Equine Science 2
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Course Introduction

 

Core Standards of the Course

Strand 1
Student will participate in personal and leadership development activities through the FFA.

Standard 1
Student will use communication skills to effectively communicate with others.

1. Understand when it is appropriate to listen and to speak.
   
2. Understand and follow verbal and written instructions for classroom and laboratory activities.
   
3. Will practice communication skills through public speaking using one or more of the following activities: memorized speech, prepared speech, extemporaneous speech, parliamentary practice, group presentation, or serving in a leadership capacity.
   

Standard 2
Student will effectively use teamwork to respectfully work with others.

1. Identify and understand different roles in working with a team.
   
2. Lead a group discussion or serve in a leadership capacity.
   

Standard 3
Student will use critical thinking and problem-solving skills

1. Analyze the cause of the problem.
   
2. Develop a solution to address the problem.
   
3. Implement the plan.
   
4. Evaluate the effectiveness of the plan.
   

Standard 4
Student will be dependable, reliable, steady, trustworthy, and consistent in performance and behavior.

1. Set and meet goals on attendance and punctuality.
   
2. Prioritize, plan, and manage work to complete assignments and projects on time.
   

Standard 5
Student will be accountable for results.

1. Use an achievement chart for activities and behaviors in class that encourages a personal evaluation of classroom performance.
   
2. Use reflection to describe what was learned, what went well, what could have been improved, and what are the implications to the learning process.
   
3. Track and communicate progress toward completion of assignments and projects.
   

Standard 6
Be familiar with the legal requirements and expectations of the course.

1. Be familiar with the course disclosure statement and all requirements for successful completion of the course.
   
2. Demonstrate workplace ethics, e.g. fair, honest, disciplined.
   

Strand 2
Student will participate in work-based learning activities through the Supervised Agricultural Experience (SAE) Program.

Standard 1
Student will demonstrate employability skills.

1. Use a career search network to find career choices.
   
2. Identify appropriate CTE Pathway for selected career choice.
   
3. Prepare for entry into the work force by completing one of the following: list of required skills needed for a career choice, a resume including a list of demonstrated skills, a cover letter or letter of application, a job application, or participate in an actual or simulated job interview.
   

Standard 2
Student will participate in a work-based learning experience outside the classroom

1. Student will plan and implement a Supervised Agricultural Experience Program:
   
2. Foundational SAE: Career exploration and planning, employability skills for college and career readiness, personal financial management and planning, workplace safety, and agricultural literacy.
   
3. Immersion SAE: Ownership/entrepreneurship, placement/internship, research, school-based enterprise, and/or service-learning experiences.
   

Standard 3
Student will develop a job portfolio specific to their selected SAE/WBL experience.

1. Student will keep a personal record/journal/log of their SAE/WBL experience; including pictures, financial records or log of their hours, skills learned, goals, reflection, etc.
   

Strand 3
Students will understand horse genetics.

Standard 1
Students will explore the fundamentals of genetics.

Standard 2
Students will investigate horse coat color and markings.

Standard 3
Students will explain the heritability of performance traits.

Strand 4
Students will explore horse reproductions and parturition.

Standard 1
Students will describe the physiology of the reproduction tracts of stallions and mares.

Standard 2
Students will summarize the estrus cycle and proper times to breed.

Standard 3
Students will describe proper horse gestation management.

Standard 4
Students will discuss proper care during pregnancy and parturition.

Standard 5
Students will describe the horse condition scoring system.

Strand 5
Students will study and utilize equine behavior training.

Standard 1
Students will list and discuss horse behavioral categories.

Standard 2
Students will demonstrate safe handling of horses.

Standard 3
Students will explain imprinting.

Standard 4
Students will Identify abnormal horse behavior (vices).

Strand 6
Students will learn about equine facilities and equipment.

Standard 1
Students will Identify, discuss, and describe the usage of Western and English tack.

Standard 2
Students will discuss how to safely load and haul a horse.

Standard 3
Students will investigate horse facilities and fencing.

Standard 4
Students will discuss waste management.

Strand 7
Students will know how to evaluate and select a horse.

Standard 1
Students will summarize the considerations of purchasing a horse.

Standard 2
Students will recognize the ideal horse conformation characteristics.

Standard 3
Students will recognize conformation faults and predict potential unsoundness and/or lameness.

Standard 4
Students will present oral and written reasons in horse evaluation.

Performance Skills

• Attend an FFA Meeting.
• The student will participate in a Supervised Agricultural Experience (SAE) Program.
• Predict the heritability of coat color, markings, and performance traits.
• Develop a breeding schedule for a mare.
• Demonstrate the safe handling of horses.
• Develop a waste management plan.
• Select a horse based on conformation characteristics.
• Present oral reasons in horse evaluation.

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http://www.uen.org - 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, Food & Natural Resources 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.