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Urban AgricultureV43

Curriculum EssentialsDocument

Boulder Valley School DistrictDepartment of CTEC

July 2015

Introduction

Career and Technical Education Curriculum Essentials in BVSD

The Urban Agriculture course was developed as part of the General Agriculture Department offered at Boulder Career and Technical Education Center to address the rising interest and industry around small acreage farming in Boulder County. The class is designed to incorporated skills and competencies around the growing of food on lands 5 acres and smaller that will support community supported agriculture schemes or otherwise be distributed. Keeping in line with all career and technical education (CTE) programs for Boulder Valley School District, this course aims to develop 21st Century skills while supporting core content goals. To this aim, it will address many of the science curriculum competencies while also embedding literacy credit through the addition of either Technical Writing or Communication and Society. Additionally, it will offer concurrent enrollment with Front Range Community College for the Urban Farm Management (HLT 210) for all students mastering 80% of the curriculum.

Course Description Topics at a Glance5/5/2023 BVSD Curriculum Essentials 2

Urban Agriculture is an inquiry-oriented course involving principles and concepts concerning the cultivation and production of food for human consumption. An ecosystem-based approach will address the core areas of soil science, horticulture, nutrition, water management, equipment operation, integrated pest management, harvest and storage techniques, and sustainable development. This course will address the proper use of fundamental science tools as well as develop strong research skills and analysis. In addition, it will support content in the social science topics of demographics and distribution, as it relates to food resources. This course will align with competencies required for a culminating Career and Technical Education certification in Urban Agriculture as outlined by the Colorado Community College Common Course Numbering system

World food supply and distribution Agricultural resource management and policies:

water, land use, zoning and codes Soil science, management and conservation

planning Fruit and vegetable crop selection and cultivation Irrigation delivery method, installation and

management Small horsepower engine repair and

troubleshooting Careers and educational opportunities within the

industry Community Supported Agriculture schemes

(CSA’s) Biotechnology and advancing technology in the

production and improvement of plants and crops Poultry production and health Apiculture and crop pollination Post-harvest handling, safety and marketing Integrated pest management principles and

strategies. Legal issues and developments affecting the

industry (i.e. USDA Organic certification, food safety)

Career and Technical Student Organization Standards for Future Farmers of America (FFA) leadership development events and activities

Assessments

Inquiry-based lab and lab notebooks Collaborative Projects Edmodo Classroom Blogs Selected Readings Journal and Periodical Research and Analysis Teacher and Student Designed Assessments Colorado Community College common statewide

assessments

Urban Agriculture Overview

5/5/2023 BVSD Curriculum Essentials 3

Prepared Graduates

The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

1. CTE Essential Skills: Academic Foundations

ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster.

Prepared Graduate Competencies in the CTE Essential Skills standard:

Complete required training, education, and certification to prepare for employment in a particular career field

Demonstrate language arts, mathematics, and scientific knowledge and skills required to pursue the full range of post-secondary and career opportunities

2. CTE Essential Skills: Communications Standards

ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting information and ideas, including technical terminology and information


Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice

Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace

3. CTE Essential Skills: Problem Solving and Critical Thinking

ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams using creativity and innovation.


Employ critical thinking skills independently and in teams to solve problems and make decisions


Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers

Conduct technical research to gather information necessary for decision-making

4. CTE Essential Skills: Safety, Health, and Environmental

ESSK.06: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance


Implement personal and jobsite safety rules and regulations to maintain safe and helpful working conditions and environment

Complete work tasks in accordance with employee rights and responsibilities and employers obligations to maintain workplace safety and health

5. CTE Essential Skills: Leadership and Teamwork

ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives


Employ leadership skills to accomplish organizational skills and objectives

6. CTE Essential Skills: Employability and Career Development

ESSK.09: Know and understand the importance of employability skills; explore, plan, and effectively manage careers; know and understand the importance of entrepreneurship skills



Indentify and demonstrate positive work behaviors and personal qualities needed to be employable

Develop skills related to seeking and applying for employment to find and obtain a desired job


Prepared Graduate Competencies in Science

The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduates:

Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects

Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions

Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable

Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection

Explain and illustrate with examples how living systems interact with the biotic and abiotic environment

Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment

Explain how biological evolution accounts for the unity and diversity of living organisms

Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet

Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and justifying explanations.


COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS

Colorado’s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado’s best kept secret for:

• Relevant & rigorous learning

• Raising achievement among all students

• Strengthening Colorado’s workforce & economy

Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs.

ALIGNMENT REQUIRED BY SB 08-212

22-7-1005. Preschool through elementary and secondary education - aligned standards - adoption - revisions.

2(b): In developing the preschool through elementary and secondary education standards, the State Board shall also take into account any Career & Technical Education standards adopted by the State Board for Community Colleges and Occupational Education, created in Section 23-60-104, C.R.S., and, to the extent practicable, shall align the appropriate portions of the preschool through elementary and secondary education standards with the Career and Technical standards.

STANDARDS REVIEW AND ALIGNMENT PROCESS

Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards review and alignment process that involved:

NATIONAL BENCHMARK REVIEW

Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed by the United State Department of Education, Division of Adult and Technical Education. This model provided access to a national set of business and industry validated knowledge and skill statements for 16 of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster

• Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based standards and outcomes

• In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and outcomes.

COLORADO CONTENT TEAMS REVIEW

The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary faculty from across the state. Participation by instructors from each level ensured competency alignment between secondary and postsecondary programs. These individuals also proposed the draft academic alignments for math, science reading, writing and communication, social studies (including Personal Financial Literacy) and post secondary and workforce readiness (PWR.)


ACADEMIC ALIGNMENT REVIEW

In order to validate the alignment of the academic standards to the Career & Technical Education standards, subject matter experts in math, science, reading, writing and communication, and social studies were partnered with career & technical educators to determine if and when a true alignment existed.

CURRENT STATUS

• One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career & Technical Education programs.

• 52 pathways with validated academic alignments

• 12 pathways with revised standards ready for alignment (currently there are no approved programs in these pathways)

• 21 pathways where no secondary programming currently exists. Standards and alignments will be developed as programs emerge.

• Available for review at: www.coloradostateplan.com/content_standards.htm


Colorado Career & Technical Education Standards Academic Alignment Reference System

The Career & Technical Education standards have been organized by Career Cluster (17) and Pathway (81). In addition, a set of “Essential Skills” was developed to ensure the Postsecondary and Workforce Readiness within any cluster or pathway. These workforce readiness skills are applicable to all career clusters and should form the basis of each CTE program.

Organization

Essential Skills There exists a common set of knowledge and skills that are applicable to all students regardless of which cluster or pathway they choose. This set of standards, is meant for inclusion in each program to enhance the development of postsecondary and workforce readiness skills.

Career Cluster A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 17 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses.

Career Pathway Pathways are sub-groupings of occupations/career specialties used as an organizing tool for curriculum design and instruction. Occupations/career specialties are grouped into Pathways based on the fact that they require a set of common knowledge and skills for career success.

Prepared Completer Competency This level targets the “big ideas” in each pathway. These are the competencies that all students who complete a CTE pathway must master to ensure their success in a postsecondary and workforce setting. Prepared Completer Competencies will not usually be “course” specific but grow with the student’s progression through the sequence of courses.

Concept/Skill The articulation of the concepts and skills that indicates a student is making progress toward being a prepared completer. They answer the question: What do students need to know and be able to do?

Evidence Outcome The indication that a student is meeting an expectation at the mastery level. How do we know that a student can do it? Pathway Abbreviation (4 Letter)


Academic Alignments

Academic alignments, where appropriate in Math, Reading, Writing and Communication, Science and Social Studies (including Personal Financial Literacy) were defined by CTE and academic subject matter experts using the following criteria:

• It was a point where technical and academic content naturally collided;

• The student must demonstrate adequate proficiency with the academic standard to perform the technical skill; and

• It could be assessed for both academic and technical understanding.

Colorado’s CTE programs have had academic alignments dating back to the early 1990’s. While these alignments resulted in an increase in academic focus in CTE programs, the reality is that a true transformation in intentional teaching toward the academic standard was limited.

With these alignments comes a new expectation: If a CTE instructor is teaching a CTE concept that has an identified alignment, they must also be intentional about their instruction of the academic standard. CCCS will be providing professional development and instructional resources to assist with the successful implementation of this new expectation. In addition, this expanded expectation will require increased collaboration between CTE and academic instructors to transform teaching and learning throughout each school.

For each set of Cluster and Pathway standards, the academic alignments have been included and are separated by academic area. CCCS chose to align at the “Evidence Outcome” level. The aligned academic evidence outcome follows the CTE evidence outcome to which it has been aligned. For a sample, see Illustration A.


The academic standard number used in the alignments matches the Colorado Department of Education standards numbering convention.


Urban Agriculture

AGCL.01 Industry of Agriculture and world food demands

AGCL.01.01 Understand and analyze the role of agriculture in determining the need for and supply of the world’s food

AGCL.01.01.a

Define the difference in food supply and food need

AGCL.01.01.b

Analyze global trends (population, societal, income, health, environmental) and the impact on food supply

AGCL.01.01.c

Relate trends of food supply and food need to theories of Thomas Malthus and the work of Norman Borlaug

AGCL.01.01.d

Analyze how technology has or can increase production capabilities

AGCL.01.02 Compare and contrast issues affecting the AFNR industry (including biotechnology food safety environmental and animal welfare)

AGCL.01.02.a

Select solutions for different issues

AGCL.01.02.b

Analyze selected solutions for feasibility

AGCL.01.02.c

Present solutions determined most feasible

AGCL.01.03 Envision emerging technology and globalization and projects its influence on markets

AGCL.01.03.a

Examine new technologies to project their impact on the AFNR industry

AGCL.01.03.b

Discuss the relationship between the advancement of technology and the need for continuing education and career development

AGCL.02 Career Opportunities in the AFNR Cluster


AGCL.02.01 Identify and prepare for career opportunities in the AFNR cluster

AGCL.02.01.a

Identify careers and explore advantages and disadvantages within the AFNR cluster

AGCL.02.01.b

Choose an agriculture career based upon your interest, skills and education necessary

AGCL.02.01.c

Develop and ICAP specific to agriculture (Individual Career and Academic Plan)

AGCL.02.01.d

Review, and modify and implement agriculture ICAP

AGCL.04 Integrate leadership and personal development into agricultural education experiences

AGCL.04.01 Describe FFA and it's role in Agricultural Education

AGCL.04.01.a

Describe the FFA organization, structure and identifying characteristics (emblem, official dress, stations, degrees, types of membership, history, ceremonies)

AGCL.04.01.b

Define leadership and analyze opportunities for individual leadership development (goal setting, degree advancement, CDE’s, Awards, conferences, officer/committee work, career goals)

AGCL.04.01.c

Utilize leadership skills learned in the FFA to advance leadership in a group or organization

AGCL.04.01.d

Utilize leadership skills learned in the FFA to serve others

AGCL.04.02 Understand how to manage an organization

AGCL.04.02.a

Describe the purposes of a constitution and by-laws, Program of Activities, meetings, leadership roles

AGCL.04.02.b

Utilize and apply a constitution, POA, meetings and leadership roles in an organization

AGCL.04.02.c

Evaluate an organization for effectiveness

FPPS.01 Understand the Food Products and Processing Industry

FPPS.01.01 Determine the meaning and importance of food science

FPPS.01.01.a Define food science

FPPS.01.01.b Explain the importance of food

FPPS.01.01.c Integrate concepts of Food Science into other pathways/ agriculture


FPPS.01.01.d Apply food science in a career pathway

FPPS.01.02 Understand the history and global significance of food systems

FPPS.01.02.a Define major components of food systems

FPPS.01.02.b Identify & explain the major trends and relationships of food systems to global agriculture production

FPPS.01.02.c Identify various cultural perspectives in agriculture and the impact on food systems

RWC10-GR.11-S.4-GLE.1-EO.a

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W.11-12.7)

RWC10-GR.11-S.4-GLE.1-EO.b

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (CCSS: W.11-12.8)

RWC10-GR.11-S.4-GLE.1-EO.d

Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability of the sources

FPPS.01.02.d Understand current cultural perspectives, global trade, and environmental impact of agriculture and the impact on food systems

FPPS.01.03 Understand the history and future response in food systems to agriculture

FPPS.01.03.a Determine important historical trends in food systems

FPPS.01.03.b Describe evolution and technological advances in food systems

FPPS.01.03.c Analyze trends (population, societal, income, health, environmental) and their impact on food systems







Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability of the sources

FPPS.01.03.d Predict future trends in food systems

FPPS.01.04 Identify and evaluate food products and processing segments

FPPS.01.04.a Define producers, packer/processers, distributors, consumer

FPPS.01.04.b Describe the interrelationship of processing segments

FPPS.01.04.c Evaluate the impact of a change in markets on the food science industry

FPPS.01.05 Identify and design distribution channels

FPPS.01.05.a Define Wholesalers, Local Markets/Direct Markets (CSA), Retailers, Governments/Institutional (School Lunch and Prison Lunch), Restaurant (Catering)/Hotel, Fast Food

FPPS.01.05.b Describe the movement of products through channels

FPPS.01.05.c Illustrate the impact of the distribution channels

FPPS.01.05.d Design a new distribution channel (vertical integration)

FPPS.02 Understand World Food needs

FPPS.02.01 Understand nutrition and food pyramid

FPPS.02.01.a Identify food groups and importance of nutrition

FPPS.02.01.b Determine impact of food groups on nutrition

FPPS.02.01.c Describe a balanced nutritional plan

FPPS.02.01.d Make recommendations to improve a diet or dietary deficiency


Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS: W.11-12.2), i. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS:

FPPS.02.02 Analyze the relationship between diet and population health

FPPS.02.02.a Identify nutritional diseases/deficiencies


FPPS.02.02.b Determine causes of diseases/deficiencies

FPPS.02.02.c Explore societal impacts of diet and health

FPPS.02.02.d Analyze and recommend solutions to a nutritional issue in society


Define and narrow a topic for self-designed research for a variety of purposes and audiences


Critique research questions of self and others for bias and underlying assumptions

RWC10-GR.12-S.4-GLE.1-EO.c

Critique and defend sources and information based on credibility, relevance and appropriateness relative to context and purpose


Synthesize information to support a logical argument


Distinguish between evidence and inferences


Identify false premises or assumptions

FPPS.02.03 Explain food related cultural practices and their impact on food supply

FPPS.02.03.a Define and Describe Organic, Natural, Conventional, GMOs

FPPS.02.03.b Research cultural practices and their impact on quantity and quality of food production









FPPS.02.03.c Educate others on cultural practices related to food science/food supply


Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal communication



Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-12.4)


Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11-12.6)


Identify a central idea or thesis, organize ideas, and develop a speech for an intended purpose and audience

RWC10-GR.12-S.1-GLE.1-EO.e

Choose specific words and word order for intended effect and meaning

RWC10-GR.12-S.1-GLE.1-EO.f

Select appropriate technical or specialized language

FPPS.02.04 Analyze the relationship between food supply and economic development

FPPS.02.04.a Describe food supply and its impact on economic development

FPPS.02.04.b Research food supply in developed and underdeveloped countries







FPPS.02.04.c Determine impact of food supply on infrastructure systems


Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.11-12.9), i. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). (CCSS: W.11-12.9a), ii. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluat

FPPS.02.04.d Create alternatives for increased economic development relating to food


supply

FPPS.02.05 Analyze food supply systems based on sustainability

FPPS.02.05.a Define sustainable food supply and identify sustainable food production practices

SC09-GR.HS-S.3-GLE.5-EO.b

Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use

FPPS.02.05.b Research current practices to improve sustainability in food supply









FPPS.02.05.c Compare sustainability of food supplies in developed to developing countries



FPPS.02.05.d Recommend improvements to increase sustainability in current supply chain (based on trends and industry practices)

FPPS.03 Implement Food Safety and Sanitation

FPPS.03.01 Understand and apply principles of food safety and sanitation

FPPS.03.01.a Identify the importance and recognize principles of food safety and sanitation

FPPS.03.01.b Demonstrate principles of safety and sanitation


FPPS.03.01.c Develop standard operating procedures for safety and sanitation for a given setting


Select appropriate and relevant information (excluding extraneous details) to set context


Address audience needs and anticipate audience questions or misunderstandings


Select and build context for language appropriate to content (technical, formal)


Follow the conventions of standard English to write varied, strong, correct, complete sentences

FPPS.03.01.d Evaluate a case study on safety and sanitation

FPPS.03.04 Correctly use safe food handling procedures

FPPS.03.04.a Identify concepts of safe food handling (Food temperatures, Cross contamination, Ready to Eat, Handler, Storage)

FPPS.03.04.b Implement safe food handling techniques

FPPS.03.04.c Analyze a scenario for safe food handling (observe food prep at home, food network)


Define and narrow a topic for self-designed research for a variety of purposes and audiences


Critique research questions of self and others for bias and underlying assumptions


Critique and defend sources and information based on credibility, relevance and appropriateness relative to context and purpose







FPPS.03.04.d Design a safe food handling protocol for a given situation (food buffet, quick serve rest)

FPPS.06 Understand food quality and deterioration

FPPS.06.04 Prevent microbial food borne illnesses

FPPS.06.04.a Explain the four major areas to control to prevent contamination (air movement,


physical contamination, temperature, and moisture)

FPPS.06.04.b Describe microbial growth, death, and growth inhibition

FPPS.06.04.c Identify symptoms, complications, and treatment for food borne illnesses

FPPS.06.04.d Develop a management plan incorporating food preparation, preservation and sanitation methods to prevent microbial food borne illnesses





PLSC.01 Understand the structure and significance of plant agriculture systems

PLSC.01.02 Understand historical and future trends in plant systems

PLSC.01.02.a Determine important historical trends in plant systems

PLSC.01.02.b Describe evolution and technological advances in plant systems

PLSC.01.02.c Analyze trends (population, societal, income, health, environmental) and their impact on plant systems








Summarize ideas that include alternate views, rich detail, well-developed paragraphs, and logical argumentation

PLSC.01.02.d Predict future trends in plant systems


Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately


through the effective selection, organization, and analysis of content. (CCSS: W.11-12.2), i. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS:





PLSC.01.03 Understand plant production industry segments

PLSC.01.03.a Define plant system industry segments (seed producer, farmer/producer, processor, retailer)

PLSC.01.03.b Describe the interrelationship of processing segments

PLSC.01.03.c Evaluate the impact of a change in markets on the plant systems industry









PLSC.01.04 Understand the distribution channels of the plant agriculture industry and relate these to the efficiencies of production

PLSC.01.04.a Define Wholesalers, Local Markets/Direct Markets (CSA), Retailers, Governments/Institutional (School Lunch and Prison Lunch), Restaurant (Catering)/Hotel, Fast Food

PLSC.01.04.b Describe the movement of products through channels

PLSC.01.04.c Illustrate the impact of the distribution channels

PLSC.01.04.d Design a new distribution channel (vertical integration)

PLSC.02 Understand issues and trends in the plant systems pathway

PLSC.02.02 Understand the role of biotechnology in plant systems

PLSC.02.02.a Define biotechnology and its impact on agriculture


PLSC.02.02.b Recognize some current uses in biotechnology in plant systems (i.e. round-up ready corn, sugar beets, etc)

PLSC.02.02.c Develop a management plan for the local agricultural industry incorporating new plant system biotechnology methods







SC09-GR.HS-S.2-GLE.7-EO.a

Analyze and interpret data that genes are expressed portions of DNA.


Analyze and interpret data on the processes of DNA replication, transcription, translation, and gene regulation, and show how these processes are the same in all organisms

SC09-GR.HS-S.2-GLE.7-EO.c

Recognize that proteins carry out most cell activities and mediate the effect of genes on physical and behavioral traits in an organism

SC09-GR.HS-S.2-GLE.7-EO.d

Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of chromosomes, crossing over, and mutations

SC09-GR.HS-S.2-GLE.7-EO.e

Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism

PLSC.02.02.d Predict new developments in biotechnology likely to affect the agricultural industry


Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS: W.11-12.2), i. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds


on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS:















PLSC.02.03 Understand alternative crops and the importance of crop diversity in plant systems

PLSC.02.03.a Identify alternative crops used in agriculture

PLSC.02.03.b Explain the importance of crop diversity as a risk management method

PLSC.02.03.c Explain non-traditional uses of alternative crops (i.e. soy based-artificial meat and dairy products)

PLSC.02.03.d Evaluate how alternative crops can help meet world food demand for ag products









PLSC.02.04 Understand organic plant production and the impact of organic production on plant systems industry

PLSC.02.04.a Describe the difference between organic and natural foods


PLSC.02.04.b Identify and explain the standards used by the USDA to certify organic food

PLSC.02.04.c Analyze how organic food production can be a niche market in agriculture









PLSC.02.04.d Analyze the advantages and disadvantages of organic production









PLSC.03 Understand plant biology and apply principles in a plant systems production setting

PLSC.03.01 Describe and utilize plant classification systems

PLSC.03.01.a Explain and justify the systems used to classify plants

PLSC.03.01.b Compare and contrast the hierarchical classification of agricultural plants

PLSC.03.01.c Classify agricultural plants according to the hierarchical classification system, life cycles, plant use, and as monocots or dicots

PLSC.03.02 Identify plants according to different methods of classification and identification

PLSC.03.02.a Identify plant structures and functions and explain systems used to classify plants

PLSC.03.02.b Identify agriculturally important plants by common names

PLSC.03.02.c Identify agriculturally important plants by scientific names

PLSC.03.02.d Classify agricultural plants according to the hierarchical classification system, life cycles, plant use and as monocotyledons or dicotyledons


PLSC.03.03 Understand plant growth and development

PLSC.03.03.a Distinguish growth processes of plants

PLSC.03.03.b Define life span and relate it to living condition; explain the stages of life

PLSC.03.03.c Analyze the growth factors that affect production enterprises


Develop, communicate, and justify an evidence-based scientific explanation the optimal environment for photosynthetic activity

PLSC.03.03.d Explore the role that humans have in each of the life stages of agriculturally important plants

PLSC.03.04 Understand cell structure and function

PLSC.03.04.a Describe the basics of a plant cell and describe the cellular organelles and their functions



PLSC.03.04.b Identify and explain DNA structure and replication processes





PLSC.03.04.c Diagram and label the cell cycle (mitosis and meiosis) and have understanding of each phase





PLSC.03.05 Understand the anatomy and function of plants parts

PLSC.03.05.a Identify the components and functions of flowers, stems, leaves, and roots


Discuss how two or more body systems interact to promote health for the whole organism


Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims about the effectiveness of feedback loops to maintain homeostasis

PLSC.03.05.b Explain the role flowers, stems, leaves, and roots play in overall plant health






PLSC.03.05.c Apply the knowledge of flower, stem, leaves, and root structures to plant breeding, production, and use





PLSC.03.05.d Utilize plant anatomy to identify and classify plants and determine the adaptability of plants to the plant environment








Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction

PLSC.03.06 Describe photosynthesis and respiration and impact on plant production

PLSC.03.06.a Explain the basic processes of photosynthesis and respiration and their importance on earth


Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition, combustion, and replacement) or nuclear equations (fusion and fission)


Develop, communicate, and justify an evidence-based scientific explanation showing how ecosystems follow the laws of conservation of matter and energy


Identify biomolecules and their precursors/building blocks


Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule

PLSC.03.06.b Explain the requirements necessary for photosynthesis and respiration to occur


and identify the products and byproducts of each process








Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule




Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere

PLSC.03.06.c Explain the light dependent and light independent reactions that occur during photosynthesis and explain the stages of respiration




Explain how carbon compounds are gradually oxidized to provide energy in the form of adenosine triphosphate (ATP), which drives many chemical reactions in the cell

PLSC.03.06.d Perform experiments in the greenhouse testing light duration on overall plant development

PLSC.03.07 Understand plant processes and impact on production

PLSC.03.07.a Identify the processes of transpiration and translocation





PLSC.03.07.b Explain the movement of nutrients through the plant processes

PLSC.03.07.c Describe signs of proper and improper physiological plant processes


PLSC.03.08 Describe the processes of plant reproduction and replication

PLSC.03.08.a Discuss the importance of plant propagation and explain the difference between sexual and asexual propagation methods

PLSC.03.08.b Describe how to successfully plant seeds, use stem cutting propagation, and use grafting propagation

PLSC.03.08.c Produce plants using various propagation techniques

PLSC.03.08.d Conduct an experiment showing how plant environment affects reproduction

PLSC.03.09 Describe the impact of plant genetics on plant production practices

PLSC.03.09.a Define principles of inheritance and genetic terms

PLSC.03.09.b Describe how improving plant genetics can improve plant production

PLSC.03.09.c Diagram and explain how characteristics are inherited (punnet square)

PLSC.03.09.d Explain how plant genetics impacts cultural reproductive practices (i.e. Cuttings, grafting, seed production, cross-pollination)

PLSC.04 Describe processes and techniques of plant environmental management

PLSC.04.01 Understand plant environment and impact on plant growth and development

PLSC.04.01.a Describe the effects air, temperature, nutrients, light and water have on plant metabolism and growth




Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity


Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that water, air, gravity, and biological activity create

PLSC.04.01.b Determine the optimal air, temperature, nutrients, light and water conditions for plant optimal plant growth



SC09-GR.HS-S.3-GLE.6- Develop, communicate, and justify an evidence-based scientific


EO.a explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity



PLSC.04.01.c Describe plant responses to changes in the environment

PLSC.04.01.d Design, implement and evaluate a growing plan to maintain optimal conditions for plant growth

PLSC.04.02 Identify and describe different growth promotants and regulators used in Plant Systems

PLSC.04.02.a Identify growth promotants and regulators and their uses in production

PLSC.04.02.b Describe the impact of growth promotants and regulators on the plant system

PLSC.04.02.c Create a management plan using growth regulators and growth promotants

PLSC.04.02.d Compare different types of actions of growth promotants and regulators

PLSC.04.03 Utilize nutrient identification and management in plant systems

PLSC.04.03.a Recognize essential nutrients and their roles in growth




Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins



PLSC.04.03.b Describe nutrient deficiency symptoms


Analyze and interpret data about the impact of removing keystone species from an ecosystem or introducing non-native species into an ecosystem




Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins



PLSC.04.03.c Identify nutrient availability in a soil






PLSC.04.03.d Determine the amount of fertilizer to apply to a soil





PLSC.04.04 Manage diseases and pests in plant systems

PLSC.04.04.a Define disease and pest triangle and how they can be used as a prevention tool

PLSC.04.04.b Identify major pests for commonly grown local crops and ornamentals

PLSC.04.04.c Describe how pests affect plants and define economic and aesthetic thresholds

PLSC.04.04.d Evaluate the best treatments--both chemical and natural--for common diseases and plants

PLSC.04.05 Understand and implement an integrated pest management plan

PLSC.04.05.a Explain general overview and history of IPM/PHC (Integrated Pest Management/Plant Health Care)

PLSC.04.05.b Explain generally accepted control methods and combinations for common insect, disease and weed groups based on pest life cycles

PLSC.04.05.c Identify common weeds, disease and insects (including beneficials)

PLSC.04.05.d Implement an IPM plan for local agriculturalists

PLSC.04.06 Understand safety practices and chemical pest control methods

PLSC.04.06.a Explain risks and benefits associated with the materials and methods used in plant pest management

PLSC.04.06.b Explain procedures for the safe handling, use and storage of pesticides

PLSC.04.06.c Develop a safe chemical control method plan for local agricultural producers


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3), i. Engage and orient the


reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (CCSS: W.11-12.3a), ii. Use narrative techniques, such as dialogue, pacing,



PLSC.04.06.d Evaluate environmental and consumer concerns regarding pest management strategies

PLSC.04.07 Identify pests and diagnose diseases

PLSC.04.07.a Define terms for common plant disease signs and symptoms (i.e. Stunting, cholorosis, necrosis)

PLSC.04.07.b State difference between sign and symptoms of pests/diseases




Distinguish between causation and correlation in epidemiological data, such as examining scientifically valid evidence regarding disrupted homeostasis in particular diseases

PLSC.04.07.c Diagnose unknown pest/disease using diagnostic process

PLSC.04.07.d Hypothesize how pest and diseases can adapt and modify over time; analyze new ways to control modified pests and diseases




Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction

PLSC.05 Understand the history and management of water resources in plant systems

PLSC.05.02 Describe the water cycle

PLSC.05.02.a Define the term water cycle and explain how it relates to agriculture







Evaluate negative and positive consequences of physical and chemical changes on the geosphere

PLSC.05.02.b Explain the components of the hydrologic cycle







PLSC.05.02.c Explain how the hydrological cycle is related to water storage



PLSC.05.02.d Monitor changes in precipitation over the past ten years in the local community and explain how the water cycle affects water sources in the community


Analyze and interpret data on Earth’s climate







PLSC.05.03 Understand irrigation methods, systems, and equipment

PLSC.05.03.a Define irrigation and why it is needed in agriculture

PLSC.05.03.b Identify common irrigation systems, methods and equipment and explain the main water users in agriculture

PLSC.05.03.c Discuss the advantages and disadvantages of common types of irrigation systems

PLSC.05.03.d Develop a model demonstrating common irrigation methods in Colorado

PLSC.05.04 Describe soil plant and water Interactions

PLSC.05.04.a Define the terms gravitational water, capillary water, and hydroscopic water

SC09-GR.HS-S.3-GLE.6- Develop, communicate, and justify an evidence-based scientific


EO.a explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity

PLSC.05.04.b Describe how different types of soil water affect plant growth

PLSC.05.04.c Apply tests that visually demonstrate the affects of different types of soil water

PLSC.05.04.d Create a model illustrating soil water interactions

PLSC.05.06 Determine factors influencing water quality

PLSC.05.06.a Identify the major water pollution groups and explain different types of agricultural pollution


Evaluate the potential ecological impacts of a plant-based or meat-based diet


Analyze and interpret data from experiments on ecosystems where matter such as fertilizer has been added or withdrawn such as through drought



PLSC.05.06.b Explain common water pollution control measures

PLSC.05.06.c Perform water tests at local reservoirs, rivers, and municipal water sources to identify factors that determine water quality for both agricultural and municipal purposes

PLSC.05.06.d Evaluate the results of water tests and determine changes that need to be made to produce high quality water for agriculture and municipal purposes

PLSC.05.07 Explain principles of water conservation

PLSC.05.07.a Define water conservation and why conservation is important in agriculture

PLSC.05.07.b Describe how irrigation practice and plant/crop choice is related to water consumption/ water conservation



PLSC.05.07.c Relate water conservation to common soil conservation practices (i.e. waterways, runoff, no till, minimum till)



PLSC.05.07.d Develop a water conservation plan for a local enterprise

RWC10-GR.11-S.3-GLE.1- Write narratives to develop real or imagined experiences or events


EO.a using effective technique, well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3), i. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (CCSS: W.11-12.3a), ii. Use narrative techniques, such as dialogue, pacing,



PLSC.06 Identify and explain the principles of field production

PLSC.06.01 Understand planting methods and procedures

PLSC.06.01.a Define germination and identify favorable conditions for seed germination

PLSC.06.01.b Identify methods to handle seeds to overcome seed dormancy mechanisms

PLSC.06.01.c Conduct tests associated with seed germination rates, viability and vigor

PLSC.06.01.d Demonstrate sowing techniques, propagate plants by micro propagation and asexual propagation

PLSC.06.02 Understand harvest methods

PLSC.06.02.a Determine harvest methods for major crops

PLSC.06.02.b Assess the stage of growth to determine crop maturity

PLSC.06.02.c Determine economic advantages & disadvantages of harvest methods

PLSC.06.02.d Evaluate yield loss during harvest

PLSC.06.03 Describe the principles of crop storage

PLSC.06.03.a Identify storage methods for plants and plant products & determine size requirements

PLSC.06.03.b Explain proper conditions to maintain the quality of plants/plant products held in storage

PLSC.06.03.c Explain the reasons for preparing plants and plant products for distribution including grading, handling and packaging


PLSC.06.03.d Monitor environmental conditions in storage facilities for plants and plant products

PLSC.06.04 Understand the role and importance of a management plan in crop production

PLSC.06.04.a Explain the importance and components of a management plan (environment, procedure, calendar, pest management)

PLSC.06.04.b Develop a plant management plan for crop production



PLSC.06.04.c Implement a plant management plan for crop production

PLSC.11 Understand, evaluate and apply management practices for soils

PLSC.11.01 Understand and relate the factors of soil formation

PLSC.11.01.a Identify the components of soil (water, mineral particles, air, organic matter)





PLSC.11.01.b Describe the process of soil formation through the five soil forming factors--time, topography, weathering, soil organisms, and climate





PLSC.11.01.c Differentiate soils based on soil horizons, parent material, etc





PLSC.11.01.d Describe the soil classification system and relate it to geographic landforms, etc


PLSC.11.02 Identify soil physical characteristics and relate to soil management

PLSC.11.02.a Identify physical properties of soil (bulk density, aeration/drainage, water holding capacity, texture, structure)





PLSC.11.02.b Explain how the physical qualities of the soil influence the infiltration and percolation of water





PLSC.11.02.c Diagnose plant growth problems due to the physical qualities of the soil





PLSC.11.02.d Relate soil formation and soil physical characteristics to suitable land uses, or land capability classes

PLSC.11.03 Explain soil structure and relate to soil management

PLSC.11.03.a Describe the main types of soil peds and define the difference between soil texture from structure

PLSC.11.03.b Describe how soil structure is related to soil treatment (plowing, cultivation, organic matter amendments, etc) and soil treatment is related to the degradation or improvement of soil Structure



PLSC.11.03.c Diagnose and prescribe treatments for potential plant growth related problems Associated with soil structure (pans, compaction, etc)

PLSC.11.03.d Analyze how soil and water chemistry impact soil structure

PLSC.11.04 Explain soil texture and relate to soil management

PLSC.11.04.a Identify different methods of determining soil texture (soil ribbon test and the USDA soil texture triangle, solids separation)




PLSC.11.04.b Recognize potential plant growth problems associated with soil texture ( tightness, poor drainage, temperature variations, etc)



PLSC.11.04.c Propose possible treatments for certain soil texture problems

PLSC.11.04.d Analyze how soil texture relates to crop selection

PLSC.11.05 Explain soil color and relate to soil management

PLSC.11.05.a Identify factors that determine soil color such as hue, chroma, and value

PLSC.11.05.b Utilize a Munsell color chart to determine soil color

PLSC.11.05.c Determine how soil color is related to subsurface drainage problems like glaying and mottling

PLSC.11.05.d Prescribe treatments for soils lacking suitable characteristics for plant growth based on their soil color (i.e. glaying and mottling)

PLSC.11.06 Explain soil water holding capacity and relate to soil management

PLSC.11.06.a Describe how soil serves as a reservoir for plant available water



PLSC.11.06.b Compare and contrast the different categories of soil water



PLSC.11.06.c Compare the relationship between root volume and soil water available to the plant



PLSC.11.06.d Evaluate how soil drainage and water holding capacity can be improved

PLSC.11.07 Explain soil water movement and relate to soil management

PLSC.11.07.a Discuss how water moves into and through soil and how it is retained



PLSC.11.07.b Describe how water is lost to evapotranspiration




PLSC.11.07.c Predict the amount of water lost to ET when given specific data on soil moisture retention and irrigation practices



PLSC.11.07.d Evaluate irrigation based upon soil moisture vs. soil water holding capacity

PLSC.11.08 Explain soil microbiology/biology and its impact on soil management

PLSC.11.08.a State the conditions necessary for a healthy soil microbiological ecosystem

PLSC.11.08.b Recognize situations where a soil's ecosystem will be damaged by human impacts





PLSC.11.08.c Recommend ways in which a soil's microbiology environment can be improved

PLSC.11.09 Explain soil pH and its management

PLSC.11.09.a Define soil pH and how it relates to soil health and productivity


Gather, analyze and interpret data on chemical and physical properties of elements such as density, melting point, boiling point, and conductivity


Gather, analyze, and interpret data on chemical and physical properties of different compounds such as density, melting point, boiling point, pH, and conductivity

PLSC.11.09.b Determine the ideal pH for most plants and how pH can affect the solubility/availability of certain nutrients





PLSC.11.09.c Analyze how pH can be adjusted (i.e. by liming or acid injection/sulfur application)






PLSC.11.09.d Summarize and analyze the problems Associated with pH ranges above and below the ideal (i.e. Nutrient deficiencies in calcareous soils, deflocculation in high pH sodic soils, toxic metal solubility in acidic soils

PLSC.11.10 Explain soil cation exchange and its management

PLSC.11.10.a Identify CEC and how it is related to soil health and productivity



PLSC.11.10.b Relate how CEC is a measure of the nutrient holding capacity of the soil



PLSC.11.10.c Describe how CEC varies by soil texture and is related to clay and organic matter content and soil chemistry

PLSC.11.10.d Analyze the relationship of CEC to pH, colloid content and water chemistry

PLSC.11.12 Explain soil-carbon cycling and its impact on plant production

PLSC.11.12.a Diagram the carbon cycle


Define and distinguish between matter and energy, and how they are cycled or lost through life processes


Describe or evaluate communities in terms of primary and secondary succession as they progress over time

PLSC.11.12.b Describe the various forms carbon takes in the carbon cycle


Predict reactants and products for different types of chemical and nuclear reactions


Define and distinguish between matter and energy, and how they are cycled or lost through life processes



PLSC.11.12.c Discuss the ecological importance of the various forms of carbon in the carbon cycle


PLSC.11.12.d Hypothesize the historical and future impact the carbon cycle has on our environment (i.e. global warming)


Analyze and interpret data on Earth’s climate


Explain how a combination of factors such as Earth’s tilt, seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location’s climate


Identify mechanisms in the past and present that have changed Earth’s climate


Analyze the evidence and assumptions regarding climate change

PLSC.11.13 Explain soil nutrient cycling

PLSC.11.13.a State the sources of N, P, and K in a soil

PLSC.11.13.b Diagram and explain the N, P, and K cycle

SC09-GR.HS-S.2-GLE.1-EO.f

Describe how carbon, nitrogen, phosphorus, and water cycles work

PLSC.11.13.c Describe how nutrients are "gained" and "lost" in the soil nutrient cycle

SC09-GR.HS-S.2-GLE.1-EO.f

Describe how carbon, nitrogen, phosphorus, and water cycles work

PLSC.11.14 Explain soil organic matter and its impact on soil management

PLSC.11.14.a Define organic matter and identify sources of organic matter in the soil

PLSC.11.14.b Recognize ways in which organic matter may be managed in the soil



PLSC.11.14.c Utilize a soil test to measure organic matter

PLSC.11.14.d Make recommendations to improve organic matter content based on soil test results

PLSC.11.15 Explain soil compaction and management

PLSC.11.15.a Define soil compaction and its effects on growing conditions


Develop, communicate, and justify an evidence-based scientific explanation addressing questions about Earth’s history

PLSC.11.15.b Describe ways of preventing and correcting compaction problems


PLSC.11.15.c Make recommendations to improve soil compaction problems (i.e. rotational grazing, etc)


Analyze and interpret data regarding the history of the universe using direct and indirect evidence

PLSC.11.15.d Perform a bulk density test and predict growth problems based upon test results

PLSC.11.17 Explain soil testing processes

PLSC.11.17.a Collect, document, and submit or test a composite soil sample

PLSC.11.17.b Interpret the results of a soil test

PLSC.11.17.c Make recommendations to improve soil after interpreting the soil test

PLSC.11.17.d Complete a soil test, prepare results, and make recommendations

PLSC.11.18 Explain and manage soil erosion

PLSC.11.18.a Identify types of erosion and predict when they will occur

PLSC.11.18.b Identify prevention/control methods for various types of soil erosion

PLSC.11.18.c Develop a management plan to control soil erosion in the local community









PLSC.11.18.d Research the advancements in agricultural production and it's impact on soil erosion

RWC10-GR.11-S.3-GLE.2- Write informative/explanatory texts to examine and convey


EO.b complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS: W.11-12.2), i. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS:

PSTS.02 Understand and apply safety procedures in the work environment

PSTS.02.05 Interpret and comply with Material Safety Data Sheets

PSTS.02.05.a Read MSDS and understand purposes of MSDS

PSTS.02.05.b Apply all content of a MSDS

PSTS.03 Identify, use and store/maintain tools and materials

PSTS.03.01 Identify and use hand tools

PSTS.03.01.a Identify tools and their uses

PSTS.03.01.b Demonstrate proper and safe operation of tool

PSTS.03.01.c Maintain and store tools appropriately

PSTS.03.02 Identify and use power tools

PSTS.03.02.a Identify tools and their uses

PSTS.03.02.b Demonstrate proper and safe operation of tool


PSTS.03.03 Identify and use specialty tools

PSTS.03.03.a Identify specialty tools (engines, cabinetmaking, hard surfacing, plumbing, electrical)

PSTS.03.03.b Demonstrate proper and safe operation of specialty tools


PSTS.03.04 Identify proper tools for the job requirement

PSTS.03.04.a Students will identify the tools necessary to complete their project/job

ESSK.01 ACADEMIC FOUNDATIONS: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster.

ESSK.01.03 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities.


ESSK.01.03.a Identify whole numbers, decimals, and fractions.

ESSK.01.03.b Demonstrate knowledge of basic arithmetic operations such as addition, subtraction, multiplication, and division.

ESSK.01.03.c Demonstrate use of relational expressions such as equal to, not equal, greater than, less than, etc.

ESSK.01.03.d Apply data and measurements to solve a problem.

ESSK.01.03.e Analyze Mathematical problem statements for missing and/or irrelevant data.

ESSK.01.03.f Construct charts/tables/graphs from functions and data.

ESSK.01.03.g Analyze data when interpreting operational documents.

ESSK.01.04 Demonstrate science knowledge and skills required to pursue the full range of postsecondary and career education opportunities.

ESSK.01.04.a Evaluate scientific constructs including conclusions, conflicting data, controls, data, inferences, limitations, questions, sources of errors, and variables.

ESSK.01.04.b Apply scientific methods in qualitative and quantitative analysis, data gathering, direct and indirect observation, predictions, and problem identification.

ESSK.02 Communications: Use oral and written communication skills in creating, expressing, and interpreting information and ideas including technical terminology and information.

ESSK.02.02 Demonstrate use of the concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace.

ESSK.02.02.a Employ verbal skills when obtaining and conveying information.


Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.(CCSS: SL.9-10.6)


Use verbal and nonverbal techniques to communicate information

ESSK.02.02.b Record information needed to present a report on a given topic or problem.


Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W.11-12.5)


Use reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts


Select appropriate and relevant information (excluding extraneous details) to set context

ESSK.02.02.c Write internal and external business correspondence that conveys and/or obtains


information effectively.




Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.11-12.2), i. Observe hyphenation conventions. (CCSS: L.11-12.2a), ii. Spell correctly. (CCSS: L.11-12.2b)


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in expectations 1-2 above.) (CCSS: W.11-12.4)


Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CCSS: W.11-12.6)


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.9-10.2), i. Identify comma splices and fused sentences in writing and revise to eliminate them, ii. Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences, iii. Use a colon to introduce a list or quotation. (CCSS: L.9-10.2b), iv. Spell correctly. (CCSS: L.9-10.2c)


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in expectations 1 and 2 above.) (CCSS: W.9-10.4)


Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W.9-10.5)


Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (CCSS: W.9-10.6)

ESSK.02.02.d Communicate with other employees to clarify workplace objectives.






ESSK.02.02.e Communicate effectively with customers and employees to foster positive relationships.






Select appropriate technical or specialized language


Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (CCSS: SL.11-12.1b)



ESSK.02.03 Locate, organize and reference written information from various sources to communicate with coworkers and clients/participants.

ESSK.02.03.a Locate written information used to communicate with co-workers and customers.


Identify and evaluate potential sources of information for accuracy, reliability, validity, and timeliness


Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (CCSS: SL.11-12.2)



ESSK.02.03.b Organize information to use in written and oral communications.








ESSK.02.03.c Reference the sources of information.


Document sources of quotations, paraphrases, and other information, using a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA)

ESSK.02.04 Evaluate and use information resources to accomplish specific occupational tasks.

ESSK.02.04.a Use informational texts, Internet web sites, and/or technical materials to review and apply information sources for occupational tasks.



ESSK.02.04.b Evaluate the reliability of information from informational texts, Internet Websites, and/or technical materials and resources.



ESSK.02.05 Use correct grammar, punctuation, and terminology to write and edit documents.

ESSK.02.05.a Compose multi-paragraph documents clearly, succinctly, and accurately.


Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS: W.9-10.2), i. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS: W.9-10.2a), ii. Develop the topic with


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in expectations 1 and 2 above.) (CCSS: W.9-10.4)


Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing


what is most significant for a specific purpose and audience. (CCSS: W.9-10.5)

ESSK.02.05.b Use descriptions of audience and purpose when preparing and editing written documents.


Address audience needs and anticipate audience questions or misunderstandings

ESSK.02.05.c Use correct grammar, spelling, punctuation, and capitalization when preparing written documents.


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.9-10.1), i. Use parallel structure. (CCSS: L.9-10.1a), ii. Distinguish between the active and passive voice, and write in the active voice, iii. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or prese


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.9-10.2), i. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. (CCSS: L.9-10.2a), ii. Use a colon to introduce a list or quotation. (CCSS: L.9-10.2b)


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.11-12.2), i. Observe hyphenation conventions. (CCSS: L.11-12.2a), ii. Spell correctly. (CCSS: L.11-12.2b)


Follow the conventions of standard English to write varied, strong, correct, complete sentences


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.9-10.2), i. Identify comma splices and fused sentences in writing and revise to eliminate them, ii. Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences, iii. Use a colon to introduce a list or quotation. (CCSS: L.9-10.2b), iv. Spell correctly. (CCSS: L.9-10.2c)

ESSK.02.06 Develop and deliver formal and informal presentations using appropriate media to engage and inform audiences.

ESSK.02.06.a Prepare oral presentations to provide information for specific purposes and audiences.






ESSK.02.06.b Identify support materials that will enhance an oral presentation.


Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS: W.9-10.8)






Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.11-12.5)

ESSK.02.06.c Prepare support materials that will enhance an oral presentation.









RWC10-GR.12-S.2-GLE.2- Integrate and evaluate multiple sources of information presented in


EO.b different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (CCSS: RI.11-12.7)



RWC10-GR.9-S.1-GLE.2-EO.g

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS: SL.9-10.2)


Integrate information from different sources to research and complete a project

ESSK.02.06.d Deliver an oral presentation that sustains listeners' attention and interest.


Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience





ESSK.02.06.e Align presentation strategies to the intended audience.





ESSK.02.06.f Implement multi-media strategies for presentations.





RWC10-GR.12-S.1-GLE.1- Choose specific words and word order for intended effect and


EO.e meaning


Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (CCSS: RI.11-12.7)



RWC10-GR.9-S.1-GLE.2-EO.g

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS: SL.9-10.2)



ESSK.03 Problem Solving and Critical Thinking: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams. Solve problems using creativity and innovation.

ESSK.03.01 Employ critical thinking skills independently and in teams to solve problems and make decisions (e.g., analyze, synthesize and evaluate).

ESSK.03.01.a Identify common tasks that require employees to use problem-solving skills.


Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision

ESSK.03.01.b Analyze elements of a problem to develop creative solutions.


Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts inherent in thinking

ESSK.03.01.c Describe the value of using problem-solving and critical thinking skills to improve a situation or process.


Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), were open to constructive critique (intellectual open-mindedness)

ESSK.03.01.d Create ideas, proposals, and solutions to problems.


Implement a purposeful and articulated process to solve a problem

ESSK.03.01.e Evaluate ideas, proposals, and solutions to problems.

RWC10-GR.9-S.4-GLE.2- Monitor and reflect on the rationale for, and effectiveness of,


EO.d choices made throughout the problem-solving process

ESSK.03.01.f Use structured problem-solving methods when developing proposals and solutions.



ESSK.03.01.g Generate new and creative ideas to solve problems by brainstorming possible solutions.



ESSK.03.01.h Critically analyze information to determine value to the problem-solving task.


Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (such as editorials), and support the decision

ESSK.03.01.i Guide individuals through the process of recognizing concerns and making informed decisions.



ESSK.03.01.j Identify alternatives using a variety of problem solving and critical thinking skills.



ESSK.03.01.k Evaluate alternatives using a variety of problem solving and critical thinking skills.


Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision



ESSK.06 SAFETY, HEALTH AND ENVIRONMENTAL: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. Follow organizational policies and procedure

ESSK.06.01 Implement personal and jobsite safety rules and regulations to maintain safe and healthful working conditions and environments.

ESSK.06.01.a Assess workplace conditions with regard to safety and health.


Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating


understanding of the subject under investigation. (CCSS: W.9-10.7)

ESSK.06.01.b Align safety issues with appropriate safety standards to ensure a safe workplace/jobsite.





ESSK.06.01.c Identify safety hazards common to workplaces.



ESSK.06.01.d Identify safety precautions to maintain a safe worksite.



ESSK.06.01.e Select appropriate personal protective equipment as needed for a safe workplace/jobsite.



ESSK.06.01.f Inspect personal protective equipment commonly used for selected career pathway.



ESSK.06.01.g Use personal protective equipment according to manufacturer rules and regulations.



ESSK.06.01.h Employ a safety hierarchy and communication system within the workplace/jobsite.


Use verbal and nonverbal techniques to communicate information




ESSK.06.01.i Implement safety precautions to maintain a safe worksite.



ESSK.09 Employability and Career Development: Know and understand the importance of employability skills. Explore, plan, and effectively manage careers. Know and understand the importance of entrepreneurship skills.

ESSK.09.07 Identify and explore career opportunities in one or more career pathways to build an understanding of the opportunities available in the cluster.

ESSK.09.07.a Locate and identify career opportunities that appeal to personal career goals.







ESSK.09.07.b Match personal interest and aptitudes to selected careers.






Academic Vocabulary

Acre - The unit of measure most typically used to describe land area in the United States. An acre is equivalent to 43,560 square feet and is about 9/10 the size of a football field.

Acre-Inch - A volume measurement typically associated with irrigation operations on cropland. An acre-inch is equivalent to 27,154 gallons. When an inch of water is applied to cropland via irrigation, each acre receives 27,154 gallons. (Alternatively, a measure of the volume of water applied to the soil/growing crop using irrigation - approximately equivalent to 27,154 gallons.)

Agribusiness - An enterprise that derives a significant portion of its revenues from sales of agricultural products or sales to agricultural producers.

Anhydrous Ammonia - A fertilizer used to provide nitrogen for crop production. The product, stored under high pressure as a liquid, changes state during application and is injected into soil as a gas. It is popular due to the fact that it is composed of 82 percent nitrogen compared to other nitrogen fertilizers such as urea that contain only 46% nitrogen and ammonium nitrate with 30-33% nitrogen content.

Boot - The time when the head is enclosed by the sheath of the uppermost leaf.

Bt Corn - Field corn that has received a gene transferred from a naturally-occurring soil bacterium called Bacillus thuringiensis. The gene causes the corn plant to produce one of several insecticidal compounds commonly called Bt toxins. The toxins affect the midgut of particular groups of insects such as European corn borer that can be harmful to corn.

Bushel - A unit of dry volume typically used to quantify crop yields. One bushel is equivalent to 32 quarts or 2,150.42 cubic inches. A bushel is often used to represent the weight of a particular crop; for example, one bushel of No. 2 yellow shelled corn at 15.5% moisture content weighs 56 lb.

Cash Crop - An agricultural crop grown to provide revenue from an off-farm source.

Center Pivot - A type of irrigation system that consists of a wheel-driven frame that supports a series of sprinkler nozzles. The frame rotates about a central point to distribute water over a large circular area.

Channel Erosion - Erosion in channels is mostly caused by downward scour due to flow shear stress. Side wall sluffing can also occur during widening of the channel caused by large flows.

Conservation Tillage - Any tillage and planting system that covers 30 percent or more of the soil surface with crop residue, after planting, to reduce soil erosion by water. Where soil erosion by wind is the primary


concern, any system that maintains at least 1,000 pounds per acre of flat, small grain residue equivalent on the surface throughout the critical wind erosion period.

Conventional Tillage - Full width tillage that disturbs the entire soil surface and is performed prior to and/or during planting. There is less than 15 percent residue cover after planting, or less than 500 pounds per acre of small grain residue equivalent throughout the critical wind erosion period. Generally involves plowing or intensive (numerous) tillage trips. Weed control is accomplished with crop protection products and/or row cultivation.

Corn Belt - The area of the United States where corn is a principal cash crop, including Iowa, Indiana, most of Illinois, and parts of Kansas, Missouri, Nebraska, South Dakota, Minnesota, Ohio, and Wisconsin.

Depression - A low area in a field where surface drainage away from the area does not occur.

Drawbar - A tractor component typically located at the rear and near the ground that permits attachment of implements for pulling or towing.

Drawbar Work - Any operation performed by a tractor that requires force to be exerted by wheels/tracks to propel an implement through or over the soil.

Drilled - Planted with a grain drill. Grain drills differ from row crop planters in that they do not meter individual seeds, but drop small groups of seed in a process referred to as bulk metering. Drills plant crops in closely spaced rows (typically seven to 10 inches on center) that will not be mechanically cultivated.

Ensiling - The process of creating silage via anaerobic fermentation.

Eutrophication - The process by which lakes and streams are enriched by nutrients (usually phosphorus and nitrogen) which leads to excessive plant growth.

Federal, Food, Drug, and Cosmetic Act (FFDCA) - It specifies the levels of pesticides, chemicals, and naturally occurring poisonous substances in food products. It also regulates the safety of cosmetic products.

Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA) - The objective of FIFRA is to provide federal control of pesticide distribution, sale, and use. All pesticides used in the United States must be registered (licensed) by EPA. Registration assures that pesticides will be properly labeled and that, if used in accordance with specifications, they will not cause unreasonable harm to the environment. Use of each registered pesticide must be consistent with use directions contained on the label or labeling.

Feed Grain - Any of a number of grains used for livestock or poultry feed. Corn and sorghum are feed grains.


Flowering - This is the stage when the crop starts flowering. In corn, tassel emergence and pollen shedding takes place at this stage. Two to three days after pollen shedding, silk emergence takes place. At this stage, typically occurs 51-56 days after planting the corn seed, pollination between silks (female) and tassels (male) takes place.

Forage Crop - Annual or perennial crops grown primarily to provide feed for livestock. During harvesting operations, most of the aboveground portion of the plant is removed from the field and processed for later feeding.

Genetically-Modified Organism (GMO) - A term that refers to plants that have had genes implanted to improve their performance by making them resistant to certain pesticides, diseases, or insects.

Grazing - Any vegetated land that is grazed or that has the potential to be grazed by animals.

Ground Water - The water under the surface of the earth that is found within the pore spaces and cracks between the particles of soil, sand, gravel and bedrock.

Gully Erosion - They are formed when channel development has progressed to the point where the gully is too wide and too deep to be tilled across. These channels carry large amounts of water after rains and deposit eroded material at the foot of the gully. They disfigure landscape and make land unfit for growing crops.

Hay - The product of any of a variety of perennial crops, typically grasses or legumes, that can be used a feed for ruminant animals.

Heading - The stage in which the head pushes its way through the flag leaf collar.

IPM - An integrated approach to controlling plant pests using careful monitoring of pests and weeds. It may include use of natural predators, chemical agents and crop rotations.

Leach - The downward transport of dissolved or suspended minerals, fertilizers, pesticides and other substances by water percolating through the soil.

Karst - Areas with shallow ground water, caverns, and sinkholes.

Mulch Tillage - Full-width tillage involving one or more tillage trips which disturbs all of the soil surface and is done prior to and/or during planting. Tillage tools such as chisels, field cultivators, disks, sweeps or blades are used. Weed control is accomplished with crop protection products and/or cultivation.


Non-Point Source Management Program - Under the Non-point Source Management Program, states can receive funding to control non-point sources of pollution to protect surface and ground water, including programs to control pesticide contamination of the ground and surface water.

No-Tillage - Crop production system in which the soil is left undisturbed from harvest to planting. At the time of planting, a narrow strip up to 1/3 as wide as the space between planted rows (strips may involve only residue disturbance or may include soil disturbance) is engaged by a specially equipped planter. Planting or drilling is accomplished using disc openers, coulter(s), row cleaners, in-row chisels, or roto-tillers. Weed control is accomplished primarily with crop protection products. Other common terms used to describe No-till include direct seeding, slot planting, zero-till, row-till, and slot-till.Pasture (or Pastureland) - Land used primarily for the production of domesticated forage plants for livestock (in contrast to rangeland, where vegetation is naturally-occurring and is dominated by grasses and perhaps shrubs).

Pesticide - A general name for agricultural chemicals that include:

Herbicide - for the control of weeds and other plants Insecticide - for the control of insects Fungicide - for the control of fungi Nematocide - for the control of parasitic worms Rodenticide - for the control of rodents

Postemergence - Refers to the timing of pest control operations. Postemergence operations are accomplished during the period subsequent to the emergence of a crop from the soil and must be completed prior to point at which crop growth stage prohibits in-field travel (unless alternative application means – aerial or irrigation-based – are used).

Power Take-Off (PTO) - A splined shaft that extends from a tractor drive train and is designed to couple with the splined drive shaft of an implement. The connection permits mechanical power to be transmitted from tractor to implement.

Preemergence - Refers to the timing of pest control operations. Preemergence operations are accomplished during the period subsequent to the planting of a crop and prior to the emergence of that crop from the soil.

Preplant - Refers to the timing of pest control operations. Preplant operations are accomplished during the period subsequent to the harvest of one season’s crop and prior to the planting of the next season’s crop.

Primary Tillage - The mechanical manipulation of soil that displaces and shatters soil to reduce soil strength and to bury or mix plant materials and crop chemicals in the tillage layer. Tends to leave a rough soil surface that is smoothed by secondary tillage.


Ridge Tillage - The soil is left undisturbed from harvest to planting except for strips up to 1/3 of the row width. Planting is completed on the ridge and usually involves the removal of the top of the ridge. Planting is completed with sweeps, disk openers, coulters, or row cleaners. Residue is left on the surface between ridges. Weed control is accomplished with crop protection products (frequently banded) and/or cultivation. Ridges are rebuilt during row cultivation.

Rill Erosion - The removal of soil by concentrated water running through little streamlets, or headcuts. Detachment in a rill occurs if the sediment in the flow is below the amount the load can transport and if the flow exceeds the soil's resistance to detachment. As detachment continues or flow increases, rills will become wider and deeper.

Row Crop - Agricultural crop planted, usually with mechanical planting devices, in individual rows that are spaced to permit machine traffic during the early parts of the growing season

Safe Drinking Water Act - The objective of the Safe Drinking Water Act is to protect public health by establishing safe limits (based on the quality of water at the tap) for contaminants that may have an adverse effect on human health, and to prevent contamination of surface and ground sources of drinking water.

Secondary Tillage - The mechanical manipulation of soil that follows primary tillage. Performed at shallower depths than primary tillage, secondary tillage can provide additional soil pulverization, crop chemical mixing, soil surface leveling, and firming, and weed control. In conventional tillage systems, the final secondary tillage pass is used to prepare a seedbed.

Seeded - Generic term for introducing seed into the soil-air-water matrix, typically via a mechanized process that will maximize the likelihood of subsequent seed germination and plant growth.

Self-Propelled - A term that is typically applied to farm machines with integral power units that are capable of moving about as well as performing some other simultaneous operation such as harvesting or spraying a crop.

Sidedress - To apply fertilizer to a standing crop, usually by surface application of liquid fertilizer products or subsurface application of liquid or gaseous fertilizers placed near crop rows.

Silage - A feed prepared by chopping green forage (e.g. grass, legumes, field corn) and placing the material in a structure or container designed to exclude air. The material then undergoes fermentation, retarding spoilage. Silage has a water content of between 60 and 80%.

Silking - It is considered the first reproductive stage


Sinkhole - A surface depression caused by a collapse of soil or overlying formation above fractured or cavernous bedrock.

Soil Test - A soil test indicates the availability of nutrients present in the soil and the availability of those nutrients to crops grown there.

Sown - Planted using a broadcast seeding machine that distributes seed upon the soil surface. The seed may then be incorporated into the soil to ensure adequate seed-soil contact for germination.

Strip Tillage - The process in which only a narrow strip of land needed for the crop row is tilled.

Tasseling - A condition when the tassel-like male flowers emerge.

Tillage - The mechanical manipulation of soil performed to nurture crops. Tillage can be performed to accomplish a number of tasks including: seedbed preparation, weed control, and crop chemical incorporation.

Transgenic Crop - Contains a gene or genes which have been artificially inserted instead of the plant acquiring the gene(s) through pollination. The inserted gene(s) may come from an unrelated plant or from a completely different species.

Urea - A form of nitrogen that converts readily to ammonium.

Value-Added Products - A general term that refers to agricultural products that have increased in value due to processing. Examples include corn oil and soybean meal.


Course: HLT 200Title: Urban Farm ManagementLong Title:Course Description:

Discusses the principles of crop selection, site management, harvesting and handling of vegetable and fruit crops in an intensive urban farm setting.

Min Credit: 4Max Credit:

Origin Notes: FRCCCourse Notes: Entered New Course 5/17/11 LK

STANDARD COMPETENCIES: 1. Select vegetable and fruit crops and cultivars appropriate to site conditions, productivity goals, and market demand. 2. Design a crop rotation and soil management plan to meet productivity goals and market demand. 3. Evaluate site conditions and plan materials, equipment, and tasks to prepare site for production. 4. Summarize management of greenhouse and cold frame structures to extend growing season and optimize production of vegetable crops. 5. Determine the field conditions (ambient temperature, light, soil type and nutrition, drainage, etc.) that are optimal for planting/transplanting/growing of various crops. 6. Evaluate irrigation delivery methods and select method appropriate to crop, water source and site. 7. Calculate total seasonal evapotranspiration and leaching requirements to determine the needed irrigation infrastructure. 8. Summarize IPM concepts. 9. Determine the appropriate pest/disease monitoring/management techniques to use in managing pests and diseases common to urban farms. 10. Discuss Intergrated Pest/Crop Management under the regulations of USDA Certified Organic production. 11. Summarize seasonal plant care practices for row crops, vineyards, orchards, and berry crops. 12. Identify common equipment used in urban agriculture. 13. Summarize worker hygiene and other legal requirements (i.e. “USDA Organic,” pre-harvest intervals for pesticide applications, etc.) for the production and harvest of a commercial vegetable/fruit crop. 14. Discuss the handling, grading and post harvest physiology and storage of common urban farm vegetables and fruits. 15. Utilize human and plant nutrition/health information in the design of planting rotations.

TOPICAL OUTLINE: I. Basic human nutrition II. Crop selection III. Site preparation IV. Crop management V. Organic Certification and Pesticide applications VI. Post harvest grading and care of produce VII. Food safety and handling


Course Offered At:

Front Range Community CollegeFRCC


Urban Agriculture

Urban Agriculture

V43

Urban Agriculture is an inquiry-oriented course involving principles and concepts concerning the cultivation and production of food for human consumption. An ecosystem-based approach will address the core areas of soil science, horticulture, nutrition, water management, equipment operation, integrated pest management, harvest and storage techniques, and sustainable development. This course will address the proper use of fundamental science tools as well as develop strong research skills and analysis. In addition, it will support content in the social science topics of demographics and distribution, as it relates to food resources. This course will align with competencies required for a culminating Career and Technical Education certification in Urban Agriculture as outlined by the Colorado Community College Common Course Numbering system

1 Semester

[Course Fees]

10

[Elective Required]

Active

CTE Agriculture, Natural Resources & Energy

12/14/2011

[Expiration Date]

[NCAA]

[Hear]

CTE9498be78-e329-44d0-a0d3-1ac6e162a0cb

Blank - Regular


Urban Agriculture - Pages - BVSD Content Hub Catalog/U… · Web viewThe Urban Agriculture course...

Documents

Transcript of Urban Agriculture - Pages - BVSD Content Hub Catalog/U… · Web viewThe Urban Agriculture course...