexual and asexual reproduction in plants. (DOK 1)
•
Reproductive structures, their modifications, and the mechanisms involved in plant reproduction
•
Functions of flower parts, seeds, cones
•
Spore production in bryophytes and ferns
d. Explain and provide examples of the concept of alternation of generations and its examples. (DOK 2)
e. Categorize types of fruits and methods of seed distribution in plants. (DOK 1)
f.
Research and compare various methods of plant propagation. (DOK 2)
4. Draw conclusions about the factors that affect the adaptation and survival of plants.
a. List and assess several adaptations of plants to survive in a given biome. (DOK 2)
b. Design and conduct an experiment to determine the effects of environmental factors on photosynthesis.
(DOK 3)
c.
Explain how natural selection and the evolutionary consequences (e.g., adaptation or extinction) support
scientific explanations for similarities of ancient life-forms in the fossil record and molecular similarities
present in living organisms. (DOK 2)
d. Research factors that might influence or alter plant stability, and propose actions that may reduce the
negative impacts of human activity. (DOK 2)
5. Relate an understanding of plant genetics to its uses in modern living.
a. Research, prepare, and present a position relating to issues surrounding the current botanical trends
involving biotechnology. (DOK 3)
b. Apply an understanding of the principles of plant genetics to analyze monohybrid and dihybrid crosses,
and predict the potential effects the crosses might have on agronomy and agriculture. (DOK 3)
c.
Discuss the effects of genetic engineering of plants on society. (DOK 2)
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d. Describe the chemical compounds extracted from plants, their economical importance, and the impact on
humans. (DOK 3)
•
Plant extracts, their function, and origin
•
Impact of the timber industry on local and national economy
Chemistry I
CHI 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
CHI 2
Demonstrate an understanding of the atomic model of matter by explaining atomic structure and
chemical bonding.
CHI 3
Develop an understanding of the periodic table.
CHI 4.
Analyze the relationship between microscopic and macroscopic models of matter.
CHI 5
Compare factors associated with acid/base and oxidation/reduction reactions.
1. Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and online data search to explore current
research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c.
Demonstrate the use of scientific inquiry and methods to formulate, conduct, and evaluate laboratory
investigations (e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles
and legends for circle, bar, and line graphs), draw conclusions, and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific validity of research. (DOK 3)
f.
Formulate and revise scientific explanations and models using logic and evidence (data analysis). (DOK 3)
g.
Collect, analyze, and draw conclusions from data to create a formal presentation using available
technology (e.g., computers, calculators, SmartBoard, CBL’s, etc.). (DOK 3)
2. Demonstrate an understanding of the atomic model of matter by explaining atomic structure and chemical
bonding.
a. Describe and classify matter based on physical and chemical properties and interactions between
molecules or atoms. (DOK 1)
•
Physical properties (e.g., melting points, densities, boiling points) of a variety of substances
•
Substances and mixtures
•
Three states of matter in terms of internal energy, molecular motion, and the phase transitions
between them
b. Research and explain crucial contributions and critical experiments of Dalton, Thomson, Rutherford, Bohr,
de Broglie, and Schrődinger, and describe how each discovery contributed to the current model of atomic
and nuclear structure. (DOK 2)
c.
Develop a model of atomic and nuclear structure based on theory and knowledge of fundamental
particles. (DOK 2)
•
Properties and interactions of the three fundamental particles of the atom
•
Laws of conservation of mass, constant composition, definite proportions, and multiple proportions
d. Write appropriate equations for nuclear decay reactions, describe how the nucleus changes during these
reactions, and compare the resulting radiation with regard to penetrating ability. (DOK 1)
•
Three major types of radioactive decay (e.g., alpha, beta, gamma) and the properties of the emissions
(e.g., composition, mass, charge, penetrating power)
•
The concept of half-life for a radioactive isotope (e.g., carbon-14 dating) based on the principle that
the decay of any individual atom is a random process
e. Compare the properties of compounds according to their type of bonding. (DOK 1)
•
Covalent, ionic, and metallic bonding
•
Polar and nonpolar covalent bonding
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•
Valence electrons and bonding atoms
f.
Compare different types of intermolecular forces, and explain the relationship between intermolecular
forces, boiling points, and vapor pressure when comparing differences in properties of pure substances.
(DOK 1)
g.
Develop a three-dimensional model of molecular structure. (DOK 2)
•
Lewis dot structures for simple molecules and ionic compounds
•
Valence shell electron pair repulsion theory (VSEPR)
3. Develop an understanding of the periodic table.
a. Calculate the number of protons, neutrons, and electrons in individual isotopes using atomic numbers and
mass numbers, write electron configurations of elements and ions following the Aufbau principle, and
balance equations representing nuclear reactions. (DOK 1)
b. Analyze patterns and trends in the organization of elements in the periodic table, and compare their
relationship to position in the periodic table. (DOK 2)
•
Atomic number, atomic mass, mass number, and number of protons, electrons, and neutrons in
isotopes of elements
•
Average atomic mass calculations
•
Chemical characteristics of each region
•
Periodic properties (e.g., metal/nonmetal/metalloid behavior, electrical/heat conductivity,
electronegativity, electron affinity, ionization energy, atomic/covalent/ionic radius)
c.
Classify chemical reactions by type. (DOK 2)
•
Single displacement, double displacement, synthesis (combination), decomposition,
disproportionation, combustion, or precipitation
•
Products (given reactants) or reactants (given products) for each reaction type
•
Solubility rules for precipitation reactions and the activity series for single and double displacement
reactions
d. Use stoichiometry to calculate the amount of reactants consumed and products formed. (DOK 3)
•
Difference between chemical reactions and chemical equations
•
Formulas and calculations of the molecular (molar) masses
•
Empirical formula given the percent composition of elements
•
Molecular formula given the empirical formula and molar mass
4. Analyze the relationship between microscopic and macroscopic models of matter.
a. Calculate the number of protons, neutrons, and electrons in individual isotopes using atomic numbers and
mass numbers, write electron configurations of elements and ions following the Aufbau principle, and
balance equations representing nuclear reactions. (DOK 1)
b. Analyze patterns and trends in the organization of elements in the periodic table, and compare their
relationship to position in the periodic table. (DOK 2)
•
Atomic number, atomic mass, mass number, and number of protons, electrons, and neutrons in
isotopes of elements
•
Average atomic mass calculations
•
Chemical characteristics of each region
•
Periodic properties (e.g., metal/nonmetal/metalloid behavior, electrical/heat conductivity,
electronegativity, electron affinity, ionization energy, atomic/covalent/ionic radius)
c.
Classify chemical reactions by type. (DOK 2)
•
Single displacement, double displacement, synthesis (combination), decomposition,
disproportionation, combustion, or precipitation
•
Products (given reactants) or reactants (given products) for each reaction type
•
Solubility rules for precipitation reactions and the activity series for single and double displacement
reactions
d. Use stoichiometry to calculate the amount of reactants consumed and products formed. (DOK 3)
•
Difference between chemical reactions and chemical equations
•
Formulas and calculations of the molecular (molar) masses
•
Empirical formula given the percent composition of elements
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•
Molecular formula given the empirical formula and molar mass
5. Compare factors associated with acid/base and oxidation/reduction reactions.
a. Analyze and explain acid/base reactions. (DOK 2)
•
Properties of acids and bases, including how they affect indicators and the relative pH of the solution
•
Formation of acidic and basic solutions
•
Definition of pH in terms of the hydronium ion concentration and the hydroxide ion concentration
•
The pH or pOH from the hydrogen ion or hydroxide ion concentrations of solution
•
How a buffer works and examples of buffer solutions
b. Classify species in aqueous solutions according to the Arrhenius and Bronsted-Lowry definitions
respectively, and predict products for aqueous neutralization reactions. (DOK 2)
c.
Analyze a reduction/oxidation reaction (REDOX) to assign oxidation numbers (states) to reaction species,
and identify the species oxidized and reduced, the oxidizing agent, and reducing agent. (DOK 2)
Organic Chemistry
ORGC 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
ORGC 2
Demonstrate an understanding of the properties, structure, and function of organic compounds.
ORGC 3
Discuss the versatility of polymers and the diverse application of organic chemicals.
1. Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory
equipment. (DOK 2)
•
Safety rules and symbols
•
Proper use and care of the compound light microscope, slides, chemicals, etc.
•
Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers
b. Formulate questions that can be answered through research and experimental design. (DOK 3)
c.
Apply the components of scientific processes and methods in classroom and laboratory investigations
(e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles
and legends for circle, bar, and line graphs), draw conclusions, and make inferences. (DOK 3)
e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3)
f.
Recognize and analyze alternative explanations for experimental results, and make predictions based on
observations and prior knowledge. (DOK 3)
g.
Communicate and defend a scientific argument in oral, written, and graphic form. (DOK 3)
2. Demonstrate an understanding of the properties, structure, and function of organic compounds.
a. Apply International Union of Pure and Applied Chemistry (IUPAC) nomenclature, and differentiate the
structure of aliphatic, aromatic, and cyclic hydrocarbon compounds. (DOK 1)
•
Structures of hydrocarbon compounds
•
Isomerism in hydrocarbon compounds
b. Relate structure to physical and chemical properties of hydrocarbon. (DOK 1)
c.
Apply principles of geometry and hybridization to organic molecules. (DOK 2)
•
Lewis structures for organic molecules
•
Bond angles
•
Hybridization (as it applies to organic molecules)
d. Write, complete, and classify common reactions for aliphatic, aromatic, and cyclic hydrocarbons. (DOK 1)
e. Construct, solve, and explain equations representing combustion reactions, substitution reactions,
dehydrogenation reactions, and addition reactions. (DOK 2)
f.
Classify functional groups (e.g., alcohols, ethers, aldehydes, ketones, carboxylic acids, esters, amines,
amides, and nitrides) by their structure and properties. (DOK 2)
•
Structural formulas from functional group names and vice versa
•
Chemical and physical properties of compounds containing functional groups
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•
Equations representing the transformation of one functional group into another
3. Discuss the versatility of polymers and the diverse application of organic chemicals.
a. Describe and classify the synthesis, properties, and uses of polymers. (DOK 2)
•
Common polymers
•
Synthesis of polymers from monomers by addition or condensation
•
Condensations of plastics according to their commercial types
•
Elasticity and other polymer properties
b. Develop a logical argument supporting the use of organic chemicals and their application in industry, drug
manufacture, and biological chemistry. (DOK 1)
•
Common uses of polymers and organic compounds in medicine, drugs, and personal care products
•
Compounds that have the property to dye materials
•
Petrochemical production
•
Biologically active compounds in terms of functional group substrate interaction
c.
Research and summarize the diversity, applications, and economics of industrial chemicals (solvents,
coatings, surfactants, etc.). (DOK 3)
Earth and Space Science
E1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
E2
Develop an understanding of the history and evolution of the universe and earth.
E3
Discuss factors that are used to explain the geological history of earth.
E4
Demonstrate an understanding of earth systems relating to weather and climate.
E5
Apply an understanding of ecological factors to explain relationships between earth systems.
1.
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory
equipment. (DOK 2)
•
Safety rules and symbols
•
Proper use and care of the compound light microscope, slides, chemicals, etc.
•
Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers.
b. Formulate questions that can be answered through research and experimental design. (DOK 3)
c.
Apply the components of scientific processes and methods in classroom and laboratory investigations
(e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and
legends for circle, bar, and line graphs). (DOK 2)
e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3)
f.
Recognize and analyze alternative explanations for experimental results and to make predictions based on
observations and prior knowledge. (DOK 3)
g.
Communicate and defend a scientific argument in oral, written, and graphic form. (DOK 3)
2. Develop an understanding of the history and evolution of the universe and earth.
a. Summarize the origin and evolution of the universe. (DOK 2)
•
Big bang theory
•
Microwave background radiation
•
The Hubble constant
•
Evidence of the existence of dark matter and dark energy in the universe and the history of the
universe
b. Differentiate methods used to measure space distances, including astronomical unit, light-year, stellar
parallax, Cepheid variables, and the red shift. (DOK 1)
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c.
Interpret how gravitational attraction played a role in the formation of the planetary bodies and how the
fusion of hydrogen and other processes in “ordinary” stars and supernovae lead to the formation of all
other elements. (DOK 2)
d. Summarize the early evolution of the earth, including the formation of Earth’s solid layers (e.g., core,
mantle, and crust), the distribution of major elements, the origin of internal heat sources, and the
initiation of plate tectonics. (DOK 2)
•
How the decay of radioactive isotopes is used to determine the age of rocks, earth, and the solar
system
•
How Earth acquired its initial oceans and atmosphere
3. Discuss factors which are used to explain the geological history of earth.
a. Develop an understanding of how plate tectonics create certain geological features, materials, and
hazards. (DOK 1)
•
Plate tectonic boundaries (e.g., divergent, convergent, and transform)
•
Modern and ancient geological features to each kind of plate tectonic boundary
•
Production of particular groups of igneous and metamorphic rocks and mineral resources
•
Sedimentary basins created and destroyed through time
b. Compare and contrast types of mineral deposits/groups (e.g., oxides, carbonates, halides, sulfides,
sulfates, silicates, phosphates). (DOK 2)
c.
Categorize minerals and rocks by determining their physical and/or chemical characteristics. (DOK 2)
d. Justify the causes of certain geological hazards (e.g., earthquakes, volcanoes, tsunamis) to their effects on
specific plate tectonic locations. (DOK 2)
e. Interpret and explain how rock relationships and fossils are used to reconstruct the geologic history of the
earth. (DOK 2)
f.
Apply principles of relative age (e.g., superposition, original horizontality, crosscutting relations, and
original lateral continuity) to support an opinion related to earth’s geological history. (DOK 3)
•
Types of unconformity (e.g., disconformity, angular unconformity, nonconformity)
•
Geological timetable
g.
Apply the principle of uniformitarianism to relate sedimentary rock associations and their fossils to the
environments in which the rocks were deposited. (DOK 2)
h. Compare and contrast the relative and absolute dating methods (e.g., the principle of fossil succession,
radiometric dating, and paleomagnetism) for determining the age of the earth. (DOK 1)
4. Demonstrate an understanding of earth systems relating to weather and climate.
a. Explain the interaction of earth systems that affect weather and climate. (DOK 1)
•
Latitudinal variations in solar heating
•
The effects of Coriolis forces on ocean currents, cyclones, anticyclones, ocean currents, topography,
and air masses (e.g., warm fronts, cold fronts, stationary fronts, and occluded fronts).
b. Interpret the patterns in temperature and precipitation that produce the climate regions on earth, and
relate them to the hazards associated with extreme weather events and climate change (e.g., hurricanes,
tornadoes, El Niño/La Niña, global warming). (DOK 2)
c.
Justify how changes in global climate and variation in earth/sun relationships contribute to natural and
anthropogenic (human-caused) modification of atmospheric composition. (DOK 2)
d. Summarize how past and present actions of ice, wind, and water contributed to the types and
distributions of erosional and depositional features in landscapes. (DOK 1)
e. Research and explain how external forces affect earth’s topography. (DOK 2)
•
How surface water and groundwater act as the major agents of physical and chemical weathering
•
How soil results from weathering and biological processes
•
Processes and hazards associated with both sudden and gradual mass wasting
5. Apply an understanding of ecological factors to explain relationships between earth systems.
a. Draw conclusions about how life on earth shapes earth systems and responds to the interaction of earth
systems (lithosphere, hydrosphere, atmosphere, and biosphere). (DOK 3)
•
Nature and distribution of life on earth, including humans, to the chemistry and availability of water
•
Distribution of biomes (e.g., terrestrial, freshwater, and marine) to climate regions through time
Science of Agricultural Environment
•
Geochemical and ecological processes (e.g., rock, hydrologic, carbon, nitrogen) that interact through
time to cycle matter and energy and how human activity alters the rates of these processes (e.g.,
fossil fuel formation and combustion, damming and channeling of rivers)
b. Interpret the record of shared ancestry (fossils), evolution, and extinction as related to natural selection.
(DOK 2)
c.
Identify the cause and effect relationships of the evolutionary innovations that most profoundly shaped
earth systems. (DOK 1)
•
Photosynthesis and the atmosphere
•
Multicellular animals and marine environments
•
Land plants and terrestrial environments
d. Cite evidence about how dramatic changes in earth’s atmosphere influenced the evolution of life. (DOK 1)
Environmental Science
ES 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
ES 2
Develop an understanding of the relationship of ecological factors that affect an ecosystem.
ES 3
Discuss the impact of human activities on the environment, conservation activities, and efforts to
maintain and restore ecosystems.
1. Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory
equipment. (DOK 2)
•
Safety rules and symbols
•
Proper use and care of the compound light microscope, slides, chemicals, etc.
•
Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers
b. Formulate questions that can be answered through research and experimental design. (DOK 3)
c.
Apply the components of scientific processes and methods in classroom and laboratory investigations
(e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and
legends for circle, bar, and line graphs). (DOK 2)
e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3)
f.
Recognize and analyze alternative explanations for experimental results and to make predictions based on
observations and prior knowledge. (DOK 3)
g.
Communicate and defend a scientific argument in oral, written, and graphic form. (DOK3)
2. Develop an understanding of the relationship of ecological factors that affect an ecosystem.
a. Compare ways in which the three layers of the biosphere change over time and their influence on an
ecosystem’s ability to support life. (DOK 2)
b. Explain the flow of matter and energy in ecosystems. (DOK 2)
•
Interactions between biotic and abiotic factors
•
Indigenous plants and animals and their roles in various ecosystems
•
Biogeochemical cycles within the environment
c.
Predict the impact of the introduction, removal, and reintroduction of an organism on an ecosystem.
(DOK 3)
d. Develop a logical argument explaining the relationships and changes within an ecosystem. (DOK 2)
•
How a species adapts to its niche
•
Process of primary and secondary succession and its effects on a population
•
How changes in the environment might affect organisms
e. Explain the causes and effects of changes in population dynamics (e.g., natural selection, exponential
growth, predator/prey relationships) to carrying capacity and limiting factors. (DOK 2)
f.
Research and explain how habitat destruction leads to the loss of biodiversity. (DOK 2)
Science of Agricultural Environment
g.
Compare and contrast the major biomes of the world’s ecosystems, including location, climate,
adaptations and diversity. (DOK 1)
3.
Discuss the impact of human activities on the environment, conservation activities, and efforts to maintain
and restore ecosystems.
a. Summarize the effects of human activities on resources in the local environments. (DOK 2)
•
Sources, uses, quality, and conservation of water
•
Renewable and nonrenewable resources
•
Effects of pollution (e.g., water, noise, air, etc.) on the ecosystem
b. Research and evaluate the impacts of human activity and technology on the lithosphere, hydrosphere,
and atmosphere, and develop a logical argument to support how communities restore ecosystems. (DOK
3)
c.
Research and evaluate the use of renewable and nonrenewable resources, and critique efforts to
conserve natural resources and reduce global warming in the United States including (but not limited) to
Mississippi. (DOK 3)
Genetics
G 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
G 2
Analyze the structure and function of the cell and cellular organelles.
G 3
Apply the principles of heredity to demonstrate genetic understandings.
1.
Use critical thinking and scientific problem solving in designing and performing biological research and
experimentation. (L, P, E)
a. Use current technologies such as CD-ROM, DVD, Internet, and online data search to explore current
research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c.
Demonstrate the use of scientific inquiry and methods to formulate, conduct, and evaluate laboratory
investigations (e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles
and legends for pie, bar, and line graphs) to draw conclusions and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific validity of research. (DOK 3)
f.
Formulate and revise scientific explanations and models using logic and evidence (data analysis). (DOK 3)
g.
Collect, analyze, and draw conclusions from data to create a formal presentation using available
technology (e.g., computers, calculators, SmartBoard, CBL’s, etc.). (DOK 3)
2. Review the structure and function of the cell as it applies to genetics. (L)
a. Cite evidence to illustrate how the structure and function of cells are involved in the maintenance of life.
(DOK 2)
b. Describe how organic components are integral to biochemical processes. (DOK 2)
c.
Differentiate among the processes by which plants and animals reproduce. (DOK 1)
•
Cell cycle and mitosis
•
Meiosis, spermatogenesis, and oogenesis
d. Explain the significance of the discovery of nucleic acids. (DOK 1)
e. Analyze and explain the structure and function of DNA and RNA in replication, transcription, translation
and DNA repair. (DOK 2)
f.
Cite examples to compare the consequences of the different types of mutations. (DOK 1)
g.
Draw conclusions about the importance and potential impacts of the process of gene transfer used in
biotechnology. (DOK 3)
3. Analyze the structure and function of DNA and RNA molecules. (L, P)
a. Cite evidence that supports the significance of Mendel’s concept of “particulate inheritance” to explain
the understanding of heredity. (DOK 1)
b. Apply classical genetics principles to solve basic genetic problems. (DOK 2)
Science of Agricultural Environment
•
Genes and alleles, dominance, recessiveness, the laws of segregation, and independent assortment
•
Inheritance of autosomal and sex-linked traits
•
Inheritance of traits influenced by multiple alleles and traits with polygenetic inheritance
•
Chromosomal theory of inheritance
c.
Apply population genetic concepts to summarize variability of multicellular organisms. (DOK 2)
•
Genetic variability
•
Hardy-Weinberg formula
•
Migration and genetic drift
•
Natural selection in humans
d. Distinguish and explain the applications of various tools and techniques used in DNA manipulation. (DOK
1)
•
Steps in genetic engineering experiments
•
Use of restriction enzymes
•
Role of vectors in genetic research
•
Use of transformation techniques
e. Research and present a justifiable explanation the practical uses of biotechnology (e.g., chromosome
mapping, karyotyping, and pedigrees). (DOK 2)
f.
Develop and present a scientifically-based logical argument for or against moral and ethical issues related
to genetic engineering. (DOK 3)
g.
Research genomics (human and other organisms), and predict benefits and medical advances that may
result from the use of genome projects. (DOK 2)
Geology
GE1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
GE2
Develop an understanding of plate tectonics and geochemical and ecological processes that affect
earth.
1. Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory
equipment. (DOK 2)
•
Safety rules and symbols
•
Proper use and care of the compound light microscope, slides, chemicals, etc.
•
Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers
b. Formulate questions that can be answered through research and experimental design. (DOK 3)
c.
Apply the components of scientific processes and methods in classroom and laboratory investigations
(e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and
legends for circle, bar, and line graphs). (DOK 2)
e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3)
f.
Recognize and analyze alternative explanations for experimental results and to make predictions based on
observations and prior knowledge. (DOK 3)
g.
Communicate and defend a scientific argument in oral, written, and graphic form. (DOK 3)
2. Develop an understanding of plate tectonics and geochemical and ecological processes that affect earth.
a. Differentiate the components of the earth’s atmosphere and lithosphere. (DOK 1)
b. Research and summarize explanations of how earth acquired its initial atmosphere and oceans. (DOK 2)
c.
Compare the causes and effects of internal and external components that shape earth’s topography.
(DOK 2)
•
Physical weathering (e.g., atmospheric, glacial, etc.)
•
Chemical weathering agents (e.g., acid precipitation, carbon dioxide, oxygen, water, etc.)
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d. Develop an understanding of how plate tectonics create certain geologic features, materials, and hazards.
(DOK 2)
•
Types of crustal movements and the resulting landforms (e.g., seafloor spreading, paleomagnetic
measurements, and orogenesis)
•
Processes that create earthquakes and volcanoes
•
Asthenosphere
e. Summarize the theories of plate development and continental drift, and describe the causes and effects
involved in each. (DOK 2)
f.
Develop a logical argument to explain how geochemical and ecological processes (e.g., rock, hydrologic,
carbon, nitrogen) interact through time to cycle matter and energy and how human activity alters the
rates of these processes (e.g., fossil fuel formation and combustion, damming, and channeling of rivers).
(DOK 2)
g.
Interpret how the earth’s geological time scale relates to geological history, landforms, and life-forms.
(DOK 2)
h. Research and describe different techniques for determining relative and absolute age of the earth (e.g.,
index of fossil layers, superposition, radiometric dating, etc.). (DOK 1)
i.
Summarize the geological activity of the New Madrid fault line, and compare and contrast it to geological
activity in other parts of the world. (DOK 2)
j.
Identify and differentiate the major geological features in Mississippi (e.g., Delta, Coastal Areas, etc.).
(DOK 1)
k.
Evaluate an emergency preparedness plan for natural disasters associated with crustal movement. (DOK
3)
Physical Science
PS 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
PS 2
Describe and explain how forces affect motion.
PS 3
Demonstrate an understanding of general properties and characteristics of waves.
PS 4
Develop an understanding of the atom.
PS 5
Investigate and apply principles of physical and chemical changes in matter.
1. Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Use appropriate laboratory safety symbols and procedures to design and conduct a scientific
investigation. (DOK 2)
•
Safety symbols and safety rules in all laboratory activities
•
Proper use and care of the compound light microscope
•
Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers
b. Identify questions that can be answered through scientific investigations. (DOK 3)
c.
Identify and apply components of scientific methods in classroom investigations. (DOK 3)
•
Predicting, gathering data, drawing conclusions
•
Recording outcomes and organizing data from a variety of sources (e.g., scientific articles, magazines,
student experiments, etc.)
•
Critically analyzing current investigations/problems using periodicals and scientific scenarios
d. Interpret and generate graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and
legends for circle, bar, and line graphs). (DOK 2)
e. Analyze procedures and data to draw conclusions about the validity of research. (DOK 3)
f.
Formulate and revise scientific explanations and models using logic and evidence (data analysis). (DOK 3)
g.
Communicate effectively to present and explain scientific results, using appropriate terminology and
graphics. (DOK 3)
2. Describe and explain how forces affect motion.
a. Demonstrate and explain the basic principles of Newton’s three laws of motion including calculations of
acceleration, force, and momentum. (DOK 2)
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•
Inertia and distance-time graphs to determine average speed
•
Net force (accounting for gravity, friction, and air resistance) and the resulting motion of objects
•
Effects of the gravitational force on objects on Earth and effects on planetary and lunar motion
•
Simple harmonic motion (oscillation)
b. Explain the connection between force, work, and energy. (DOK 2)
•
Force exerted over a distance (results in work done)
•
Force-distance graph (to determine work)
•
Network on an object that contributes to change in kinetic energy (work-to-energy theorem)
c.
Describe (with supporting details and diagrams) how the kinetic energy of an object can be converted into
potential energy (the energy of position) and how energy is transferred or transformed (conservation of
energy). (DOK 2)
d. Draw and assess conclusions about charges and electric current. (DOK 2)
•
Static/current electricity and direct current/alternating current
•
Elements in an electric circuit that are in series or parallel
•
Conductors and insulators
•
Relationship between current flowing through a resistor and voltage flowing across a resistor
e. Cite evidence and explain the application of electric currents and magnetic fields as they relate to their
use in everyday living (e.g., the application of fields in motors and generators and the concept of electric
current using Ohm’s law). (DOK 2)
3. Demonstrate an understanding of general properties and characteristics of waves.
a. Differentiate among transverse, longitudinal, and surface waves as they propagate through a medium
(e.g., string, air, water, steel beam). (DOK 1)
b. Compare properties of waves (e.g., superposition, interference, refraction, reflection, diffraction, Doppler
effect), and explain the connection among the quantities (e.g., wavelength, frequency, period, amplitude,
and velocity). (DOK 2)
c.
Classify the electromagnetic spectrum’s regions according to frequency and/or wavelength, and draw
conclusions about their impact on life. (DOK 2)
•
The emission of light by electrons when moving from higher to lower levels
•
Energy (photons as quanta of light)
•
Additive and subtractive properties of colors
•
Relationship of visible light to the color spectrum
d. Explain how sound intensity is measured and its relationship to the decibel scale. (DOK 1)
4. Develop an understanding of the atom.
a. Cite evidence to summarize the atomic theory. (DOK 1)
•
Models for atoms
•
Hund’s rule and Aufbau process to specify the electron configuration of elements
•
Building blocks of matter (e.g., proton, neutron, and electron) and elementary particles (e.g.,
positron, mesons, neutrinos, etc.)
•
Atomic orbitals (s, p, d, f) and their basic shapes
b. Explain the difference between chemical and physical changes, and demonstrate how these changes can
be used to separate mixtures and compounds into their components. (DOK 2)
c.
Research the history of the periodic table of the elements, and summarize the contributions that led to
the atomic theory. (DOK 2)
•
Contributions of scientists (e.g., John Dalton, J.J. Thomson, Ernest Rutherford, Newton, Einstein,
Neils, Bohr, Louis de Broglie, Erwin Schrödinger, etc.)
•
Technology (e.g., X-rays, cathode-ray tubes, spectroscopes)
•
Experiments (e.g., gold-foil, cathode-ray, etc.)
d. Utilize the periodic table to predict and explain patterns and draw conclusions about the structure,
properties, and organization of matter. (DOK 2)
•
Atomic composition and valence electron configuration (e.g., atomic number, mass number of
protons, neutrons, electrons, isotopes, and ions)
•
Periodic trends using the periodic table (e.g., valence, reactivity, atomic radius)
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•
Average atomic mass from isotopic abundance
•
Solids, liquids, and gases
•
Periodic properties of elements (e.g., metal/nonmetal/metalloid behavior, electrical/heat
conductivity, electronegativity, electron affinity, ionization energy, atomic/covalent/ionic radius) and
how they relate to position in the periodic table
5. Investigate and apply principles of physical and chemical changes in matter.
a. Write chemical formulas for compounds comprising monatomic and polyatomic ions. (DOK 1)
b. Balance chemical equations. (DOK 2)
c.
Classify types of chemical reactions (e, g., composition, decomposition, single displacement, double
displacement, combustion, acid/base reactions). (DOK 2)
Physics I
PHYI 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
PHYI 2
Develop an understanding of concepts related to forces and motion.
PHYI 3
Develop an understanding of concepts related to work and energy.
PHYI 4
Discuss the characteristics and properties of light and sound.
PHYI 5
Apply an understanding of magnetism, electric fields, and electricity.
PHYI 6
Analyze and explain concepts of nuclear physics.
1. Investigate and apply principles of physical and chemical changes in matter.
a. Use current technologies such as CD-ROM, DVD, Internet, and online data search to explore current
research related to a specific topic. (DOK 3)
b. Clarify research questions, and design laboratory investigations. (DOK 3)
c.
Demonstrate the use of scientific inquiry and methods to formulate, conduct, and evaluate laboratory
investigations (e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles
and legends for circle, bar, and line graphs), draw conclusions, and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific validity of research. (DOK 3)
f.
Formulate and revise scientific explanations and models using logic and evidence (data analysis). (DOK 3)
g.
Collect, analyze, and draw conclusions from data to create a formal presentation using available
technology (e.g., computers, calculators, SmartBoard, CBL’s, etc.). (DOK 3)
2. Develop an understanding of concepts related to forces and motion.
a. Use inquiry to investigate and develop an understanding of the kinematics and dynamics of physical
bodies. (DOK 3)
•
Vector and scalar quantities
•
Vector problems (solved mathematically and graphically)
•
Vector techniques and free-body diagrams to determine the net force on a body when several forces
are acting on it
•
Relations among mass, inertia, and weight
b. Analyze, describe, and solve problems by creating and utilizing graphs of one-dimensional motion (e.g.,
position, distance, displacement, time, speed, velocity, acceleration, the special case of freefall). (DOK 2)
c.
Analyze real-world applications to draw conclusions about Newton’s three laws of motion. (DOK 2)
d. Apply the effects of the universal gravitation law to graph and interpret the force between two masses,
acceleration due to gravity, and planetary motion. (DOK 2)
•
Situations where g is constant (falling bodies)
•
Concept of centripetal acceleration undergoing uniform circular motion
•
Kepler’s third law
•
Oscillatory motion and the mechanics of waves
3. Develop an understanding of concepts related to work and energy.
a. Explain and apply the conservation of energy and momentum. (DOK 2)
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•
Concept of work and applications
•
Concept of kinetic energy, using the elementary work-energy theorem
•
Concept of conservation of energy with simple examples
•
Concepts of energy, work, and power (qualitatively and quantitatively)
•
Principles of impulse in inelastic and elastic collisions
b. Analyze real-world applications to draw conclusions about mechanical potential energy (the energy of
configuration). (DOK 3)
c.
Apply the principles of impulse, and compare conservation of momentum and conservation of kinetic
energy in perfectly inelastic and elastic collisions. (DOK 1)
d. Investigate and summarize the principles of thermodynamics. (DOK 2)
•
How heat energy is transferred from higher temperature to lower temperature until equilibrium is
reached
•
Temperature and thermal energy as related to molecular motion and states of matter
•
Problems involving specific heat and heat capacity
•
First and second laws of thermodynamics as related to heat engines, refrigerators, and thermal
efficiency
e. Develop the kinetic theory of ideal gases and explain the concept of Carnot efficiency. (DOK 2)
4. Discuss the characteristics and properties of light and sound.
a. Describe and model the characteristics and properties of mechanical waves. (DOK 2)
•
Simple harmonic motion
•
Relationships among wave characteristics such as velocity, period, frequency, amplitude, phase, and
wavelength
•
Energy of a wave in terms of amplitude and frequency.
•
Standing waves and waves in specific media (e.g., stretched string, water surface, air, etc.)
b. Differentiate and explain the Doppler effect as it relates to a moving source and to a moving observer.
(DOK 1)
c.
Explain the laws of reflection and refraction, and apply Snell’s law to describe the relationship between
the angles of incidence and refraction. (DOK 2)
d. Use ray tracing and the thin lens equation to solve real-world problems involving object distance from
lenses. (DOK 2)
e. Investigate and draw conclusions about the characteristics and properties of electromagnetic waves.
(DOK 2)
5. Apply an understanding of magnetism, electric fields, and electricity.
a.
Analyze and explain the relationship between electricity and magnetism. (DOK 2)
•
Characteristics of static charge and how a static charge is generated
•
Electric field, electric potential, current, voltage, and resistance as related to Ohm’s law
•
Magnetic poles, magnetic flux and field, Ampère’s law and Faraday’s law
•
Coulomb’s law
b.
Use schematic diagrams to analyze the current flow in series and parallel electric circuits, given the
component resistances and the imposed electric potential. (DOK 2)
c.
Analyze and explain the relationship between magnetic fields and electrical current by induction,
generators, and electric motors. (DOK 2)
6. Analyze and explain concepts of nuclear physics.
a. Analyze and explain the principles of nuclear physics. (DOK 1)
•
The mass number and atomic number of the nucleus of an isotope of a given chemical element
•
The conservation of mass and the conservation of charge
•
Nuclear decay
b. Defend the wave-particle duality model of light, using observational evidence. (DOK 3)
•
Quantum energy and emission spectra
•
Photoelectric and Compton effects
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Spatial Information Science
SP 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
SP 2
Develop an understanding of geographic information systems.
1. Demonstrate the basic concepts of global positioning systems (GPS). (E)
a. Use current technologies such as CD-ROM, DVD, Internet, and online data search to explore current
research related to a specific topic. (DOK 3)
b. Clarify research questions, and design laboratory investigations. (DOK 3)
c.
Demonstrate the use of scientific inquiry and methods to formulate, conduct, and evaluate laboratory
investigations (e.g., hypotheses, experimental design, observations, data analyses, interpretations, and
theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles
and legends for circle, bar, and line graphs), draw conclusions, and make inferences). (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific validity of research. (DOK 3)
f.
Formulate and revise scientific explanations and models using logic and evidence (data analysis). (DOK 3)
g.
Collect, analyze, and draw conclusions from data to create a formal presentation using available
technology (e.g., computers, calculators, SmartBoard, CBL’s, etc.). (DOK 3)
2. Demonstrate the basic concepts of remote sensing. (E, P)
a. Describe the characteristics of the electromagnetic spectrum.
b. Using images and graphs, interpret the absorption/reflection spectrum.
c.
Distinguish between passive vs. active sensor systems.
d. Analyze the effects of changes in spatial, temporal, and spectral resolution.
e. Analyze the effects on images due to changes in scale.
f.
Identify the types of sensor platforms.
Zoology
ZO 1
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
ZO 2
Develop an understanding of levels of organization and animal classification.
ZO 3
Differentiate among animal life cycles, behaviors, adaptations, and relationships.
ZO 4
Demonstrate an understanding of the principles of animal genetic diversity and evolution.
1. Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory
equipment. (DOK 2)
•
Safety rules and symbols
•
Proper use and care of the compound light microscope, slides, chemicals, etc.
•
Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers
b. Formulate questions that can be answered through research and experimental design. (DOK 3)
c.
Apply the components of scientific processes and methods in classroom and laboratory investigations
(e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory
development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and
legends for circle, bar, and line graphs). (DOK 2)
e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3)
f.
Recognize and analyze alternative explanations for experimental results and to make predictions based on
observations and prior knowledge. (DOK 3)
g.
Communicate and defend a scientific argument in oral, written, and graphic form. (DOK 3)
2. Develop an understanding of levels of organization and animal classification.
a. Explain how organisms are classified, and identify characteristics of major groups. (DOK 1)
•
Levels of organization of structures in animals (e.g., cells, tissues, organs, and systems)
Science of Agricultural Environment
•
Characteristics used to classify organisms (e.g., cell structure, biochemistry, anatomy, fossil record,
and methods of reproduction)
b. Identify and describe characteristics of the major phyla. (DOK 1)
•
Symmetry and body plan
•
Germ layers and embryonic development
•
Organ systems (e.g., digestive, circulatory, excretory, and reproductive)
•
Locomotion and coordination
c.
Distinguish viruses from bacteria and protists, and give examples. (DOK 1)
d. Differentiate among the characteristics of bacteria, archaea, and eucarya. (DOK 1)
•
Phylogenic sequencing of the major phyla
•
Invertebrate characteristics (e.g., habitat, reproduction, body plan, locomotion) of the following
phyla: Porifera, Cnidarians, Nematoda, Annelida, Platyhelmenthes, Arthropoda, Insecta, Crustacea,
Arachnida, Mollusca [Bivalvia and Gastropoda], and Echinodermata)
•
Vertebrate characteristics (e.g., habitat, reproduction, body plan, locomotion) of the following
classes: Agnatha, Chondrichthyes, Osteichthyes, Amphibia, Reptilia, Aves, and Mammalia
3. Differentiate among animal life cycles, behaviors, adaptations, and relationships.
a. Describe life cycles, alternation of generations, and metamorphosis of various animals, and evaluate the
advantages and disadvantages of asexual and sexual reproduction. (DOK 1)
b. Describe and explain concepts of animal behavior, and differentiate between learned and innate
behavior. (DOK 1)
•
Division of labor within a group of animals
•
Communication within animals groups
•
Degree of parental care given in animal groups
c.
Evaluate the unique protective adaptations of animals as they relate to survival. (DOK 2)
d. Compare and contrast ecological relationships, and make predictions about the survival of populations
under given circumstances. (DOK 3)
•
Terrestrial and aquatic ecosystems
•
Herbivores, carnivores, omnivores, decomposers and other feeding relationships
•
Symbiotic relationships such as mutualism, commensalisms, and parasitism
e. Contrast food chains and food webs. (DOK 2)
4. Demonstrate an understanding of the principles of animal genetic diversity and evolution.
a. Categorize and explain sources of genetic variation on the cellular level (e.g., mutations, crossing over,
and nondisjunction) and the population level (e.g., nonrandom mating, migration, etc.). (DOK 2)
•
Relationship between natural selection and evolution
•
Mutations, crossing over, non-disjunction
•
Nonrandom mating, migration, etc.
•
Effects of genetic drift on evolution
b. Develop a logical argument defending or refuting issues related to genetic engineering of animals. (DOK 3)
Science of Agricultural Environment
Appendix D: ACT College Readiness Standards
English
E1 Topic Development in Terms of Purpose and Focus
•
Identify the basic purpose or role of a specified phrase or sentence.
•
Delete a clause or sentence because it is obviously irrelevant to the essay.
•
Identify the central idea or main topic of a straightforward piece of writing.
•
Determine relevancy when presented with a variety of sentence-level details.
•
Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus
or to determine if an essay has met a specified goal.
•
Delete material primarily because it disturbs the flow and development of the paragraph.
•
Add a sentence to accomplish a fairly straightforward purpose such as illustrating a given statement.
•
Apply an awareness of the focus and purpose of a fairly involved essay to determine the rhetorical effect
and suitability of an existing phrase or sentence or to determine the need to delete plausible but
irrelevant material.
•
Add a sentence to accomplish a subtle rhetorical purpose such as to emphasize, to add supporting detail,
or to express meaning through connotation.
•
Determine whether a complex essay has accomplished a specific purpose.
•
Add a phrase or sentence to accomplish a complex purpose, often expressed in terms of the main focus of
the essay.
E2 Organization, Unity, and Coherence
•
Use conjunctive adverbs or phrases to show time relationship in simple narrative essays (e.g., then, this
time, etc.).
•
Select the most logical place to add a sentence in a paragraph.
•
Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward,
in response).
•
Decide the most logical place to add a sentence in an essay.
•
Add a sentence that introduces a simple paragraph.
•
Determine the need for conjunctive adverbs or phrases to create subtle logical connections between
sentences (e.g., therefore, however, in addition).
•
Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic.
•
Add a sentence to introduce or conclude the essay or to provide a transition between paragraphs when
the essay is fairly straightforward.
•
Make sophisticated distinctions concerning the logical use of conjunctive adverbs or phrases, particularly
when signaling a shift between paragraphs.
•
Rearrange sentences to improve the logic and coherence of a complex paragraph.
•
Add a sentence to introduce or conclude a fairly complex paragraph.
•
Consider the need for introductory sentences or transitions, basing decisions on a thorough
understanding of both the logic and rhetorical effect of the paragraph and essay.
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E3 Word Choice in Terms of Style, Tone, Clarity, and Economy
•
Revise sentences to correct awkward and confusing arrangements of sentence elements.
•
Revise vague nouns and pronouns that create obvious logic problems.
•
Delete obviously synonymous and wordy material in a sentence.
•
Revise expressions that deviate from the style of an essay.
•
Delete redundant material when information is repeated in different parts of speech (e.g., alarmingly
startled).
•
Use the word or phrase most consistent with the style and tone of a fairly straightforward essay.
•
Determine the clearest and most logical conjunction to link clauses.
•
Revise a phrase that is redundant in terms of the meaning and logic of the entire sentence.
•
Identify and correct ambiguous pronoun references.
•
Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay.
•
Correct redundant material that involves sophisticated vocabulary and sounds acceptable as
conversational English (e.g., an aesthetic viewpoint versus the outlook of an aesthetic viewpoint).
•
Correct vague and wordy or clumsy and confusing writing containing sophisticated language.
•
Delete redundant material that involves subtle concepts or that is redundant in terms of the paragraph as
a whole.
E4 Sentence Structure and Formation
•
Use conjunctions or punctuation to join simple clauses.
•
Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences.
•
Determine the need for punctuation and conjunctions to avoid awkward sounding sentence fragments
and fused sentences.
•
Decide the appropriate verb tense and voice by considering the meaning of the entire sentence.
•
Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase
fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers).
•
Revise to avoid faulty placement of phrases and faulty coordination and subordination of clauses in
sentences with subtle structural problems.
•
Maintain consistent verb tense and pronoun person on the basis of the preceding clause or sentence.
•
Use sentence-combining techniques, effectively avoiding problematic comma splices, run-on sentences,
and sentence fragments, especially in sentences containing compound subjects or verbs.
•
Maintain a consistent and logical use of verb tense and pronoun person on the basis of information in the
paragraph or essay as a whole.
•
Work comfortably with long sentences and complex clausal relationships within sentences, avoiding weak
conjunctions between independent clauses and maintaining parallel structure between clauses.
E5 Conventions of Usage
•
Solve such basic grammatical problems as how to form the past and past participle of irregular but
commonly used verbs and how to form comparative and superlative adjectives.
•
Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure
straightforward subject–verb and pronoun–antecedent agreement, and which preposition to use in
simple contexts.
•
Recognize and use the appropriate word in frequently confused pairs such as there and their, past and
passed, and led and lead.
•
Use idiomatically appropriate prepositions, especially in combination with verbs (e.g., long for, appeal to).
•
Ensure that a verb agrees with its subject when there is some text between the two.
•
Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences.
•
Identify the correct past and past participle forms of irregular and infrequently used verbs, and form
present–perfect verbs by using have rather than of.
•
Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative pronouns who
and whom.
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•
Ensure that a verb agrees with its subject in unusual situations (e.g., when the subject–verb order is
inverted or when the subject is an indefinite pronoun).
•
Provide idiomatically and contextually appropriate prepositions following verbs in situations involving
sophisticated language or ideas.
•
Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different
number for the verb.
E6 Conventions of Punctuation
•
Delete commas that create basic sense problems (e.g., between verb and direct object).
•
Provide appropriate punctuation in straightforward situations (e.g., items in a series).
•
Delete commas that disturb the sentence flow (e.g., between modifier and modified element).
•
Use commas to set off simple parenthetical phrases.
•
Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that should be
punctuated (e.g., between verb and direct object clause).
•
Use punctuation to set off complex parenthetical phrases.
•
Recognize and delete unnecessary commas based on a careful reading of a complicated sentence (e.g.,
between the elements of a compound subject or compound verb joined by and).
•
Use apostrophes to indicate simple possessive nouns.
•
Recognize inappropriate uses of colons and semicolons.
•
Use commas to set off a nonessential/nonrestrictive appositive or clause.
•
Deal with multiple punctuation problems (e.g., compound sentences containing unnecessary commas and
phrases that may or may not be parenthetical).
•
Use an apostrophe to show possession, especially with irregular plural nouns.
•
Use a semicolon to indicate a relationship between closely related independent clauses.
•
Use a colon to introduce an example or an elaboration.
Math
M1 Basic Operations and Applications
•
Perform one-operation computation with whole numbers and decimals.
•
Solve problems in one or two steps using whole numbers.
•
Perform common conversions (e.g., inches to feet or hours to minutes).
•
Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-
step percent.
•
Solve some routine two-step arithmetic problems.
•
Solve routine two-step or three-step arithmetic problems involving concepts such as rate and proportion,
tax added, percentage off, and computing with a given average.
•
Solve multistep arithmetic problems that involve planning or converting units of measure (e.g., feet per
second to miles per hour).
•
Solve word problems containing several rates, proportions, or percentages.
•
Solve complex arithmetic problems involving percent of increase or decrease and problems requiring
integration of several concepts from pre-algebra and/or pre-geometry (e.g., comparing percentages or
averages, using several ratios, and finding ratios in geometry settings).
M2 Probability, Statistics, and Data Analysis
•
Calculate the average of a list of positive whole numbers.
•
Perform a single computation using information from a table or chart.
•
Calculate the average of a list of numbers.
•
Calculate the average, given the number of data values and the sum of the data values.
•
Read tables and graphs.
•
Perform computations on data from tables and graphs.
Science of Agricultural Environment
•
Use the relationship between the probability of an event and the probability of its complement.
•
Calculate the missing data value, given the average and all data values but one.
•
Translate from one representation of data to another (e.g., a bar graph to a circle graph).
•
Determine the probability of a simple event.
•
Exhibit knowledge of simple counting techniques.*
•
Calculate the average, given the frequency counts of all the data values.
•
Manipulate data from tables and graphs.
•
Compute straightforward probabilities for common situations.
•
Use Venn diagrams in counting.*
•
Calculate or use a weighted average.
•
Interpret and use information from figures, tables, and graphs.
•
Apply counting techniques.
•
Compute a probability when the event and/or sample space is not given or obvious.
•
Distinguish between mean, median, and mode for a list of numbers.
•
Analyze and draw conclusions based on information from figures, tables, and graphs.
•
Exhibit knowledge of conditional and joint probability.
M3 Numbers: Concepts and Properties
•
Recognize equivalent fractions and fractions in lowest terms.
•
Recognize one-digit factors of a number.
•
Identify a digit’s place value.
•
Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern
identification, absolute value, primes, and greatest common factor.
•
Find and use the least common multiple.
•
Order fractions.
•
Work with numerical factors.
•
Work with scientific notation.
•
Work with squares and square roots of numbers.
•
Work problems involving positive integer exponents.*
•
Work with cubes and cube roots of numbers.*
•
Determine when an expression is undefined.*
•
Exhibit some knowledge of the complex numbers.†
•
Apply number properties involving prime factorization.
•
Apply number properties involving even and odd numbers and factors and multiples.
•
Apply number properties involving positive and negative numbers.
•
Apply rules of exponents.
•
Multiply two complex numbers.†
•
Draw conclusions based on number concepts, algebraic properties, and/or relationships between
expressions and numbers.
•
Exhibit knowledge of logarithms and geometric sequences.
•
Apply properties of complex numbers.
M4 Expressions, Equations, and Inequalities
•
Exhibit knowledge of basic expressions (e.g., identify an expression for a total as b + g).
•
Solve equations in the form x + a = b, where a and b are whole numbers or decimals.
•
Substitute whole numbers for unknown quantities to evaluate expressions.
•
Solve one-step equations having integer or decimal answers.
•
Combine like terms (e.g., 2x + 5x).
•
Evaluate algebraic expressions by substituting integers for unknown quantities.
•
Add and subtract simple algebraic expressions.
•
Solve routine first-degree equations.
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Perform straightforward word-to-symbol translations.
•
Multiply two binomials.*
•
Solve real-world problems using first-degree equations.
•
Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g.,
rate and distance problems and problems that can be solved by using proportions).
•
Identify solutions to simple quadratic equations.
•
Add, subtract, and multiply polynomials.*
•
Factor simple quadratics (e.g., the difference of squares and perfect square trinomials).*
•
Solve first-degree inequalities that do not require reversing the inequality sign.*
•
Manipulate expressions and equations.
•
Write expressions, equations, and inequalities for common algebra settings.
•
Solve linear inequalities that require reversing the inequality sign.
•
Solve absolute value equations.
•
Solve quadratic equations.
•
Find solutions to systems of linear equations.
•
Write expressions that require planning and/or manipulating to accurately model a situation.
•
Write equations and inequalities that require planning, manipulating, and/or solving.
•
Solve simple absolute value inequalities.
M5 Graphical Representations
•
Identify the location of a point with a positive coordinate on the number line.
•
Locate points on the number line and in the first quadrant.
•
Locate points in the coordinate plane.
•
Comprehend the concept of length on the number line.*
•
Exhibit knowledge of slope.*
•
Identify the graph of a linear inequality on the number line.*
•
Determine the slope of a line from points or equations.*
•
Match linear graphs with their equations.*
•
Find the midpoint of a line segment.*
•
Interpret and use information from graphs in the coordinate plane.
•
Match number line graphs with solution sets of linear inequalities.
•
Use the distance formula.
•
Use properties of parallel and perpendicular lines to determine an equation of a line or coordinates of a
point.
•
Recognize special characteristics of parabolas and circles (e.g., the vertex of a parabola and the center or
radius of a circle).†
•
Match number line graphs with solution sets of simple quadratic inequalities.
•
Identify characteristics of graphs based on a set of conditions or on a general equation such as y = ax2 + c.
•
Solve problems integrating multiple algebraic and/or geometric concepts.
•
Analyze and draw conclusions based on information from graphs in the coordinate plane.
M6 Properties of Plane Figures
•
Exhibit some knowledge of the angles associated with parallel lines.
•
Find the measure of an angle using properties of parallel lines.
•
Exhibit knowledge of basic angle properties and special sums of angle measures (e.g., 90°, 180°, and 360°).
•
Use several angle properties to find an unknown angle measure.
•
Recognize Pythagorean triples.*
•
Use properties of isosceles triangles.*
•
Apply properties of 30°-60°-90°, 45°-45°-90°, similar, and congruent triangles.
•
Use the Pythagorean theorem.
•
Draw conclusions based on a set of conditions.
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•
Solve multistep geometry problems that involve integrating concepts, planning, visualization, and/or
making connections with other content areas.
•
Use relationships among angles, arcs, and distances in a circle.
M7 Measurement
•
Estimate or calculate the length of a line segment based on other lengths given on a geometric figure.
•
Compute the perimeter of polygons when all side lengths are given.
•
Compute the area of rectangles when whole number dimensions are given.
•
Compute the area and perimeter of triangles and rectangles in simple problems.
•
Use geometric formulas when all necessary information is given.
•
Compute the area of triangles and rectangles when one or more additional simple steps are required.
•
Compute the area and circumference of circles after identifying necessary information.
•
Compute the perimeter of simple composite geometric figures with unknown side lengths.*
•
Use relationships involving area, perimeter, and volume of geometric figures to compute another
measure.
•
Use scale factors to determine the magnitude of a size change.
•
Compute the area of composite geometric figures when planning or visualization is required.
M8 Functions
•
Evaluate quadratic functions, expressed in function notation, at integer values.
•
Evaluate polynomial functions, expressed in function notation, at integer values.†
•
Express the sine, cosine, and tangent of an angle in a right triangle as a ratio of given side lengths.†
•
Evaluate composite functions at integer values.†
•
Apply basic trigonometric ratios to solve right-triangle problems.†
•
Write an expression for the composite of two simple functions.†
•
Use trigonometric concepts and basic identities to solve problems.†
•
Exhibit knowledge of unit circle trigonometry.†
•
Match graphs of basic trigonometric functions with their equations.
Notes
•
Students who score in the 1–12 range are most likely beginning to develop the knowledge and skills
assessed in the other ranges.
•
Standards followed by an asterisk (*) apply to the PLAN and ACT Mathematics tests only.
•
Standards followed by a dagger (†) apply to the ACT Mathematics test only.
Reading
R1 Main Ideas and Author’s Approach
•
Recognize a clear intent of an author or narrator in uncomplicated literary narratives.
•
Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives.
•
Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives.
•
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence
used) in uncomplicated passages.
•
Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages.
•
Infer the main idea or purpose of straightforward paragraphs in more challenging passages.
•
Summarize basic events and ideas in more challenging passages.
•
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence
used) in more challenging passages.
•
Infer the main idea or purpose of more challenging passages or their paragraphs.
•
Summarize events and ideas in virtually any passage.
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•
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence
used) in virtually any passage.
•
Identify clear main ideas or purposes of complex passages or their paragraphs.
R2 Supporting Details
•
Locate basic facts (e.g., names, dates, events) clearly stated in a passage.
•
Locate simple details at the sentence and paragraph level in uncomplicated passages.
•
Recognize a clear function of a part of an uncomplicated passage.
•
Locate important details in uncomplicated passages.
•
Make simple inferences about how details are used in passages.
•
Locate important details in more challenging passages.
•
Locate and interpret minor or subtly stated details in uncomplicated passages.
•
Discern which details, though they may appear in different sections throughout a passage, support
important points in more challenging passages.
•
Locate and interpret minor or subtly stated details in more challenging passages.
•
Use details from different sections of some complex informational passages to support a specific point or
argument.
•
Locate and interpret details in complex passages.
•
Understand the function of a part of a passage when the function is subtle or complex.
R3 Sequential, Comparative, and Cause–Effect Relationships
•
Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages.
•
Recognize clear cause–effect relationships described within a single sentence in a passage.
•
Identify relationships between main characters in uncomplicated literary narratives.
•
Recognize clear cause–effect relationships within a single paragraph in uncomplicated literary narratives.
•
Order simple sequences of events in uncomplicated literary narratives.
•
Identify clear relationships between people, ideas, and so forth in uncomplicated passages.
•
Identify clear cause–effect relationships in uncomplicated passages.
•
Order sequences of events in uncomplicated passages.
•
Understand relationships between people, ideas, and so forth in uncomplicated passages.
•
Identify clear relationships between characters, ideas, and so forth in more challenging literary narratives.
•
Understand implied or subtly stated cause–effect relationships in uncomplicated passages.
•
Identify clear cause–effect relationships in more challenging passages.
•
Order sequences of events in more challenging passages.
•
Understand the dynamics between people, ideas, and so forth in more challenging passages.
•
Understand implied or subtly stated cause–effect relationships in more challenging passages.
•
Order sequences of events in complex passages.
•
Understand the subtleties in relationships between people, ideas, and so forth in virtually any passage.
•
Understand implied, subtle, or complex cause–effect relationships in virtually any passage.
R4 Meaning of Words
•
Understand the implication of a familiar word or phrase and of simple descriptive language.
•
Use context to understand basic figurative language.
•
Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases,
and statements in uncomplicated passages.
•
Use context to determine the appropriate meaning of virtually any word, phrase, or statement in
uncomplicated passages.
•
Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases,
and statements in more challenging passages.
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•
Determine the appropriate meaning of words, phrases, or statements from figurative or somewhat
technical contexts.
•
Determine, even when the language is richly figurative and the vocabulary is difficult, the appropriate
meaning of context-dependent words, phrases, or statements in virtually any passage.
R5 Generalizations and Conclusions
•
Draw simple generalizations and conclusions about the main characters in uncomplicated literary
narratives.
•
Draw simple generalizations and conclusions about people, ideas, and so forth in uncomplicated passages.
•
Draw generalizations and conclusions about people, ideas, and so forth in uncomplicated passages.
•
Draw simple generalizations and conclusions using details that support the main points of more
challenging passages.
•
Draw subtle generalizations and conclusions about characters, ideas, and so forth in uncomplicated
literary narratives.
•
Draw generalizations and conclusions about people, ideas, and so forth in more challenging passages.
•
Use information from one or more sections of a more challenging passage to draw generalizations and
conclusions about people, ideas, and so forth.
•
Draw complex or subtle generalizations and conclusions about people, ideas, and so forth, often by
synthesizing information from different portions of the passage.
•
Understand and generalize about portions of a complex literary narrative.
Science
S1 Interpretation of Data
•
Select a single piece of data (numerical or non-numerical) from a simple data presentation (e.g., a table or
graph with two or three variables, a food web diagram).
•
Identify basic features of a table, graph, or diagram (e.g., headings, units of measurement, axis labels).
•
Select two or more pieces of data from a simple data presentation.
•
Understand basic scientific terminology.
•
Find basic information in a brief body of text.
•
Determine how the value of one variable changes as the value of another variable changes in a simple
data presentation.
•
Select data from a complex data presentation (e.g., a table or graph with more than three variables, a
phase diagram).
•
Compare or combine data from a simple data presentation (e.g., order or sum data from a table).
•
Translate information into a table, graph, or diagram.
•
Compare or combine data from two or more simple data presentations (e.g., categorize data from a table
using a scale from another table).
•
Compare or combine data from a complex data presentation.
•
Interpolate between data points in a table or graph.
•
Determine how the value of one variable changes as the value of another variable changes in a complex
data presentation.
•
Identify and/or use a simple (e.g., linear) mathematical relationship between data.
•
Analyze given information when presented with new, simple information.
•
Compare or combine data from a simple data presentation with data from a complex data presentation.
•
Identify and/or use a complex (e.g., nonlinear) mathematical relationship between data.
•
Extrapolate from data points in a table or graph.
•
Compare or combine data from two or more complex data presentations.
•
Analyze given information when presented with new, complex information.
Science of Agricultural Environment
S2 Scientific Investigation
•
Understand the methods and tools used in a simple experiment.
•
Understand the methods and tools used in a moderately complex experiment.
•
Understand a simple experimental design.
•
Identify a control in an experiment.
•
Identify similarities and differences between experiments.
•
Understand the methods and tools used in a complex experiment.
•
Understand a complex experimental design.
•
Predict the results of an additional trial or measurement in an experiment.
•
Determine the experimental conditions that would produce specified results.
•
Determine the hypothesis for an experiment.
•
Identify an alternate method for testing a hypothesis.
•
Understand precision and accuracy issues.
•
Predict how modifying the design or methods of an experiment will affect results.
•
Identify an additional trial or experiment that could be performed to enhance or evaluate experimental
results.
S3 Evaluation of Models, Inferences, and Experimental Results
•
Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model.
•
Identify key issues or assumptions in a model.
•
Select a simple hypothesis, prediction, or conclusion that is supported by two or more data presentations
or models.
•
Determine whether given information supports or contradicts a simple hypothesis or conclusion and why.
•
Identify strengths and weaknesses in one or more models.
•
Identify similarities and differences between models.
•
Determine which model(s) is/are supported or weakened by new information.
•
Select a data presentation or a model that supports or contradicts a hypothesis, prediction, or conclusion.
•
Select a complex hypothesis, prediction, or conclusion that is supported by a data presentation or model.
•
Determine whether new information supports or weakens a model and why.
•
Use new information to make a prediction based on a model.
•
Select a complex hypothesis, prediction, or conclusion that is supported by two or more data
presentations or models.
•
Determine whether given information supports or contradicts a complex hypothesis or conclusion and
why.
Writing
W1 Expressing Judgments
•
Show a little understanding of the persuasive purpose of the task, but neglect to take or to maintain a
position on the issue in the prompt.
•
Show limited recognition of the complexity of the issue in the prompt.
•
Show a basic understanding of the persuasive purpose of the task by taking a position on the issue in the
prompt but may not maintain that position.
•
Show a little recognition of the complexity of the issue in the prompt by acknowledging, but only briefly
describing, a counterargument to the writer’s position.
•
Show understanding of the persuasive purpose of the task by taking a position on the issue in the prompt.
•
Show some recognition of the complexity of the issue in the prompt by doing the following:
o
Acknowledging counterarguments to the writer’s position
o
Providing some response to counterarguments to the writer’s position
•
Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue
in the prompt and offering a broad context for discussion.
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•
Show recognition of the complexity of the issue in the prompt by doing the following:
o
Partially evaluating implications and/or complications of the issue
o
Posing and partially responding to counterarguments to the writer’s position
•
Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue
in the prompt and offering a critical context for discussion.
•
Show understanding of the complexity of the issue in the prompt by doing the following:
o
Examining different perspectives
o
Evaluating implications or complications of the issue
o
Posing and fully discussing counterarguments to the writer’s position
W2 Focusing on the Topic
•
Maintain a focus on the general topic in the prompt through most of the essay.
•
Maintain a focus on the general topic in the prompt throughout the essay.
•
Maintain a focus on the general topic in the prompt throughout the essay, and attempt a focus on the
specific issue in the prompt.
•
Present a thesis that establishes focus on the topic.
•
Maintain a focus on discussion of the specific topic and issue in the prompt throughout the essay.
•
Present a thesis that establishes a focus on the writer’s position on the issue.
•
Maintain a clear focus on discussion of the specific topic and issue in the prompt throughout the essay.
•
Present a critical thesis that clearly establishes the focus on the writer’s position on the issue.
W3 Developing a Position
•
Offer a little development, with one or two ideas; if examples are given, they are general and may not be
clearly relevant; resort often to merely repeating ideas.
•
Show little or no movement between general and specific ideas and examples.
•
Offer limited development of ideas using a few general examples; resort sometimes to merely repeating
ideas.
•
Show little movement between general and specific ideas and examples.
•
Develop ideas by using some specific reasons, details, and examples.
•
Show some movement between general and specific ideas and examples.
•
Develop most ideas fully, using some specific and relevant reasons, details, and examples.
•
Show clear movement between general and specific ideas and examples.
•
Develop several ideas fully, using specific and relevant reasons, details, and examples.
•
Show effective movement between general and specific ideas and examples.
W4 Organizing Ideas
•
Provide a discernible organization with some logical grouping of ideas in parts of the essay.
•
Use a few simple and obvious transitions.
•
Present a discernible, though minimally developed, introduction and conclusion.
•
Provide a simple organization with logical grouping of ideas in parts of the essay.
•
Use some simple and obvious transitional words, though they may at times be inappropriate or
misleading.
•
Present a discernible, though underdeveloped, introduction and conclusion.
•
Provide an adequate but simple organization with logical grouping of ideas in parts of the essay but with
little evidence of logical progression of ideas.
•
Use some simple and obvious, but appropriate, transitional words and phrases.
•
Present a discernible introduction and conclusion with a little development.
•
Provide unity and coherence throughout the essay, sometimes with a logical progression of ideas.
•
Use relevant, though at times simple and obvious, transitional words and phrases to convey logical
relationships between ideas.
•
Present a somewhat developed introduction and conclusion.
Science of Agricultural Environment
•
Provide unity and coherence throughout the essay, often with a logical progression of ideas.
•
Use relevant transitional words, phrases, and sentences to convey logical relationships between ideas.
•
Present a well-developed introduction and conclusion.
W5 Using Language
•
Show limited control of language by doing the following:
o
Correctly employing some of the conventions of standard English grammar, usage, and
mechanics but with distracting errors that sometimes significantly impede understanding
o
Using simple vocabulary
o
Using simple sentence structure
o
Correctly employing some of the conventions of standard English grammar, usage, and
mechanics but with distracting errors that sometimes impede understanding
o
Using simple but appropriate vocabulary
o
Using a little sentence variety, though most sentences are simple in structure
o
Correctly employing many of the conventions of standard English grammar, usage, and
mechanics but with some distracting errors that may occasionally impede understanding
o
Using appropriate vocabulary
o
Using some varied kinds of sentence structures to vary pace
o
Correctly employing most conventions of standard English grammar, usage, and mechanics with
a few distracting errors but none that impede understanding
o
Using some precise and varied vocabulary
o
Using several kinds of sentence structures to vary pace and to support meaning
o
Correctly employing most conventions of standard English grammar, usage, and mechanics with
just a few, if any, errors
o
Using precise and varied vocabulary
o
Using a variety of kinds of sentence structures to vary pace and to support meaning
Science of Agricultural Environment
Appendix E: Pathway Content Standards
AGRICULTURE, FOOD, AND NATURAL RESOURCES (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 Street, Suite 400, Alexandria, VA 22314. (800) 772-0939. Copyright © 2009. A
complete copy of the National Standards can be downloaded from the Team Ag Ed Learning Center at
https://aged.learn.com.
AGRIBUSINESS SYSTEMS
Pathway Content Standard: The student will demonstrate competence in the application of principles and
techniques for the development and management of agribusiness systems.
ABS.01.
Utilize economic principles to establish and manage an AFNR enterprise.
ABS.01.01.
Apply principles of capitalism in the business environment.
ABS.01.02.
Apply principles of entrepreneurship in businesses.
ABS.02.
Utilize appropriate management planning principles in AFNR business enterprises.
ABS.02.01.
Compose and analyze a business plan for an enterprise.
ABS.02.02.
Read, interpret, evaluate, and write a mission statement to guide business goals,
objectives, and resource allocation.
ABS.02.03.
Apply appropriate management skills to organize a business.
ABS.02.04.
Recruit, train, and retain appropriate and productive human resources for business.
ABS.03.
Utilize record keeping to accomplish AFNR business objectives while complying with laws and
regulations.
ABS.03.01.
Prepare and maintain all files needed to accomplish effective record keeping.
ABS.03.02
Implement appropriate inventory management practices.
ABS.04.
Apply generally accepted accounting principles and skills to manage cash budgets, credit budgets,
and credit for AFNR businesses.
ABS.04.01.
Use accounting fundamentals to accomplish dependable bookkeeping and fiscal
management.
ABS.05.
Assess accomplishment of goals and objectives by an AFNR business.
ABS.05.01.
Maintain and interpret financial information (income statements, balance sheets,
inventory, purchase orders, accounts receivable, and cash-flow analyses) for businesses.
ABS.06.
Use industry-accepted marketing practices to accomplish AFNR business objectives.
ABS.06.01.
Conduct appropriate market and marketing research.
ABS.06.02.
Develop a marketing plan.
ABS.06.03.
Develop strategies for marketing plan implementation.
ABS.06.04.
Develop specific tactics to market AFNR products and services.
ABS.07.
Create a production system plan.
ABS.07.01.
Prepare a step-by-step production plan that identifies needed resources.
ABS.07.02.
Develop a production and operational plan.
ABS.07.03.
Utilize appropriate techniques to determine the most likely strengths, weaknesses, and
inconsistencies in a business plan, and relate these to risk management strategies.
ABS.07.04.
Manage risk and uncertainty.
Science of Agricultural Environment
ANIMAL SYSTEMS
Pathway Content Standard: The student will demonstrate competence in the application of scientific principles and
practices to the production and management of animals.
AS.01.
Examine the components, historical development, global implications, and future trends of the
animal systems industry.
AS.01.01.
Evaluate the development and implications of animal origin, domestication, and
distribution.
AS.02.
Classify, evaluate, select, and manage animals based on anatomical and physiological
characteristics.
AS.02.01.
Classify animals according to hierarchical taxonomy and agricultural use.
AS.02.02.
Apply principles of comparative anatomy and physiology to uses within various animal
systems.
AS.02.03.
Select animals for specific purposes and maximum performance based on anatomy and
physiology.
AS.03.
Provide for the proper health care of animals.
AS.03.01.
Prescribe and implement a prevention and treatment program for animal diseases,
parasites, and other disorders.
AS.03.02.
Provide for the biosecurity of agricultural animals and production facilities.
AS.04.
Apply principles of animal nutrition to ensure the proper growth, development, reproduction, and
economic production of animals.
AS.04.01.
Formulate feed rations to provide for the nutritional needs of animals.
AS.04.02.
Prescribe and administer animal feed additives and growth promotants in animal
production.
AS.05.
Evaluate and select animals based on scientific principles of animal production.
AS.05.01.
Evaluate the male and female reproductive systems in selecting animals.
AS.05.02.
Evaluate animals for breeding readiness and soundness.
AS.05.03.
Apply scientific principles in the selection and breeding of animals.
AS.06.
Prepare and implement animal handling procedures for the safety of animals, producers and
consumers of animal products.
AS.06.01.
Demonstrate safe animal handling and management techniques.
AS.06.02.
Implement procedures to ensure that animal products are safe.
AS.07.
Select animal facilities and equipment that provide for the safe and efficient production, housing,
and handling of animals.
AS.07.01.
Design animal housing, equipment, and handling facilities for the major systems of
animal production.
AS.07.02.
Comply with government regulations and safety standards for facilities used in animal
production.
AS.08.
Analyze environmental factors associated with animal production.
AS.08.01.
Reduce the effects of animal production on the environment.
AS.08.02.
Evaluate the effects of environmental conditions on animals.
BIOTECHNOLOGY
Pathway Content Standard: The student will demonstrate competence in the application of scientific principles and
techniques to biotechnology in agriculture.
Science of Agricultural Environment
BS.01.
Recognize the historical, social, cultural, and potential applications of biotechnology.
BS.01.01.
Distinguish major innovators, historical developments, and potential applications of
biotechnology in agriculture.
BS.01.02.
Determine regulatory issues, and identify agencies associated with biotechnology.
BS.01.03.
Analyze the ethical, legal, social, and cultural issues relating to biotechnology.
BS.02
Demonstrate laboratory skills as applied to biotechnology.
BS.02.01.
Maintain and interpret biotechnology laboratory records.
BS.02.02.
Operate biotechnology laboratory equipment according to standard procedures.
BS.02.03.
Demonstrate proper laboratory procedures using biological materials.
BS.02.04.
Safely manage biological materials, chemicals, and wastes used in the laboratory.
BS.02.05.
Perform microbiology, molecular biology, enzymology, and immunology procedures.
BS.03.
Demonstrate the application of biotechnology to Agriculture, Food, and Natural Resources (AFNR).
BS.03.01.
Evaluate the application of genetic engineering to improve products of AFNR systems.
BS.03.02.
Perform biotechnology processes used in AFNR systems.
BS.03.03.
Use biotechnology to monitor and evaluate procedures performed in AFNR systems.
ENVIRONMENTAL SERVICE SYSTEMS
Pathway Content Standard: The student will demonstrate competence in the application of scientific principles and
techniques to the management of environmental service systems.
ESS.01.
Use analytical procedures to plan and evaluate environmental service systems.
ESS.01.01.
Analyze and interpret samples.
ESS.02.
Assess the impact of policies and regulations on environmental service systems.
ESS.02.01.
Interpret laws affecting environmental service systems.
ESS.03.
Apply scientific principles to environmental service systems.
ESS.03.01.
Apply meteorology principles to environmental service systems.
ESS.03.02.
Apply soil science principles to environmental service systems.
ESS.03.03.
Apply hydrology principles to environmental service systems.
ESS.03.04.
Apply best management techniques associated with the properties, classifications, and
functions of wetlands.
ESS.03.05.
Apply chemistry principles to environmental service systems.
ESS.03.06.
Apply microbiology principles to environmental service systems.
ESS.04.
Operate environmental service systems to manage a facility environment.
ESS.04.01.
Use pollution control measures to maintain a safe facility environment.
ESS.04.02.
Manage safe disposal of all categories of solid waste.
ESS.04.03.
Apply the principles of public drinking water treatment operations to ensure safe water
at a facility.
ESS.04.04.
Apply principles of wastewater treatment to manage wastewater disposal in keeping
with rules and regulations.
ESS.04.05.
Manage hazardous materials to assure a safe facility and to comply with applicable
regulations.
Science of Agricultural Environment
ESS.05.
Examine the relationships between energy sources and environmental service systems.
ESS.05.01.
Compare and contrast the impact of conventional and alternative energy sources on the
environment.
ESS.06.
Use tools, equipment, machinery, and technology to accomplish tasks in environmental service
systems.
ESS.06.01.
Use technological and mathematical tools to map land, facilities, and infrastructure.
ESS.06.02.
Maintain tools, equipment, and machinery in safe working order for tasks in
environmental service systems.
FOOD PRODUCTS AND PROCESSING SYSTEMS
Pathway Content Standard: The student will demonstrate competence in the application of scientific principles,
practices, and techniques in the processing, storage, and development of food
products.
FPP.01.
Examine components of the food industry and historical development of food products and
processing.
FPP.01.01.
Evaluate the significance and implications of changes and trends in the food products
and processing industry.
FPP.01.02.
Work effectively with industry organizations, groups, and regulatory agencies affecting
the food products and processing industry.
FPP.02.
Apply safety principles, recommended equipment, and facility management techniques to the food
products and processing industry.
FPP.02.01.
Manage operational procedures, and create equipment and facility maintenance plans.
FPP.02.02.
Implement Hazard Analysis and Critical Control Point (HACCP) procedures to establish
operating parameters.
FPP.02.03.
Apply safety and sanitation procedures in the handling, processing, and storing of food
products.
FPP.02.04.
Demonstrate worker safety procedures with food product and processing equipment
and facilities.
FPP.03.
Apply principles of science to the food products and processing industry.
FPP.03.01.
Apply principles of science to food processing to provide a safe, wholesome, and
nutritious food supply.
FPP.04.
Select and process food products for storage, distribution, and consumption.
FPP.04.01.
Utilize harvesting, selection, and inspection techniques to obtain quality food products
for processing.
FPP.04.02.
Evaluate, grade, and classify processed food products.
FPP.04.03.
Process, preserve, package, and present food and food products for sale and
distribution.
NATURAL RESOURCE SYSTEMS
Pathway Content Standard: The student will demonstrate competence in the application of scientific
principles and techniques to the management of natural resources.
NRS.01.
Explain interrelationships between natural resources and humans necessary to conduct
management activities in natural environments.
NRS.01.01.
Apply knowledge of natural resource components to the management of natural
resource systems.
Science of Agricultural Environment
NRS01.02.
Classify natural resources.
NRS.02.
Apply scientific principles to natural resource management activities.
NRS.02.01.
Develop a safety plan for work with natural resources.
NRS.02.02.
Demonstrate cartographic skills to aid in developing, implementing, and evaluating
natural resource management plans.
NRS.02.03.
Measure and survey natural resource status to obtain planning data.
NRS.02.04.
Demonstrate natural resource enhancement techniques.
NRS.02.05.
Interpret laws related to natural resource management and protection.
NRS.02.06.
Apply ecological concepts and principles to natural resource systems.
NRS.03.
Apply knowledge of natural resources to production and processing industries.
NRS.03.01.
Produce, harvest, process, and use natural resource products.
NRS.04.
Demonstrate techniques used to protect natural resources.
NRS.04.01.
Manage fires in natural resource systems.
NRS.04.02.
Diagnose plant and wildlife diseases, and follow protocol to prevent their spread.
NRS.04.03.
Manage insect infestations of natural resources.
NRS.05.
Use effective methods and venues to communicate natural resource processes to the public.
NRS.05.01.
Communicate natural resource information to the public.
PLANT SYSTEMS
Pathway Content Standard: The student will demonstrate competence in the application of scientific
principles and techniques to the production and management of plants.
PS.01.
Apply knowledge of plant classification, plant anatomy, and plant physiology to the production and
management of plants.
PS.01.01.
Classify agricultural plants according to taxonomy systems.
PS.01.02.
Apply knowledge of plant anatomy and the functions of plant structures to activities
associated with plant systems.
PS.01.03.
Apply knowledge of plant physiology and energy conversion to plant systems.
PS.02.
Prepare and implement a plant management plan that addresses the influence of environmental
factors, nutrients, and soil on plant growth.
PS.02.01.
Determine the influence of environmental factors on plant growth.
PS.02.02.
Prepare growing media for use in plant systems.
PS.02.03.
Develop and implement a fertilization plan for specific plants or crops.
PS.03.
Propagate, culture, and harvest plants.
PS.03.01
Demonstrate plant propagation techniques.
PS.03.02.
Develop and implement a plant management plan for crop production.
PS.03.03.
Develop and implement a plan for integrated pest management.
PS.03.04.
Apply principles and practices of sustainable agriculture to plant production.
PS.03.05
Harvest, handle, and store crops.
PS.04.
Employ elements of design to enhance an environment.
PS.04.01.
Create designs using plants.
POWER, STRUCTURAL AND TECHNICAL SYSTEMS
Pathway Content Standard: The student will demonstrate competence in the application of principles and
techniques for the development and management of power, structural, and technical
systems.
Science of Agricultural Environment
PST.01.
Use physical science principles and engineering applications with power, structural, and technical
systems to solve problems and improve performance.
PST.01.01.
Select energy sources in power generation appropriate to the situation.
PST.01.02.
Apply physical science laws and principles to identify, classify, and use lubricants.
PST.01.03.
Identify and use hand and power tools and equipment for service, construction, and
fabrication.
PST.02.
Design, operate, and maintain mechanical equipment, structures, biological systems, land
treatment, power, and technology.
PST.02.01.
Perform service routines to maintain power units and equipment.
PST.02.02.
Operate, service, and diagnose the condition of power units and equipment.
PST.03.
Service and repair mechanical equipment and power systems.
PST.03.01.
Troubleshoot and repair internal combustion engines.
PST.03.02.
Utilize manufacturers’ guidelines to service and repair the power transmission systems
of equipment.
PST.03.03.
Service and repair hydraulic and pneumatic systems.
PST.03.04.
Troubleshoot and service electrical systems.
PST.03.05.
Service vehicle heating and air-conditioning systems.
PST.03.06.
Service and repair steering, suspension, traction, and vehicle performance systems.
PST.04.
Plan, build and maintain agricultural structures.
PST.04.01.
Create sketches and plans of agricultural structures.
PST.04.02.
Apply structural plans, specifications, and building codes.
PST.04.03.
Examine structural requirements for materials and procedures, and estimate
construction cost.
PST.04.05.
Follow architectural and mechanical plans to construct and/or repair equipment,
buildings, and facilities.
PST.05.
Apply technology principles in the use of agricultural technical systems.
PST.05.01.
Use instruments and meters to test and monitor electrical and electronic processes.
PST.05.02.
Prepare and/or use electrical drawings to design, install, and troubleshoot control
systems.
PST.05.03.
Use geospatial technologies in agricultural applications.
Science of Agricultural Environment
Appendix F:
National Educational Technology Standards for Students
T1
Creativity and Innovation
T2
Communication and Collaboration
T3
Research and Information Fluency
T4
Critical Thinking, Problem Solving, and Decision Making
T5
Digital Citizenship
T6
Technology Operations and Concepts
T1
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology. Students do the following:
a.
Apply existing knowledge to generate new ideas, products, or processes.
b.
Create original works as a means of personal or group expression.
c.
Use models and simulations to explore complex systems and issues.
d.
Identify trends and forecast possibilities.
T2
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others. Students do the following:
a.
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b.
Communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
c.
Develop cultural understanding and global awareness by engaging with learners of other cultures.
d.
Contribute to project teams to produce original works or solve problems.
T3
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students do the following:
a.
Plan strategies to guide inquiry.
b.
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
c.
Evaluate and select information sources and digital tools based on the appropriateness to specific
tasks.
d.
Process data and report results.
T4
Critical Thinking, Problem Solving, and Decision Making
Students use critical-thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources. Students do the following:
a.
Identify and define authentic problems and significant questions for investigation.
b.
Plan and manage activities to develop a solution or complete a project.
c.
Collect and analyze data to identify solutions and/or make informed decisions.
d.
Use multiple processes and diverse perspectives to explore alternative solutions.
T5
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior. Students do the following:
a.
Advocate and practice safe, legal, and responsible use of information and technology.
b.
Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
Science of Agricultural Environment
c.
Demonstrate personal responsibility for lifelong learning.
d.
Exhibit leadership for digital citizenship.
T6
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students
do the following:
a.
Understand and use technology systems.
b.
Select and use applications effectively and productively.
c.
Troubleshoot systems and applications.
d.
Transfer current knowledge to learning of new technologies.