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CTE/Agricultural Education Curriculum Agricultural Science 1
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Core Standards of the Course

Strand 1
Students will explain the role of FFA in agricultural education.

Standard 1
Discuss the history and organization of FFA as it relates to the complete program of agricultural education.

  1. Explain the interrelationship of classroom and laboratory instruction, supervised agricultural experience, and FFA.
  2. Describe how, when, and why FFA was organized.
  3. Identify key FFA historical events.
  4. Identify the mission and strategies, colors, motto, emblem and parts of the emblem, and organizational structure of FFA.
  5. Recite and explain the meaning of the FFA Creed.
  6. Discuss the meaning and purpose of a program of activities and its committee structure.
  7. List FFA chapter officers, and discuss the role of each.

Standard 2
Identify opportunities in FFA.

  1. Describe FFA opportunities that develop leadership skills, personal growth, and career success.
  2. Summarize major state and national activities available to FFA members.

Standard 3
Describe FFA degrees, awards, and career development events (CDEs).

  1. List and explain the FFA degree areas.
  2. Identify FFA proficiency awards.
  3. List and discuss various team and individual CDEs.

Performance Objective

  1. Attend an FFA activity.
  2. Recite and explain the FFA Creed and requirements for FFA degree advancement.

Strand 2
Students will explain the role of supervised agricultural experience (SAE) programs in agricultural education.

Standard 1
Examine the responsibilities and benefits associated with an SAE.

  1. Explain the meaning and benefits of supervised agricultural experience.
  2. Explain the characteristics of an effective SAE program and the responsibilities of those involved.

Standard 2
Determine the types of SAE programs.

  1. Compare entrepreneurship SAEs and placement SAEs.
  2. Describe research/experimentation SAEs.
  3. Describe exploratory SAEs.

Standard 3
Plan an SAE program.

  1. Identify the steps in planning an SAE program.
  2. Describe the function of a business/training plan and/or agreement in an SAE program.
  3. Develop a short-range plan and a long-range plan for an SAE program.
  4. Relate classroom and laboratory instruction to an SAE program.

Standard 4
Maintain and use SAE records.

  1. Explain the importance of keeping records on an SAE program.
  2. Explain how SAE records are organized.
  3. Follow approved procedures to make entries in SAE records.

Performance Objective

  1. Implement an annual SAE Program and record system.
  2. Develop a budget.

Standard 3
Students will describe the relationship of agricultural science to the sciences and the scientific method.

Standard 1
Describe how science is integral to agriculture.

  1. Describe how life science, including botany and zoology, is integral to agriculture.
  2. Describe how physical science, including earth science, chemistry, and physics, is integral to agriculture.
  3. Describe how mathematics, including calculation, measurement, and statistics, is integral to agriculture.
  4. Describe how the social sciences, including economics, geography, sociology, and psychology, is integral to agriculture.

Standard 2
Apply the scientific method in solving agricultural problems.

  1. Define the scientific method, and explain why it is used.
  2. List and explain the steps of the scientific method, including problem identification, information gathering, hypothesis formation, experimentation, and conclusion.
  3. Maintain laboratory logs, including detailed and precise records of events and observations.
  4. Use the scientific method to investigate a problem appropriate for entering the FFA Agriscience Fair and Awards Program.
  5. Explain the general guidelines for preparing a research report according to the National FFA Agriscience Fair and Awards Program.

Standard 3
Explore the role of research, development, and technology in the agricultural industry.

  1. Explain the meaning and importance of research and development.
  2. Identify major providers of agricultural research, such as the USDA’s Agricultural Research Service and the Utah Agricultural Experiment Station, and review examples of their research.
  3. Identify major areas of research in agriculture.
  4. Define biotechnology, and explore its impact on agriculture.
  5. Describe current applications of biotechnology in agriculture.
  6. Describe benefits and risks associated with biotechnology.
  7. Identify career opportunities in agricultural biotechnology.
  8. Determine the role of science and technology in agricultural production and processing.
  9. Describe the application of precision technologies in agriculture.

Standard 4
Apply mathematics skills used in the agricultural industry.

  1. Convert standard and metric measurements.
  2. Determine length, area, and volume measurements.
  3. Calculate interest rates.

Standard 5
Describe safety skills needed in the agricultural industry.

  1. Explain where accidents occur and identify agencies associated with workplace safety.
  2. Explain why accidents occur and how to prevent them.
  3. Demonstrate personal and laboratory safety, including correct use of personal protective equipment (PPE) and proper disposal of wastes.

Strand 4
Students will explain basic principles of agricultural science.

Standard 1
Examine basic soil science principles.

  1. Explain the components of soil.
  2. Investigate soil texture and structure.
  3. Explain soil profile.
  4. Explain what soil color indicates.
  5. Examine moisture-holding capacity and the characteristics of soil water.
  6. Explain soil pH.
  7. Describe the meaning and importance of soil fertility.
  8. Investigate soil degradation.
  9. Describe soil erosion and management practices.
  10. Identify careers in soil science and determine educational requirements, working conditions, and earning potential for those careers.

Standard 2
Investigate basic principles of the plant science industry.

  1. Explain plant classification and nomenclature.
  2. Examine plant structures and functions;
  3. Classify plants according to plant use; status as annual, biennial, and perennial, and status as monocotyledons or dicotyledons.
  4. Explain the basic process of photosynthesis and its importance to life on Earth.
  5. Explain cellular respiration and its importance to plant life.
  6. Identify careers in plant science and determine educational requirements, working conditions, and earning potential for those careers.

Standard 3
Investigate basic principles of the animal science industry.

  1. Compare differences between plants and animals.
  2. Identify basic characteristics of animal cells, tissues, organs, and organ systems.
  3. Describe the skeletal, muscular, nervous, respiratory, digestive, circulatory, excretory, and reproductive systems of animals.
  4. Describe the basic physiological functions of animal bodily systems.
  5. Compare and contrast ruminant and nonruminant digestive systems.
  6. Compare and contrast cattle, sheep and swine breeds, uses, and products.
  7. Compare and contrast nutritional needs of cattle, sheep, and swine.
  8. Identify careers in animal science and determine educational requirements, working conditions, and earning potential for those careers.

Standard 4
Explain the role of genetics in agricultural science.

  1. Define genetics, and discuss its importance.
  2. Identify and discuss the contents of a genome.
  3. Distinguish heredity type, including genotype and phenotype.
  4. Describe genetic trait expression and prediction.

Standard 5
Explore means of conserving natural resources.

  1. Identify types of natural resources.
  2. Describe components and processes in ecosystems.
  3. Determine sources of environmental pollution and describe methods for reducing pollution.
  4. Compare methods of waste disposal.
  5. Determine how to reduce agricultural pollution.
  6. Determine the importance and methods of natural resource conservation.
  7. Identify careers in natural resources and determine educational requirements, working conditions, and earning potential for those careers.

Standard 6
Describe food science technology.

  1. Research the scope of the food science industry and the world food supply.
  2. Explain food preservation methods.
  3. Describe food spoilage prevention.
  4. Describe food safety and sanitation.
  5. Identify careers in food science and determine educational requirements, working conditions, and earning potential for those careers.

Performance Objective

  1. Identify natural resource conservation methods and practices by investigation.
  2. Label and/or model the anatomy and physiology of animals.
  3. Label and/or model plant structures and functions.
  4. Identify soil texture and structure by investigation.

Strand 5
Students will explain basic agribusiness principles and demonstrate employability skills.

Standard 1
Explore personal finance management.

  1. Investigate personal finances and goal making.
  2. Distinguish the pros and cons of borrowing money.
  3. Determine sources of credit.

Standard 2
Examine business structures and management.

  1. Describe basic principles of business management.
  2. Explain different types of business structures.
  3. Define and explain ethics in agribusiness.

Standard 3
Explain keeping and using records in agricultural occupations.

  1. Explain the purpose of record keeping.
  2. Describe net worth, cash flow, income statements, and computerized record keeping.
  3. Develop a budget for an agricultural enterprise.

Standard 4
Demonstrate communication skills needed for successful employment.

  1. Define communication and its components and processes.
  2. Describe effective communication techniques.
  3. Identify effective speaking techniques.
  4. Develop listening techniques.
  5. Organize and present a persuasive message.
  6. Demonstrate communication skills in appropriate situations.

Performance Objective

  1. Organize and present a persuasive message.
  2. Research and debate an agricultural topic.

UEN logo - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - WILLIAM DEIMLER and see the CTE/Agricultural Education website. For general questions about Utah's Core Standards contact the Director - THALEA LONGHURST .  

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.