Asotin High School HorticultureCourse: Horticulture Total Framework Hours up to: 180CIP Code: 010603 Exploratory Preparatory Date Last Modified:12/6/12Career Cluster: AFNR Cluster Pathway: Plant Systems

COMPONENTS AND COMPETENCIESDeveloping an SAE

Performance Assessments:Each student will develop an SAE that they will carry out during the duration of the school year. Their project will fall into one of the following categories: entrepreneurship, research, improvement, or exploratory. At the end of the year the students will make a scrapbook page, give a presentation, and write a paper describing their project.Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy

STANDARDS AND COMPETENCIESStandard/Unit:

SAE.01. This course will include instruction in and Student involvement in Supervised Agriculture Experience Projects (SAE).Competencies Total Learning Hours for Unit: 8SAE.01.01. The Students will establish and conduct Supervised Agriculture Experience Projects (SAE) as an integral part of an Agriculture Education program. This information is taught at the beginning of the course.

Level 1SAE.01.01.a. Explain the history of SAE.SAE.01.01.b. Explain the benefits of SAE projects to skill development, leadership and career success.SAE.01.01.c. Explain the connection between SAE and FFA.SAE.01.01.d. Explain the five types of SAE. (Entrepreneurship, Placement, Research, Exploratory, Improvement)SAE.01.01.e. Explore ideas for SAE projects.SAE.01.01.f. Explain how SAE projects support academic achievement.SAE.01.01.g. Select and establish an SAE project.SAE.01.01.h. Explain and keep records on established SAE projects.SAE.01.01.i. Explain SAE project Supervision, visitation and assessment.SAE.01.01.j. Explain how SAE projects benefit the community.SAE.01.01.k.Seek recognition for SAE project accomplishments.

Aligned Washington State StandardsArt

Communications

2 The student uses communication skills and strategies to interact/work effectively with others.2.1 Uses language to interact effectively and responsibly in a multicultural context.2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.3. The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of

situations.3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.3.1.1 Applies skills to plan and organize effective oral communication and presentation.3.2 Uses media and other resources to support presentations.3.3 Uses effective delivery.4 The student analyzes and evaluates the effectiveness of communication.4.1 Assesses effectiveness of one's own and others' communication.4.1.1 Analyzes and evaluates strengths and weaknesses of one's own communication using own or established criteria.4.2 Sets goals for improvement.4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentation.

Education Technology

2. Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior.2.1 Practice Safety: Demonstrate safe, legal and ethical behavior in the use of information and technology.2.2 Operate Systems: Understand technology systems and use hardware and networks to support learning.2.2.1 Develop skills to use technology effectively.2.2.2 Use a variety of hardware to support learning.2.3 Select and Use Applications: Use productivity tools and common applications effectively and constructively.2.3.1 Select and use common applications.2.3.2 Select and use online applications.2.4 Adapt to Change (Technology Fluency): Transfer current knowledge to new and emerging technologies.

MathReadingScienceSocial Studies – CivicsWriting

COMPONENTS AND COMPETENCIESExploring the Field of Horticulture

Performance Assessments:

Students will learn about various horticulture related occupations including pay, working conditions, and required education.

Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy

STANDARDS AND COMPETENCIESStandard/Unit:CS.03. Demonstration those qualities, attributes and skills necessary to succeed in, or further prepare for, a chosen career while effectively contributing to society.PS.01. Apply knowledge of plant classification, plant anatomy and plant physiology to the production and management of plants.Competencies Total Learning Hours for Unit: 8 CS.03.01. Communication: Demonstrate oral, written and verbal skills.

Level 1CS.03.01.01.a. Use basic technical and business writing skills.CS.03.01.02.a. Describe the various types and uses of resumes.

Level 2CS.03.01.01.b. Select the appropriate form of technical and business writing or communication for a specific situation.CS.03.01.02.b. Prepare a resume

Level 3CS.03.01.01.c. Demonstrate technical and business writing skills to communicate effectively with co-workers and supervisors.CS.03.01.02.c. Demonstrate effective use of a resume as part of an effort to obtain a job.

PS.01.01. Classify agricultural plants according to taxonomy systems

Level 1PS.01.01.01.a Explain systems used to classify plants

Level 2PS.01.01.01.b.Compare and contrast the hierarchical classification of agricultural plantsPS.01.01.02.b.Indentify agriculturally important plant by common names

Level 3PS.01.01.01.c Classify agricultural plants according to the hierarchical classification system, life cycles, plant use and as monocotyledons or dicotyledons.

Aligned Washington State StandardsArtCommunications 2 The student uses communication skills and strategies to interact/work effectively with others.

2.1 Uses language to interact effectively and responsibly in a multicultural context.2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.3. The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of

situations.3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.3.1.1 Applies skills to plan and organize effective oral communication and presentation.3.2 Uses media and other resources to support presentations.3.3 Uses effective delivery.4 The student analyzes and evaluates the effectiveness of communication.4.1 Assesses effectiveness of one's own and others' communication.4.1.1 Analyzes and evaluates strengths and weaknesses of one's own communication using own or established criteria.

4.2 Sets goals for improvement.4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentation.

Educational Technology

2. Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior.2.1 Practice Safety: Demonstrate safe, legal and ethical behavior in the use of information and technology.2.2 Operate Systems: Understand technology systems and use hardware and networks to support learning.2.2.1 Develop skills to use technology effectively.2.2.2 Use a variety of hardware to support learning.2.3 Select and Use Applications: Use productivity tools and common applications effectively and constructively.2.3.1 Select and use common applications.2.3.2 Select and use online applications.2.4 Adapt to Change (Technology Fluency): Transfer current knowledge to new and emerging technologies.

MathReadingScience 9-12 APPA, 9-12 APPFSocial Studies – Civics

Writing 2.4.1CCS WHST 4, 5, 6

COMPONENTS AND COMPETENCIESPlant Science

Performance Assessments:

Throughout this unit the students will learn the various vegetative plant parts, parts of a plant cell, as well as parts of a flower. In addition to identifying the parts (vegetation, cells, flower) students will be able to identify the function of each part.

Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy

STANDARDS AND COMPETENCIESStandard/Unit:PS.01. Apply knowledge of plant classification, plant anatomy and plant physiology to the production and management of plants.

Competencies Total Learning Hours for Unit: 15PS.01.02. Apply knowledge of plant anatomy and the functions of plant structures to activities associated with plant systems

Level 1PS.01.02.01.a Diagram a typical plant cell and identify plant cell organelles and their functionsPS.01.02.02.a Identify the components, the types and the functions of plant rootsPS.01.02.03.a Identify the components and the functions of plant stemsPS.01.02.04.a.Discuss Leaf morphology and the functions of leaves

PS.01.02.05.a Identify the components of a flower, the functions of a flower and the functions of flower componentsPS.01.02.06.a.Explain the functions and components of seeds and fruit

Level 2PS.01.02.01.b.Compare and contrast mitosis and meiosisPS.01.02.02.b Identify root tissues and explain the pathway of water and nutrients into and through the root tissuePS.01.02.03.b Describe the processes of translocationPS.01.02.04.b.Explain how leaves capture light energy and allow for the exchange of gassesPS.01.02.06.b.Identify the major types of fruit

Level 3PS.01.02.01.c Apply the knowledge of cell differentiation and the functions of the major types of cells to plant systems.PS.01.02.02.c.Relate the active and passive transport of minerals into and through the root system to plant nutrition.PS.01.02.03.c.Apply concepts associated with translocation to the management of plants.PS.01.02.04.c Explain the relationship between leaf structure and functions and plant management practicesPS.01.02.05.c Apply the knowledge of flower structure to plant breeding, production and use.PS.01.02.06.c Apply the knowledge of seed and fruit structures to plant culture and use.

PS.01.03. Apply knowledge of plant physiology and energy conversion to plant systems

Level 1PS.01.03.01.a Explain the basic process of photosynthesis and its importance to life on earthPS.01.03.02.a.Explain Cellular respiration and its importance to plant lifePS.01.03.03.a Define primary growth and the role of the apical meristemPS.01.03.04.a Identify the five groups of naturally occurring plant hormones and synthetic plant growth regulators

Level 2PS.01.03.01.b.Explain requirements necessary for photosynthesis to occur and identify the products and by products of photosynthesis.PS.01.03.02.b.Explain factors that affect cellular respiration and identify the products and by products of cellular respiration.PS.01.03.03.b.Explain the process of secondary plant growth.PS.01.03.04.b Identify the plant responses to plant growth regulators and different forms of tropism

Level 3PS.01.03.01.c.Explain the light –dependent and light –independent reactions that occur during photosynthesis and apply the knowledge to plant managementPS.01.03.02.c.Explain the four stages of aerobic respiration and relate cellular respiration to plant growth, crop management and post harvest handling.PS.01.03.03.c.Relate the principles of primary and secondary growth to plant systemsPS.01.03.04.c Select plant growth regulators to produce desired responses from plants.

Aligned Washington State StandardsArtCommunications 2 The student uses communication skills and strategies to interact/work effectively with others.

2.1 Uses language to interact effectively and responsibly in a multicultural context.2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.3. The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of

situations.3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.

3.1.1 Applies skills to plan and organize effective oral communication and presentation.3.2 Uses media and other resources to support presentations.3.3 Uses effective delivery.4 The student analyzes and evaluates the effectiveness of communication.4.1 Assesses effectiveness of one's own and others' communication.4.1.1 Analyzes and evaluates strengths and weaknesses of one's own communication using own or established criteria.4.2 Sets goals for improvement.4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentation.

Educational TechnologyMathReadingScience 9-11 LS1A, 9-11 LS1B, 9-11 LS1C, 9-11 LS1D, 9-11 LS1H, 9-11 LS1ISocial Studies – CivicsWriting

COMPONENTS AND COMPETENCIESBelow Ground Environment

Performance Assessments:

Students will recreate a soil profile and explain how each layer is formed as well as how it can be improved. They will bring in a soil sample from home and test the pH, nitrogen, phosphorus and potassium levels. Students will utilize the internet to evaluate their home by conducting a soil web survey. In addition students will conduct a germination lab using various types of media mixes.Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy

STANDARDS AND COMPETENCIESStandard/Unit:PS.02. Prepare and implement a plant management plan that addresses the influence of environmental factors, nutrients and soil on plant growth.ESS.03. Apply scientific principles to environmental service systems.Competencies Total Learning Hours for Unit: 25PS.02.02. Prepare growing media for use in plant Systems

Level 1PS 02.02.01.a. Identify the major components of growing media and describe how growing media support plants growth.PS.02.02.02.a. Identify the categories of soil water

Level 2PS 02.02.01.b Describe the physical characteristics of growing media and explain the influence they have on plant growth.PS.02.02.02.b Discuss how soil drainage and water holding capacity can be improved

Level 3

PS.02.02.01.c. Formulate and prepare growing media and specific plants or crops.

PS.02.03. Develop and implement a fertilization plan for specific plants or crops

Level 1PS.02.03.01.a. Identify the essential nutrients for plant growth and development and their major functionsPS.02.03.02.a. Discuss the influence of pH and cation exchange capacity on the availability of nutrientsPS.02.03.03.a Collect soil and plant tissue samples for testing and interpret the test resultsPS.02.03.04.a. Identify fertilizer sources of essential plant nutrients, explain fertilizer formulations and describe different methods of fertilizer applications

Level 2PS.02.03.01.b. Describe nutrient deficiency symptoms and recognize environmental causes of nutrient deficienciesPS.02.03.02.b. Contrast pH and cation exchange capacity between mineral soil and soilless growing mediaPS.02.03.03.b. Determine the nutrient content of soil using appropriate laboratory procedures and prescribe fertilization based on results.PS.02.03.04.b. Calculate the amount of fertilizer to be applied and calibrate equipment to apply the prescribed amount fertilizer

Level 3PS.02.03.01.c. Monitor plants for signs of nutrient deficiencies and prepare a scouting reportPS.02.03.02.c. Adjust the pH of growing mediaPS.02.03.04.c. Use variable rate technology to apply fertilizers to meet crop nutrient needs.

ESS.03.02. Apply soil science principles to environmental service systems.

Level 1ESS.03.02.01.a. Explain the process of soil formation through weathering.ESS.03.02.02.a. Describe the biodiversity found in soil and the contribution of biodiversity to the physical and chemical characteristics of soil.ESS.03.02.03.a. Explain how the physical qualities of the soil influence the infiltration and percolation of water.ESS.03.02.04.a. Identify land uses, capability factors and land capability classes.

Level 2ESS.03.02.01.b. Differentiate rock types and relate the chemical composition of mineral matter in soils to the parent material.ESS.03.02.02.b. Relate the activities of microorganisms in soil to environmental service systems.ESS.03.02.03.b. Identify the physical qualities of the soil that determine its use for environmental service systems.ESS.03.02.04.b. Use a soil survey to determine the land capability classes for different parcels of land in an area.

Level 3ESS.03.02.01.c. Apply knowledge of soil orders to environmental service systems.ESS.03.02.02.c. Evaluate the uses of soil microorganisms in environmental service systems.ESS.03.02.03.c. Conduct tests of soil to determine its use for environmental service systems.ESS.03.02.04.c. Design a master land-use management plant for a given area.

Aligned Washington State StandardsArtCommunications 2 The student uses communication skills and strategies to interact/work effectively with others.

2.1 Uses language to interact effectively and responsibly in a multicultural context.2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.

3. The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.

3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.3.1.1 Applies skills to plan and organize effective oral communication and presentation.3.2 Uses media and other resources to support presentations.3.3 Uses effective delivery.4 The student analyzes and evaluates the effectiveness of communication.4.1 Assesses effectiveness of one's own and others' communication.4.1.1 Analyzes and evaluates strengths and weaknesses of one's own communication using own or established criteria.4.2 Sets goals for improvement.4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentation.

Educational Technology 1.1.2

MathReading 3.1.1, 3.2.2

Science 1.1Structures: understand how components, structures, organizations, and interconnections describe systems.9-11 ES2B, 9-11 ES3B

Social Studies – CivicsWriting CCS WHST 7

COMPONENTS AND COMPETENCIESAbove Ground Environment

Performance Assessments:Students will be able to identify and understand how to manipulate above ground factors (light, insects, moisture, humidity, temperature, pests, growth regulators –stimulants, retardants, and hormones) that affect plant growth.

Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy

STANDARDS AND COMPETENCIESStandard/Unit:PS.02. Prepare and implement a plant management plan that addresses the influence of environmental factors, nutrients and soil on plant growth.

Competencies Total Learning Hours for Unit: 15PS.02.01. Determine the influence of environmental factors on plant growth

Level 1PS.02.01.01.a. Describe the qualities of light that affect plant growthPS.02.01.02.a. Describe the effects air, temperature, and water have on plant metabolism, and growth

Level 2PS.02.01.01.b. Describe plant responses to light color intensity and duration

PS.02.01.02.b. Determine the optimal air, temperature, and water conditions for plant growth

Level 3PS.02.01.01.c Evaluate plant responses to varied light color, intensity, and durationPS.02.01.02.c Design, implement, and evaluate a plan to maintain optimal conditions for plant growth

Aligned Washington State StandardsArt

Communications

2 The student uses communication skills and strategies to interact/work effectively with others.2.1 Uses language to interact effectively and responsibly in a multicultural context.2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.3. The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of

situations.3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.3.1.1 Applies skills to plan and organize effective oral communication and presentation.3.2 Uses media and other resources to support presentations.3.3 Uses effective delivery.4 The student analyzes and evaluates the effectiveness of communication.4.1 Assesses effectiveness of one's own and others' communication.4.1.1 Analyzes and evaluates strengths and weaknesses of one's own communication using own or established criteria.4.2 Sets goals for improvement.4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentation.

Educational Technology 1.3.3, 2.3.1, 2.3.2

MathReading 1.3.2

Science9-11 LS2A, 9-11 LS2C, 9-11 LS3A1.1Structures: understand how components, structures, organizations, and interconnections describe systems.

Social Studies – CivicsWriting WHST 4

COMPONENTS AND COMPETENCIESPlant Propagation

Performance Assessments:Students will learn and demonstrate the various methods of plant propagation: seeds, cuttings, separation, and division. Students will be able to explain the advantages and disadvantages of each method. Each student will pick a plant that we will be growing in the greenhouse to research. They will have to determine its history, cultural information, most common methods of propagation, botany, and economic importance. Hydroponics will be discussed and students will create a hydroponics system to grow plants.Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy

STANDARDS AND COMPETENCIES

Standard/Unit:PS.03. Performance Element: Propagate, culture and harvest plants.Competencies Total Learning Hours for Unit: 5PS.03.01. Demonstrate plant propagation techniques.

Level 1PS.03.01.01.a Explain pollination, cross-pollination and self-pollination of flowering plants.PS.03.01.02.a Demonstrate sowing techniques and provide favorable conditions for seed germination.PS.03.01.03.a Describe optimal conditions for asexual propagation and demonstrate techniques used to propagate plants by cuttings, division, separation and layering

Level 2PS.03.01.01.b Diagram the process of plant fertilizationPS.03.01.02.b Handle seed to overcome seed dormancy mechanisms and to maintain seed viability and vigor.PS.03.01.03.b Demonstrate proper procedures in budding or grafting selected materials.

Level 3PS.03.01.02.c Conduct tests associated with seed germination rates, viability and vigor.PS.03.01.03.c Evaluate asexual propagation practices based on productivity and efficiency.PS.03.01.05.c Evaluate the performance of genetically modified crops.

PS.03.02. Develop and implement a plant management plan for crop production.

Level 1PS.03.02.01.a Explain the importance of starting with pest-and disease-free propagation material.PS.03.02.02.a Explain the reasons for preparing growing media before planting.PS.03.02.03.a Demonstrate proper planting procedures and post-planting care.PS.03.02.04.a Observe and record environmental conditions during the germination, growth and development of a crop.PS.03.02.05.a Explain the reasons for controlling plant growth

Level 2PS.03.02.01.b Inspect propagation material for evidence of pests or disease.PS.03.02.02.b Prepare soil for planting with the addition of amendments.PS.03.02.03.b Apply pre-plant treatments required of seeds and plants and evaluate the results.PS.03.02.04.b Monitor the progress of plantings and determine the need to adjust environmental conditions.PS.03.02.05.b Demonstrate proper techniques to control and manage plant growth through mechanical, cultural or chemical means.

Level 3PS.03.02.01.c Produce pest-and disease-free propagation materialPS.03.02.02.c Prepare growing media for planting.PS.03.02.04.c Prepare and implement a plant production schedule based on predicted environmental conditions.

Aligned Washington State StandardsArt

Communications

2 The student uses communication skills and strategies to interact/work effectively with others.2.1 Uses language to interact effectively and responsibly in a multicultural context.2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.3. The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of

situations.3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.3.1.1 Applies skills to plan and organize effective oral communication and presentation.3.2 Uses media and other resources to support presentations.3.3 Uses effective delivery.4 The student analyzes and evaluates the effectiveness of communication.4.1 Assesses effectiveness of one's own and others' communication.4.1.1 Analyzes and evaluates strengths and weaknesses of one's own communication using own or established criteria.4.2 Sets goals for improvement.4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentation.

Educational Technology 2.3.1, 1.3.2

Math S-IC 1Reading 1.3.2, 2.2.2, 2.3.4Science EALR 1 Systems- Predictability and Feedback

9-12 SYS A Feedback is a process in which the output of a system provides information used to regulate the operation of the system. Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system.

9-12 SYSB Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible.9-12 SYSD Systems can be changing or in equilibrium.EALR 2 Inquiry- Conducting Analyses and Thinking Logically9-12 INQ A Question Scientists generate and evaluate questions to investigate the natural world.9-12 INQ B Investigate Scientific progress requires the use of various methods appropriate for answering different kinds of

research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting, analyzing, and displaying the data.

9-12 INQC Explain Conclusions must be logical, based on evidence, and consistent with prior established knowledge.9-12 INQE Model The essence of scientific investigation involves the development of a theory or conceptual model that can generate testable predictions.EALR 3 Application- Science, Technology and Society9-12 APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the

environment. Society also affects science by its prevailing views about what is important to study and by deciding what research will be funded.

9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conduction research, and generating several different solutions.

9-12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and constraints, then building and testing a model or other representation of the final design.9-12 APPF It is important for all citizens to apply science and technology to critical issues that influence society.EALR 4- Life Science- Maintenance and Stability of Populations9-11 LS2A Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter

and energy is important for maintaining the health and sustainability of an ecosystem.9-11 LS2B Living organisms have the capacity to produce very large populations. Population density is the number of

individuals of a particular population living in a given amount of space.9-11 LS2F The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources.

Social Studies – CivicsWriting WHST 4, 6

COMPONENTS AND COMPETENCIESIntegrated Pest Management

Performance Assessments:Students will identify and explain the importance of the various steps of integrated pest management. In addition, they will discuss and identify the current wide spread use of chemicals during our daily activities and the effects that can have on the environment.

Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy

STANDARDS AND COMPETENCIESStandard/Unit:PS.03. Performance Element: Propagate, culture and harvest plants.

Competencies Total Learning Hours for Unit: 5PS.03.03. Develop and implement a plan for integrated pest management

Level 1PS.03.03.01.a Identify types of plant pests and disorders.PS.03.03.02.a Describe damage caused by plant pests and diseasesPS.03.03.04.a Explain risks and benefits associated with the materials and methods used in plant pest management.

Level 2PS.03.03.01.b Identify major local weeds, insect pests and infectious and noninfectious plant diseases.PS.03.03.02.b Diagram the life cycles of major plant pests and diseasesPS.03.03.04.b Explain procedures for the safe handling, use and storage of pesticides.

Level 3PS.03.03.01.c Design and implement a crop scouting program.PS.03.03.02.c Predict pest and disease problems based on environmental conditions and life cycles.PS.03.03.04.c Evaluate environmental and consumer concerns regarding pest management strategies.

Aligned Washington State StandardsArt

Communications

2 The student uses communication skills and strategies to interact/work effectively with others.2.1 Uses language to interact effectively and responsibly in a multicultural context.2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.3. The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of

situations.3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.3.1.1 Applies skills to plan and organize effective oral communication and presentation.3.2 Uses media and other resources to support presentations.3.3 Uses effective delivery.4 The student analyzes and evaluates the effectiveness of communication.4.1 Assesses effectiveness of one's own and others' communication.4.1.1 Analyzes and evaluates strengths and weaknesses of one's own communication using own or established criteria.4.2 Sets goals for improvement.4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentation.

Educational Technology 1.3.2, 1.3.3

MathReading 1.3.2, RST 4Science EALR 1 Systems- Predictability and Feedback

9-12 SYS A Feedback is a process in which the output of a system provides information used to regulate the operation of the system. Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system.

9-12 SYSB Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible.9-12 SYSD Systems can be changing or in equilibrium.EALR 2 Inquiry- Conducting Analyses and Thinking Logically9-12 INQ A Question Scientists generate and evaluate questions to investigate the natural world.9-12 INQ B Investigate Scientific progress requires the use of various methods appropriate for answering different kinds of

research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting, analyzing, and displaying the data.

9-12 INQC Explain Conclusions must be logical, based on evidence, and consistent with prior established knowledge.9-12 INQE Model The essence of scientific investigation involves the development of a theory or conceptual model that can generate testable predictions.EALR 3 Application- Science, Technology and Society9-12 APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the

environment. Society also affects science by its prevailing views about what is important to study and by deciding what research will be funded.

9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conduction research, and generating several different solutions.

9-12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and constraints, then building and testing a model or other representation of the final design.9-12 APPF It is important for all citizens to apply science and technology to critical issues that influence society.EALR 4- Life Science- Maintenance and Stability of Populations9-11 LS2A Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter

and energy is important for maintaining the health and sustainability of an ecosystem.9-11 LS2B Living organisms have the capacity to produce very large populations. Population density is the number of

individuals of a particular population living in a given amount of space.9-11 LS2F The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources.

Social Studies – CivicsWriting

COMPONENTS AND COMPETENCIESContainer Grown Plants

Performance Assessments:Students will complete several different plantings including: seedling trees, plugs, seedling bedding plants and perennials and vegetables, hanging baskets, color bowls, herb bowls, as well as bonsai trees. Students will use the internet to develop container recipes based on color schemes, bloom times, and light requirements.

Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy

STANDARDS AND COMPETENCIESStandard/Unit:PS.04. Employ elements of design to enhance an environment.

Competencies Total Learning Hours for Unit: 25PS.04.01. Create designs using plants.

Level 1PS.04.01.01.a. Define design and identify design elements.PS.04.01.02.a. Discuss the applications of art in agriculture/horticulture.

Level 2PS.04.01.01.b. Explain design elements of line, form, texture and color and express the visual effect each has on the viewer.PS.04.01.02.b. Discuss principles of design that form the basis of artistic impression.

Level 3PS.04.01.01.c Select plants, hard goods, supplies and other materials for use in a design based on a range of criteria.PS.04.01.02.c. Create and implement designs by following established principles of art.

Aligned Washington State StandardsArt 2.2.1, 4.4.2Communications 2 The student uses communication skills and strategies to interact/work effectively with others.

2.1 Uses language to interact effectively and responsibly in a multicultural context.

2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.3. The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of

situations.3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.3.1.1 Applies skills to plan and organize effective oral communication and presentation.3.2 Uses media and other resources to support presentations.3.3 Uses effective delivery.4 The student analyzes and evaluates the effectiveness of communication.4.1 Assesses effectiveness of one's own and others' communication.4.1.1 Analyzes and evaluates strengths and weaknesses of one's own communication using own or established criteria.4.2 Sets goals for improvement.4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentation.

Educational Technology 1.3..2, 1.3.3

MathReadingScience EALR 1 Systems- Predictability and Feedback

9-12 SYS A Feedback is a process in which the output of a system provides information used to regulate the operation of the system. Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system.

9-12 SYSB Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible.9-12 SYSD Systems can be changing or in equilibrium.EALR 2 Inquiry- Conducting Analyses and Thinking Logically9-12 INQ A Question Scientists generate and evaluate questions to investigate the natural world.9-12 INQ B Investigate Scientific progress requires the use of various methods appropriate for answering different kinds of

research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting, analyzing, and displaying the data.

9-12 INQC Explain Conclusions must be logical, based on evidence, and consistent with prior established knowledge.9-12 INQE Model The essence of scientific investigation involves the development of a theory or conceptual model that can generate testable predictions.EALR 3 Application- Science, Technology and Society9-12 APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the

environment. Society also affects science by its prevailing views about what is important to study and by deciding what research will be funded.

9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conduction research, and generating several different solutions.

9-12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and constraints, then building and testing a model or other representation of the final design.9-12 APPF It is important for all citizens to apply science and technology to critical issues that influence society.EALR 4- Life Science- Maintenance and Stability of Populations9-11 LS2A Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter

and energy is important for maintaining the health and sustainability of an ecosystem.9-11 LS2B Living organisms have the capacity to produce very large populations. Population density is the number of

individuals of a particular population living in a given amount of space.9-11 LS2F The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources.

Social Studies – CivicsWriting21st CENTURY SKILLSCheck those that students will demonstrate in this standard/unit:

LEARNING AND INNOVATIONCreativity and Innovation

Think CreativelyWork Creatively with OthersImplement Innovations

Critical Thinking and Problem SolvingReason EffectivelyUse Systems ThinkingMake Judgments and DecisionsSolve Problems

Communication and CollaborationCommunicate ClearlyCollaborate with Others

INFORMATION, MEDIA AND TECHNOLOGY SKILLSInformation Literacy

Access and /evaluate InformationUse and Manage Information

Media LiteracyAnalyze MediaCreate Media Products

Information, Communications and Technology (ICT Literacy)

Apply Technology Effectively

LIFE AND CAREER SKILLSFlexibility and Adaptability

Adapt to ChangeBe Flexible

Initiative and Self-DirectionManage Goals and TimeWork IndependentlyBe Self-Directed Learners

Social and Cross-CulturalInteract Effectively with OthersWork Effectively in Diverse Teams

Productivity and AccountabilityManage ProjectsProduce Results

Leadership and ResponsibilityGuide and Lead OthersBe Responsible to Others