Agriculture
Performance Standards
Introduction
The
Agriculture Education Performance Standards are designed to provide a basis for
instruction and student assessment in secondary agriculture programs. The curriculum standards are written in
terms of higher-order thinking and
performance-oriented outcomes. Examples
of work students should be able to accomplish are included and are intended to
provide instructors with examples of “hands-on” learning activities to promote
the attainment of a given standard.
These examples typically integrate specific performance standards as
well as career and core academic performance standards.
Each standard is designed to be comprehensive enough to provide direction for local agriculture programs, yet flexible enough to allow and encourage local initiative. The standards and examples of student activities provide the foundation for the development of assessment.
This is the fourth edition of the Agriculture Education Performance Standards formerly Agriculture Model Curriculum Standards and Integrated Activities. The standards and examples of work students should be able to do were developed by classroom agriculture teachers, members of the agriculture industry, and other content specialists. The agriculture model standards and activities were first written in 1991.
This edition differs in content and organization from the earlier editions. The performance standards and examples of work students should be able to do are presented together for the Basic Core and for each of the Advanced Clusters. It is hoped that this will make the document easier to use. Unlike the previous version, the career performance standards have been integrated into the curriculum standards.
A future project will include the cross-referencing of both the academic core frameworks and the curriculum standards for agriculture. This will provide an aid to facilitate integration of academic and career-vocational education. This will allow agriculture instructors to determine the level of academic integration each cluster provides.
Agricultural
Science Basic Core
The Basic Core curriculum in agriculture is designed to provide a fundamental background in agriculture for beginning agriculture students in California and to act as a foundation for the more in-depth curriculum in the advanced clusters. Depending on the degree of local enhancement, individual teaching strategies, and high school district policies the Basic Core curriculum may be completed in one to two years.
Basic Core Career Path Cluster
Performance Standards
Basic Core
A.1 Agriculture & Society
Students will develop an awareness of the interrelationship of California agriculture and society on the local, state, national and international levels, and will discuss the economic impact of leading commodities.
Examples of types of work students should be able to do to meet the standard.
*List five agricultural commodities exported from California and the U.S. and explain the economic importance of each.
*List five agricultural commodities imported to California and the U.S. and explain the economic importance of each.
*Identify and explain the importance of five agricultural commodities produced in their county, in California and in the U.S.
*Explain the relationship of the development of agriculture to the development of civilization and modern society in the U.S. (i.e. diversification of labor, development of trade, mechanization, and land use.)
A.2 Agriculture and the Environment
Students will understand the interrelationship of modern agriculture and the environment, focusing on water, land, and other natural resources in California. Students will explain how natural resource availability affects agriculture.
Examples of types of work students should be able to do to meet the standard.
*Describe the environmental impacts of agriculture on water, soil and air.
*Describe the environmental challenges of urban sprawl, decline in water quality, and concerns over chemical use for agriculture.
*Explain the importance of agriculturists as stewards of our natural resources.
Basic Core Career Path Cluster
Performance Standards
A.3 Agriculture Business and Technology
Students will understand the importance of agriculture firms and technology with regard to the production, processing, servicing, purchasing and marketing of agriculture products.
Examples of types of work students should be able to do to meet the standard.
*Explain the flow of an agricultural commodity from the producer to the consumer.
*Explain the effect technology has had on agriculture (i.e. labor, production efficiency, product diversity and availability, mechanization, and communication.)
*Explain the functions of production, processing, servicing and marketing in agriculture.
B.1 Record Keeping
Students will understand the importance of keeping accurate records and explain the consequences of inaccurate records. Students will maintain and complete the California Agricultural Record Book which pertains to their Supervised Occupational Experience (SOE) Program.
Examples of types of work students should be able to do to meet the standard.
*Explain reasons for keeping accurate records and consequences of inaccurate records.
*Develop a budget and a business agreement for a project.
*Complete journal entries for two enterprises and carry entries forward to the next month.
*Prepare a financial statement and a net income summary.
*Complete non-depreciable and depreciable property inventories.
*Use the straight-line method for determining depreciation.
B.2 Computer Literacy
Students will understand the importance of computer literacy as it pertains to agriculture.
Examples of types of work students should be able to do to meet the standard.
*Describe three examples of computer applications in agriculture.
C.1 Interpersonal Leadership Development
Students will develop a basic understanding of the FFA, recognize the traits of effective leaders and participate in leadership training activities associated with the FFA, which may include public speaking, leading group discussions, working within a committee, conducting business meetings, and problem solving.
Examples of types of work students should be able to do to meet the standard.
*Explain the benefits of FFA membership.
*Describe and explain leadership skills developed by participating in FFA.
*Demonstrate the use of five parliamentary procedure skills.
*Demonstrate the ability to cooperate and collaborate by serving on a committee.
*Make an oral presentation.
*Demonstrate the process of solving a problem by identifying the problem, proposing solutions, gathering information, testing and evaluating solutions.
Basic Core Career Path Cluster
Performance Standards
C.2 Projects
Students will understand the relationship between a supervised occupational experience (SOE) and their preparation for a career in agriculture. Students will actively engage in and manage a SOE which enables them to develop occupational skills.
Examples of types of work students should be able to do to meet the standard.
*Develop an agricultural SOE plan (student data sheet).
*Demonstrate responsibility, commitment, and time management skills by conducting and maintaining and SOE.
C.3 Careers and Employability in Agriculture
Students will be aware of existing and future employment opportunities in the field of agriculture and will develop an understanding of how to conduct a job search, write a resume, and interview for a job.
Examples of types of work students should be able to do to meet the standard.
*Describe the six agriculture career clusters and give examples of entry, technical, and professional careers in each cluster.
*Develop a resume and participate in a mock job interview.
*Utilize resources to learn about an agriculture occupation of their choice.
D.1 Measurement
Students will be able to read and use measuring equipment, and perform calculations for problem solving.
Examples of types of work students should be able to do to meet the standard.
*Measure to within 1/16th of an inch.
*Calculate area and volume when given dimensions.
D.2 Tool Use and Safety
Students will understand the operating principles of common tools used in agriculture and will understand the principles of safety that apply to them.
Examples of types of work students should be able to do to meet the standard.
*Identify commonly used tools.
*Select and justify the tools appropriate for a given project.
*Explain safety procedures in the use of hand and power tools.
Basic Core Career Path Cluster
Performance Standards
E.1 Domestic Animals and Society
Students will understand the importance of animals, their domestication, and role in modern society. Students will explain the care and uses of domesticated livestock in society.
Examples of types of work students should be able to do to meet the standard.
*Explain the difference between domesticated and non-domesticated animals.
*Describe proper care of domesticated animals to insure their welfare and productivity.
*Compare and contrast the evolution and uses of domestic animals.
E.2 Major Body Systems
Students will understand the anatomy of the major body systems. Students will explain the major functions of the digestive, reproductive, circulatory, nervous, muscular, skeletal, respiratory, and endocrine systems.
Examples of types of work students should be able to do to meet the standard.
*Compare and contrast the basic parts and functions of monogastric and ruminant digestive systems.
*Label the basic parts and describe the functions of male and female reproductive systems.
*Identify the major body systems that compose the vertebrate: digestive, reproductive, circulatory, nervous, muscular, skeletal, respiratory, and endocrine.
*Give example of the major components of each system.
*Compare and contrast the structures of plant and animal cells.
*Compare and contrast the major external body parts of a bovine, porcine and avian animal.
E.3 Animal Genetics
Students will understand the basic theory of inheritance, the genetic basis for animal selection, the process of fertilization, and the processes of meiosis and mitosis. Students will explain and/or diagram these concepts and processes.
Examples of types of work students should be able to do to meet the standard.
*Describe the difference between genotype and phenotype and dominant and recessive genes with the assistance of the Punit Square.
*Describe the process of fertilization.
*Diagram and label the process of meiosis to form sperm and ova, and the process of mitosis.
Basic Core Career Path Cluster
Performance Standards
E.4 Animal Nutrition
Students will understand the factors influencing animal nutrition and feeding. Students will identify common feed ingredients and will explain the uses of different feeds for particular animal species.
Examples of types of work students should be able to do to meet the standard.
*List six classes of nutrients and their functions.
*Choose and justify the type of feeds suitable for the digestive system of ruminant, monogastric and avian species.
*Explain how production processes, stage of development, costs and availability of feeds dictate their selection.
*Describe basic guidelines for animal feeding.
E.5 Animal Health
Students will identify general symptoms of animal health problems and will understand the causes of disease in domestic animals. Students will recognize a sick animal, describe its symptoms and recommend treatment.
Examples of types of work students should be able to do to meet the standard.
*Describe the appearance and behavior of a normal, healthy animal.
*List the major factors affecting animal health (housing, sanitation, nutrition).
F.1 Soil Science and Principles
Students will understand the role of soil, water and fertilizer in plant production.
Examples of types of work students should be able to do to meet the standard.
*Describe the major components of soil (air, water, organic material and minerals).
*Explain the relationship of soil characteristics to plant growth (soil texture, structure, pH and salinity).
F.2 Plant Physiology and Functions
Students will understand the requirements for plant growth and development. Students will identify and explain the functions of plant systems and structures.
Examples of types of work students should be able to do to meet the standard.
*Identify the major components for plant growth (air, water, heat, light, soil).
*Explain the functions of the root, leaf, stem, fruit, and flower.
*Explain the process of photosynthesis and its importance to life.
*Describe the life cycles of annual, biennial, and perennial plants.
*Compare and contrast the structures of plant and animal cells.
Basic Core Career Path Cluster
Performance Standards
F.3 Pest Management in Plant Production
Students will understand the importance of pest management in plant production. Students will explain the major principles of integrated pest management.
Examples of types of work students should be able to do to meet the standard.
*Explain how insects, weeds, disease and vertebrate pests affect plant production.
*Define IPM, discuss its advantages and disadvantages.
*Describe chemical, mechanical, cultural and biological methods of controlling insects, weeds, and disease.
G.1 Natural Resources
Students will be aware of the major natural resources used in agriculture. Students will discuss major issues related to the use of these natural resources.
Examples of types of work students should be able to do to meet the standard.
*Describe how natural resources are used in agriculture.
*Describe major issues related to water sources and water quality.
*Compare and contrast practices for conserving renewable and non-renewable resources.